Edutopia's Review of Research Findings on Technology Integration

Vega, V., (2013). Technology integration research review. Edutopia. Retrieved Tuesday, July 7, 2015 from http://www.edutopia.org/technology-integration-research-learning-outcomes.

Summary

Vanessa Vega, former Senior Manager of Research for Edutopia.com, sets out in her article "Technology Integration Research Review" to review and summarize the vast amount of research on the generic term technology integration and to provide key findings that would be most beneficial to educators. In this four part article, Vega (2013) outlines key learning outcomes from technology integration, describes evidence-based technology programs for different content areas, identifies successful technological tools, and explains common stumbling blocks to technology integration.

Vega (2013) explains that, based on many empirical studies, the blend of face-to-face teacher interaction and the use of technology results in the greatest improvements in learning outcomes as opposed to either direct instruction or technology alone. Unfortunately, there is no concrete evidence as to what specific features of technology integration is responsible for these improvements (Vega 2013). Ultimately, the research suggests that, regardless of the specific technological tools that are utilized, any successful technology integration must include three key components. The first component challenges traditional instructional practices by requiring students to shift from passive to active learners while providing individualized and frequent feedback on their progress (Vega 2013). The second key element to successful technology integration is that student must create and analyze media messages to reflect and evaluate their own understanding (Vega 2013). The third and final component is that students are able to see direct connections to the material they are learning to the world beyond the classroom (Vega 2013).

Vega's assertions about the benefits of technology integration in the classroom are well-supported, but she does caution against some common pitfalls that can quickly derail any technology integration initiatives. Very few teachers consider themselves experienced enough to successfully implement a technology program in their classrooms. It is imperative that, for such programs to be successful, teachers must receive comprehensive and continuous support (Vega 2013). Another common problem with the implementation of new technology programs is the false assumption that all students have the necessary skills to navigate the technological tools and platforms utilized in the classroom. While most students from kindergarten to college could now be considered digital natives, it is important to ensure that all students are confident in navigating the technology. Just as it is vital to ensure that teachers are properly supported through this process, it is equally important for students to achieve the same level of confidence.

Reflection

This article provides excellent information that any teacher must consider prior to utilizing technological tools to advance their instruction. The author makes it abundantly clear that simply using technology will never result in improved learning outcomes without a clear and well-developed plan that includes deliberate and purposeful lesson plans, continuous support for both teachers and students, and a more global curricular focus. While Vega outlines several specific tools that have proven results in different content areas, it is clear that she is confident that any technology integration program can be successful if is deliberate and well-planned.

Here is a link to the article