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Technology Integration is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa.〔(Teachers of the 21st Century Know the What, Why, and How of Technology Integration, Jolene Dockstader, December 8, 2008 )〕〔(【引用サイトリンク】work=Edutopia )〕 Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than the normal pencil and paper.Technology integration in class would help students to explore more.〔(【引用サイトリンク】url=http://techparticipation.blogspot.in/2009/09/technology-integration-definition.html )〕 The International Society for Technology in Education (ISTE) has established technology standards for students, teachers and administrators in K-12 classrooms. The ISTE, a leader in helping teachers become more effective users of technology, offers this definition of technology integration:
Integrating technology with standard curriculum can not only give students a sense of power, but also allows for more advanced learning among broad topics. However, these technologies require infrastructure, continual maintenance and repair – one determining element, among many, in how these technologies can be used for curricula purposes and whether or not they will be successful. Examples of the infrastructure required to operate and support technology integration in schools include at the basic level electricity, Internet service providers, routers, modems, and personnel to maintain the network, beyond the initial cost of the hardware and software. Technology integration alongside standard education curriculum can provide tools for advanced learning among a broad range of topics. Integration of information and communication technology is often closely monitored and evaluated due to the current climate of accountability, outcome based education, and standardization in assessment. Technology integration can in some instances be problematic. A high ratio of students to technological device has been shown to impede or slow learning and task completion. In some, instances dyadic peer interaction centered around integrated technology has proven to develop a more cooperative sense of social relations. Success or failure of technology integration is largely dependent on factors beyond the technology. The availability of appropriate software for the technology being integrated is also problematic in terms of software accessibility to students and educators.〔 Another issue identified with technology integration is the lack of long-range planning for these tools within the educative districts they are being used. Technology contributes to global development and diversity in classrooms and helps develop upon the fundamental building blocks needed for students to achieve more complex ideas. In order for technology to make an impact within the educational system, teachers and students must access to technology in a contextual matter that is culturally relevant, responsive and meaningful to their educational practice and that promotes quality teaching and active student learning. Following the joyous moment when educators realize their students are capable, independent technology users who can create inspiring digital masterpieces, . In the former mindset of teaching with technology, the teacher was the focal point of the classroom, creating (often time-consuming) interactive and multimedia presentations to add shock and awe to his or her lessons and capture the attention of the 21st century child. A new mindset of teaching through technology must emerge, which depends on a vital shift in teacher/student roles. This helps both student and teacher simultaneously. The four C’s are at the heart of the International Society for Technology in Education’s National Educational Technology Standards (NETS) for Students, providing a substantial framework for defining the focus of technology objectives for K-12 students. For example, in implementing these standards we have found that even our youngest 21st century learners are capable of independently creating digital storybooks, artwork, presentations, and movies.〔(【引用サイトリンク】url=http://www.naesp.org/principal-januaryfebruary-2012-technology/technology-integration-new-21st-century-learner )〕 ==History== The term 'educational technology' was used during the post World War II era in the United States for the integration of implements such as film strips, slide projectors, language laboratories, audio tapes, and television. Presently, the computers, tablets, and mobile devices integrated into classroom settings for educational purposes are most often referred to as 'current' educational technologies. It is important to note that educational technologies continually change, and once referred to slate chalkboards used by students in early schoolhouses in the late nineteenth and early twentieth centuries. The phrase 'educational technology', a composite meaning of technology + education, is used to refer to the most advanced technologies that are available for both teaching and learning in a particular era.〔 In 1994 federal legislation for both the Educate America Act and the Improving America's School's Act (IASA) authorized funds for state and federal educational technology planning.〔 One of the principal goals listed in the Educate America Act is to promote the research, consensus building, and systemic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all students (Public Law 103-227). In 1996 the Telecommunications Act provided a systematic change necessary to ensure equitable educational opportunities of bringing new technology into the education sector. The Telecomm Act requires affordable access and service to advanced telecom services for public schools and libraries. Many of the computers, tablets, and mobile devices currently used in classrooms operate through Internet connectivity; particularly those that are application based such as tablets. Schools in high-cost areas and disadvantaged schools were to receive higher discounts in telecom services such as Internet, cable, satellite television, and the management component.〔 A chart of "Technology Penetration in U.S. Public Schools" report states 98% percent of schools reported having computers in the 1995-1996 school year, with 64% Internet access, and 38% working via networked systems.〔 The ratio of students to computers in the United States in 1984 stood at 15 students per 1 computer, it now stands at an average all-time low of 10 students to computer.〔 From the 1980s on into the 2000s, the most substantial issue to examine in educational technology was school access to technologies according to the 1997 Policy Information Report for Computers and Classrooms: The Status of Technology in U.S. Schools. These technologies included computers, multimedia computers, the Internet, networks, cable TV, and satellite technology amongst other technology-based resources.〔 More recently ubiquitous computing devices, such as computers and tablets, are being used as networked collaborative technologies in the classroom.〔 Computers, tablets and mobile devices may be used in educational settings within groups, between people and for collaborative tasks. These devices provide teachers and students access to the World Wide Web in addition to a variety of software applications. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Technology integration」の詳細全文を読む スポンサード リンク
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