As the National Educational Computing Conference (NECC) gets its 2005 show underway the question that has been bothering me is, what, if any difference is there between Technology Integration and Technology Tools?
I thought that I had a clear understanding before I was deluged with emails from vendors and presenters who are going to be at this show. Technology integration is where the emphasis is on the core instruction and there may be some use of technology to either illustrate key learning objectives or to demonstrate how they can be applied in varying situations.
But today, it seems everyone has claimed the label of being about ‘Technology integration’ and it has greatly expanded this definition. Technology tools such as eLearning applications, ed tech software and hardware all claim that they permit, support or even deliver integration within instruction.
So the term itself may not be as relevant as it was just a short time ago. At its root definition, technology integration once meant that it (technology) was to be carefully woven with a specific objective or task. Perhaps today’s definition is simply being about the act of using or having technology included in the educational process.
I’m not saying that the broadening of the use of the term is necessarily a bad thing, I just think that the goal of de-emphasizing the role that technology plays is to focus on the end result of helping teachers to teach, and students to learn. So what does technology integration mean for education? I believe it should not be about imposing new ways to use technology in the classroom or creating additional tasks for teachers and students to have to accomplish using tech tools because they are available.
As you begin your summer, or as you head to NECC, or if you are hard at work in continuing your pursuit to provide and improve the educational system, I would love to hear your thoughts on what has happened and more importantly, how at this moment in time, we have the potential to truly transform education by inspiring learning.