Effective technology integration in module-based curriculum.

Abstract

This empirical study began with the question of what types of technology are teachers actually using and integrating into their instruction and delivery of the Common Core Module-based curriculum of New York State, in order to increase student achievement? A mixed methodology was used in this observation study. Participants were three elementary school teachers, all female, all Caucasian, all in the same western New York school, and all recognized by their principal as being “successful” integrators of technology into a Module-based curriculum. Data were collected from two individual interviews each, and from classroom observations of Module-based lesson teaching, using an observation sheet designed by the researcher. Results show that individual teacher use of technology ranged from 57% of the lesson time to 100% of the lesson time, and the most common functions for integrating technology were for topic introduction, providing information, modeling a skill, and student practice. The most common technology devices were Interactive White board (IWB), with clickers and teacher computers (laptops and desktop) second. The most commonly used software are was word processing and PowerPoint. Results also show that successful teachers have received professional development specifically on integrating technology into instruction, but are also confident enough to engage in their own trial and error learning. In addition to finding that these successful teachers combine strong knowledge about instructional technology and about instruction generally, results show that in order to successfully integrate technology into Module based lessons, actual technology integration also depends on the focus of the individual teachers: what is developmentally appropriate, or student-centered instruction, or knowing students’ existing knowledge.