Information and Communication Technology Integration

Technology integration has a crucial part in learning and teaching cycle in education. However, there are some severe problems, which the teachers face with, in terms of effectiveness of integration. 

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At that point, some researchers focus on suggestions, tools, and guidelines for assessing technology in elementary and secondary education.


Technology in Schools


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"The public is looking for a return on its investment, and it rightly should."

Lowell Milken, president and co-founder of the Milken Family Foundation, commenting on the $5 billion annual public expenditure on K-12 education technology"
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…With the many hundreds of millions of dollars federal and state agencies are flowing into technology for schools, the cry for more research and evaluation will get very loud.… My fear is that high stakes evaluation will focus on the technology and not on what people are trying to do with it or how learning and instruction change through the use of technology-these are the far more interesting and important questions."

David Dwyer, former director of the Apple Classrooms of Tomorrow project and currently Apple's Director of Education Technology. Excerpted from "Taking Stock: What Does the Research Say about Technology's Impact on Education?" in the May 1998 issue of Technology & Learning Magazine
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"Build a technology plan around teachers' needs, and they will come."

Ken Eastwood, assistant superintendent for curriculum, instruction, and technology, Oswego City School District, New York, and Computerworld Smithsonian laureate
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"With the introduction of new hardware and increased demands on support staff comes the vital question: How will this help us teach? Inevitably, this question is asked first not of the teachers themselves, but of technologists."

Richard M. Beattie, director of technology, Brunswick School, Greenwich, Conn., in "The Truth About Tech Support," from the September 2000 issue of Electronic School
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"...When professional development is redefined as a central part of teaching, most decisions and plans related to embedding professional development in the daily work life of teachers will be made at the local school level. Some reformers have recommended that at least 20 percent of teachers' work time should be given to professional study and collaborative work....The National Education Association...recommends that 50 percent of teachers' time be given to professional development."

North Central Regional Educational Laboratory, from "Critical Issue: Finding Time for Professional Development," Pathways to School Improvement, 1997