INTEGRATING

TECHNOLOGY INTO
THE CURRICULUM AND
MAJOR DISCIPLINAL
AREAS
Lesson 9
TECHNOLOGY INTEGRATION INTO THE CURRICULUM

aprocess of continuous change of learning

and improvement after having availed of
and have gained access to technology
a goal-in-process, not an end state
 developing a culture that embraces
technology and a domain that requires
special data collection
TECHNOLOGY INTEGRATION INTO THE CURRICULUM

 the
use of technology to
enhance and support pedagogy
and instructional practices in a
specific content area or in a
multidisciplinary environment
Why technology
should be integrated
in the curriculum?
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

1. revolutionizes the learning

process;
2. improves the students'
learning process and
outcomes;
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

3. helps students acquire the skills needed to survive in a

complex and highly technology knowledge-based economy
The 21st century skills needed by the learners:
a. personal and social responsibility
b. planning
c. critical thinking and creativity
d. cross cultural understanding
e. visualizing and decision making
f. knowing how and when to use technology
g. choosing most appropriate tool for the task;
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

4. supports the four key components

of learning: active engagement,
participation in groups, frequent
interaction and feedback, and
connection to the real-world
experts;
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

5. With technology tools and

project learning approach,
students are likely to engage
and be on task and to reduce
behavioral problems in
classrooms;
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

6. offers educators effective ways to

reach different types of learners and
assess students' understanding
through multiple means
 makes teaching and learning
meaningful and fun
REASONS WHY TECHNOLOGY SHOULD BE INTEGRATED IN THE CURRICULUM (EDUTOPIA,
2008).

7. a tool to promote and extend students’

learning daily
Integrating technology will help teachers find
time to learn to use the tools and to
understand the terminology needed to
participate in the projects and activities. It
helps teachers new to technology gain
experience in using it.
Differentiate teacher
as coach from a
traditional teacher…
TEACHER AS COACH VS TRADITIONAL TEACHER

Technology integration into

the curriculum commences
when teachers take on a
different role, i.e., teachers act
as coaches.
FREI, GAMMILL, AND IRONS (2007) DIFFERENTIATE TEACHER AS
COACH FROM A TRADITIONAL TEACHER…

Teacher as Coach
• Designs problems and tasks for students to solve and to
tackle
• Shoots thought-provoking and open-ended questions
• Offers tools and trains students on how to use them
• Promotes differentiated instruction
• Employs cooperative learning and considers students abilities
and interests
• Employ varied ways of assessing student performance
• Allows students to reflect on their own learning
FREI, GAMMILL; AND IRONS (2007) DIFFERENTIATE TEACHER AS
COACH FROM A TRADITIONAL TEACHER…

Traditional Teacher
• Does lecture most of the time
• Demonstrates skills and simply lets students to mimic him
• Simply shows how problems are solved
• Leads students to the correct answer
• Allows students to work on their own without any intervention or
input from him
• Administers only paper-and-pencil tests
TEACHER AS COACH VS TRADITIONAL TEACHER

Teacher coaches see text as not

the sole source of knowledge. By
employing technology, they add
more exciting, updated, and
different materials to instruction
(Hawkins, 1997 as cited in Frei, Gammill, and Irons, 2007)
TEACHER AS COACH VS TRADITIONAL TEACHER

Teachers should also improve their own

technology and computer skills. This
may be done by familiarizing themselves
with computer hardware and software
and by using computers in their daily
activities - from emailing to developing
course materials.
What are the practical ways
to integrate Technology into
the classroom and major
disciplines?
PRACTICAL WAYS TO INTEGRATE TECHNOLOGY INTO THE
CLASSROOM AND MAJOR DISCIPLINES

1. Access an online weather forecast. Spend extra minute

talking about the weather - something that concerns all every
day. Students may be asked to log on to online sites that talk
about local and international weather updates.
2. Introduce a word of the day. Inflate and widen the
students’ vocabulary depth and breadth by asking them to
log on to online dictionaries and online vocabulary games.
PRACTICAL WAYS TO INTEGRATE TECHNOLOGY INTO THE
CLASSROOM AND MAJOR DISCIPLINES

4. Invite the students to take online math

problems. Extend learners’ online math experience
and encourage them to match their acumen with
students around the world by participating in the
math online Olympiad.
5. Keep them spelling. Ask the students to
compete with others in online spelling quiz bees.
PRACTICAL WAYS TO INTEGRATE TECHNOLOGY INTO THE
CLASSROOM AND MAJOR DISCIPLINES

5. Make history online work sheets. Create

online worksheets and require the students to
accomplish these online as well.
6. Provide online reading comprehension
practice. Require students to visit online
comprehension practice websites to hone their
reading proficiency.
PRACTICAL WAYS TO INTEGRATE TECHNOLOGY INTO THE
CLASSROOM AND MAJOR DISCIPLINES

7. Incorporate online news sources into discussions

of current events. For students to be abreast with latest
events, incorporate online news sources into daily
classroom discussions.
8. Spend time for a more formal science lesson. Ask
the students to visit science discovery websites. Ask them
to share new information they obtained from these
science discovery online sites.
PRACTICAL WAYS TO INTEGRATE TECHNOLOGY INTO THE
CLASSROOM AND MAJOR DISCIPLINES

9. Sign up for a science experiment of the week. Ask

students to log on to websites that send new science
experiments via email.
10. Make geography a daily event. Ask students to take the
online geography quizzes and use online maps in locating
places.
11. Keep them guessing. Ask the students to answer online
guessing games that enhance their logical thinking.
In Math Classes…
IN MATH CLASSES
Bernard (2009) suggests the use of many websites to help
both the teachers and students to make math learning easy
and fun. The links to these may be seen at www.edutopia.org.
• Taxing Brain Teasers
• Disposable Fun
• All on Board for Math
• Counting on Lego
• All the Angles
• Don't be Left Clueless
• Voki Mini Avatar
IN MATH CLASSES

Math teachers may also use

spreadsheets to compute math
formulas, use spreadsheets to indicate
patterns in mathematics, use graphs to
show algebraic and trigonometric
functions, and use e-mail to set up
tutorial sessions.
IN MATH CLASSES

The Reflective Educator, an educational technology website, (see

davidwees.com) posits that in learning Mathematics, students can:
• record video tutorials or create their own tutorials
• create video problems using video problems of
slide shows
• use screen casting to show their projects in
progress
• take pictures of real-life phenomena
• create programs to solve mathematical problems
IN MATH CLASSES
The Reflective Educator, an educational technology website, (see
davidwees.com) posits that in learning mathematics, students can:
 create programming projects
 use virtual tools for geometric constructions
 create simulations to explore mathematical ideas
 join online communities of people interested in
mathematical problem solving
 play games with embedded math concepts use
computer to do the computation portion of a math
problem
IN MATH CLASSES
The Reflective Educator, an educational technology website, (see
davidwees.com) posits that in learning mathematics, students can:
 use virtual math manipulative
 teach others mathematics through Handout
Skype, and chat rooms
 use robotics
 allow everyone to respond to questions through
their cell phone or active prompt
 collect real life data
IN MATH CLASSES
The Reflective Educator, an educational technology website,
(see davidwees.com) posits that in learning mathematics,
students can:
 create presentations to share their
thinking about a problem
 make and share interactive mathematical
diagrams
 survey people
 create mathematical art
In Science Classes…
IN SCIENCE CLASSES
Haynes, (n. d.), in her article, "12 Easy Ways to use Technology in the
Classroom, Even for Technophobic Teachers" suggests ways to incorporate
technology in the science classroom. The full description of each of these ways
may be viewed at www.teachhub.com.
• Do a power point game show.
• Try a web quest.
• Use technology as a topic for a writing
assignment.
• Create a class webpage.
• Use an online grading system.
• Do an e-mail exchange.
IN SCIENCE CLASSES

12 Easy Ways to use Technology in the Classroom, Even for Technophobic

Teachers" suggests ways to incorporate technology in the science
classroom:
• Give multimedia presentation.
• Supplement the lessons with sound clips, video
clips, etc.
• Create a class blog or wiki
• Listen or create Podcast.
• Publish students' work.
IN SCIENCE CLASSES

Science teachers may also use texts to

examine and check veracity of scientific
information, use spreadsheets in
presenting scientific findings, use video
microscopes, use simulation software,
and analyze scientific data using
computer- graphing program.
In Language Arts and
in Teaching English…
IN LANGUAGE ARTS AND IN TEACHING ENGLISH

Motteram (2013) elucidates the vital role of

technology in language learning. Computers
abound worldwide and computer assisted learning
has already been a groundwork in teaching English
language half a century ago. However, today with
several of the students referred to as digital natives,
some teachers feel they are outmatched and thus,
hold off using technology in the classroom.
IN LANGUAGE ARTS AND IN TEACHING ENGLISH
How can learners test their skills using technology?
 Motteram asserts that technology tools are
meant to do things with the language not merely
learning about the language. The input is not
that important. What counts most is the ability
to use the language with others and
establish a meaningful relationship with
them.
IN LANGUAGE ARTS AND IN TEACHING ENGLISH
 Taking writing for instance, where technology
takes the form of a processor. Technology
empowers the learners to work
independently not only to discern the subject
matter.
 Using technology aided tools enables the
learners to check spelling or grammar
consequently, they can revise and improve their
draft until it becomes understandable.
IN LANGUAGE ARTS AND IN TEACHING ENGLISH

Technology has been the prime mediator in

editing and refining the students' written
work. It has likewise supported the teacher
who lacks confidence in his language use.
In effect, technology has been the overriding
element that has remarkably improved the
learners and teachers' knowledge.
What are the Ways to Use
Technology in English as a
Second Language (ES)
Instruction?
10 WAYS TO USE TECHNOLOGY IN ENGLISH AS A SECOND LANGUAGE
(ES) INSTRUCTION (ZAKHAREUSKI, N.D.)
1. Film and Video. Using films and videos can support
vocabulary building and improve comprehension skills. ESL
Partyland, for example, is a free resource where learners can
learn new words.
2. Applications or Apps. Apps are from websites where
learners can practice using the language Apps on iPads and
tablets.
3. Digital Field Trips. For example, through a virtual farm,
students learn new worlds. Students experience and learn
new information via this web like they are out going on field
trips.
10 WAYS TO USE TECHNOLOGY IN ENGLISH AS A SECOND LANGUAGE
(ES) INSTRUCTION (ZAKHAREUSKI, N.D.)
4. Podcasts. Students can either create their own
podcast or listen to develop speaking skills.
5. Pen Pals. This can help learners develop their
writing or speaking skills when using e-mails or
discussion boards.
6. Web Quest. Using many websites can help learners
to become competent in the language.
7. Online Game. Playing games with the computer and
mobiles can help learners achieve spelling skills and
other communication skills.
10 WAYS TO USE TECHNOLOGY IN ENGLISH AS A SECOND LANGUAGE
(ES) INSTRUCTION (ZAKHAREUSKI, N.D.)

8. Blogging. Learners consider writing blog interesting

and stimulating especially when others write
commendable commentaries about several blog.
9. Skype. Using Skype provides opportunities for the
students to develop their speaking and listening skills.
10. ESL Café. This site presents several exercises
about grammar and variety of resources that prepare
students to develop the needed 21st century skills.
10 WAYS TO USE TECHNOLOGY IN ENGLISH AS A SECOND LANGUAGE
(ES) INSTRUCTION (ZAKHAREUSKI, N.D.)

Other options include designing

multimedia presentations, using
literature databases for research
writing, debating about accuracy of
online information, showing popular
stories in CDs, and letting students
discuss a literary piece in chat rooms.
Examples of English
classroom where technology
serves as integral part of
instruction…
EXAMPLES OF ENGLISH CLASSROOM WHERE TECHNOLOGY SERVES AS
INTEGRAL PART OF INSTRUCTION (GOLUB AND POPE, 2000) :

1. Students (10-15) from different

countries pooled their written works
together to be published in a magazine.
Their editors solicited funds on the
Internet for the publication of their
writings. They had their works sent first
through emails for review and evaluation.
EXAMPLES OF ENGLISH CLASSROOM WHERE TECHNOLOGY SERVES AS
INTEGRAL PART OF INSTRUCTION (GOLUB AND POPE, 2000) :

2. A teacher in Orlando, Florida assigned her

students to read the novel "Huckleberry Finn" by
Mark Twain. They posted their responses to every
chapter on a list server where other students from
Russia added their own ideas. Both groups of
students read each chapter at the same time and
at the same rate and they discussed the novel
among each other via technology.
EXAMPLES OF ENGLISH CLASSROOM WHERE TECHNOLOGY SERVES AS
INTEGRAL PART OF INSTRUCTION (GOLUB AND POPE, 2000) :

3. In 1990-1991, with the outbreak of the Persian

War, Jeff Galub, a teacher at Shorecrest High
School in Seattle, Washington asked his students
to correspond with students via the International
Educational Resource Network
(http://www.Leran.org). His students received
eyewitness accounts for the personal costs of the
war.
EXAMPLES OF ENGLISH CLASSROOM WHERE TECHNOLOGY SERVES AS
INTEGRAL PART OF INSTRUCTION (GOLUB AND POPE, 2000) :

They were able to ask questions and come in

contact via technology for a period of three
months. They learned about the harrowing
experiences of the Israelis such as about one
student who feared taking a shower as she might
miss the alarm signaling an attack by the
enemies. Another recounted that she was about
to go to bed but was fearful that there might be an
attack.
What are the principles for
infusing technology into the
English Language Arts
preparation program?
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :

1. Introduce and Infuse Technology in

Context. Technology should be the basic
background for the content and
pedagogical content knowledge.
Technology is the means to achieve the
goal in the teaching and learning English.
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :

2. Focus on the Importance of

Technology as a Literacy Tool. It
should be acknowledged that technology
has dynamically impact teaching and
learning of language arts; how we read,
write, view and visually represent
information.
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :

3. Model English Language Arts Teaching

and Learning While Infusing Technology.
Teachers should continuously learn and
make the classroom learning-centered and
learner-centered, where the teacher is a
facilitator and as well as a learner together
with the students.
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :

4. Evaluate Critically When and How to Use

Technology. Learners should know which of their
sources are telling or teaching the truth.
5. Provide a Wide Range of Opportunities for
.

Using Technology within the Context.

Teachers should provide every opportunity for the
students to learn and apply technology.
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :
6. Examine and Determine Ways of Analyzing,
Evaluating, and Grading English Language Arts
Technology Products. Application of this principle
involves making decisions, (1) the content of the
product, (2) objectives of the project itself, and (3)
using the information to come up with the indicators
and evaluation descriptors. Both the students and the
teacher have to determine in advance the criteria so
that the process of evaluating and grading become
integrated into the instructional process.
SEVEN PRINCIPLES FOR INFUSING TECHNOLOGY INTO THE
ENGLISH LANGUAGE ARTS PREPARATION PROGRAM (GOLUB AND POPE, 2000) :

7. Emphasize Issues of Equity and

Diversity in Technology Accessibility.
Teachers must address diversity of the
learners. No two individuals are the same,
thus every teacher must have that sensitivity
to be able to respond and cope with the
differences among the learners as well as
with the inequities of computer accessibility.
In Social Studies…
IN SOCIAL STUDIES

The five principles purported by Mason,

Berson, Hicks, and Dralle, (2000) serve as
imperative guidelines for teachers to
infuse technology in Social Studies
teaching. Teachers should do research
about the technology tools they integrate in
their lessons as technology changes at a
very fast pace.
IN SOCIAL STUDIES

Technology is short-term and

usually in 6-month time new
forms replace the old ones.
Hence, the need to evaluate
and do research about it.
What are the Principles for the
Infusion of Technology in
Social Studies Teacher
Preparation Programs?
FIVE PRINCIPLES FOR THE INFUSION OF TECHNOLOGY IN SOCIAL STUDIES
TEACHER PREPARATION PROGRAMS (MASON, BERSON, HICKS, & DRALLE, 2000):

1. Extend learning beyond what could be done

without technology. Teachers are to make use
of technology as one that would allow them to
make lessons more meaningful for the
learners by using database websites such as
digital archives. Such database websites provide
the students needed research of a historical event
to create an animated model.
FIVE PRINCIPLES FOR THE INFUSION OF TECHNOLOGY IN SOCIAL STUDIES
TEACHER PREPARATION PROGRAMS (MASON, BERSON, HICKS, & DRALLE, 2000):

2. Introduce technology in context. This implies

that the pre-service teachers may use such tools
as PowerPoint and Excel spreadsheets in the
classroom but with a unique way to assist them in
direct instruction of a specific lesson, not just to
master the use of the learning tool. Teachers
should have the proper training before applying
the different tools.
FIVE PRINCIPLES FOR THE INFUSION OF TECHNOLOGY IN SOCIAL STUDIES
TEACHER PREPARATION PROGRAMS (MASON, BERSON, HICKS, & DRALLE, 2000):

3. Include opportunities for students to study

relationships among science, technology, and
society. This advises teachers to take vigilant
steps to guide the students when using the
Internet. Teachers should make sure that
students would not be at risk to get into
inappropriate sites as the cyberspace contain
both good and offensive information.
FIVE PRINCIPLES FOR THE INFUSION OF TECHNOLOGY IN SOCIAL STUDIES
TEACHER PREPARATION PROGRAMS (MASON, BERSON, HICKS, & DRALLE, 2000):

4. Foster the development of the skills,

knowledge, and participation as good
citizens in a democratic society. This
states that teacher should use technology
tools to disseminate knowledge that prepares
students for citizenship, which is for the
learners to achieve civic learning and action.
FIVE PRINCIPLES FOR THE INFUSION OF TECHNOLOGY IN SOCIAL STUDIES
TEACHER PREPARATION PROGRAMS (MASON, BERSON, HICKS, & DRALLE, 2000):

5. Contribute to the research and

evaluation of social studies and
technology. This echoes that lessons
infused with technology should be regularly
evaluated to ascertain that they steer the
proper application of the lived experiences of
the learners.
Some ways by which
technology may be infused in
the teaching of Social
Studies…
SOME WAYS BY WHICH TECHNOLOGY MAY BE INFUSED IN THE TEACHING OF
SOCIAL STUDIES (BLOGGING THE TEXTBOOK) BY BARNARD (2009)

1. Publish. Publish blogs which allows them discuss

and inspire their students topics of interest or about
current issues.
2. Battle it Out. Students are able to put up a video, for
instance about different wars in the past with the
comments of a director. Teacher could keep the video
for future lessons. Students could also create new ones
annually.
SOME WAYS BY WHICH TECHNOLOGY MAY BE INFUSED IN THE TEACHING OF
SOCIAL STUDIES (BLOGGING THE TEXTBOOK) BY BARNARD (2009)

3. "Friending" Thomas Paine. MySpace can be used

to make profiles of important people in History. This site
is popular like Facebook. Picture, songs, and videos
about the person can be added to this site.
4. Going to the Source. Using Skype is an ideal site
where one learns about other places worldwide. It is an
awesome tool to communicate with anyone around the
globe.
SOME WAYS BY WHICH TECHNOLOGY MAY BE INFUSED IN THE TEACHING OF
SOCIAL STUDIES (BLOGGING THE TEXTBOOK) BY BARNARD (2009)

5. Global Explorers. By means of Skype,

learners can learn about various nations and the
people's culture. Students can also create
podcasts and carry on talks through blogs.
6. A Web Site for your Thoughts. A wiki is a site
students and teachers can create where the
subject can be anything learned in school.
SOME WAYS BY WHICH TECHNOLOGY MAY BE INFUSED IN THE TEACHING OF
SOCIAL STUDIES (BLOGGING THE TEXTBOOK) BY BARNARD (2009)

7. Virtually Saving the World. This is a game where

learners can situate a country in a map through a
website. If the learner finds the country in about 5-10
seconds, cup of water is donated to people in need of
it. In another website, free rice is donated for every
correct response. The games motivate the learners to
learn about geography and to get involved in civic
affairs.
What are some of the
resources that Social Studies
teachers should try?
12 RESOURCES SOCIAL STUDIES TEACHERS SHOULD TRY (BYRNE, 2010):

1. Google Earth. This can be used by learners to tour,

explore and be enlightened about contemporary events
around the world. It can be used to make digital stories.
2. Google Maps. This is a web-based where students
can make placemarks, and tours from any Internet
connected computer.
3. Google Books. Learners can avail of numerous
books and documents and others.
12 RESOURCES SOCIAL STUDIES TEACHERS SHOULD TRY (BYRNE, 2010):

4. Google Scholar. This supplements information in

the learners' textbooks suggests classroom resources
and research links.
5. The Avalon Project. This is a free resource where
learners can get copies of original documents.
6. X Timeline. Students can get texts, images and
video for the website in dates with A.D./B.C. formats.
12 RESOURCES SOCIAL STUDIES TEACHERS SHOULD TRY (BYRNE, 2010):

7. Kids Past. This offers five history games to which

the users can apply knowledge they obtain from their
books.
8. History Animated. This displays animations of the
American Revolution, the U.S. Civil War and U.S.
Pacific Campaign in WWII.
9. BizEd. It offers lessons in economics and virtual field
trips. It highlights updated lesson plans, glossary terms,
slideshows, and virtual field trips.
12 RESOURCES SOCIAL STUDIES TEACHERS SHOULD TRY (BYRNE, 2010):

10. Playing History. It contains more than 100 games

about US and World History, civics, and geography.
11. CNN Student News. This gives ten minutes news
program about events in the world and provides maps
and discussion guides.
12. National Archives Daily Documents. It shows
documents corresponding to a day in history.
END OF PRESENTATION