The Journal of Technology Studies Articles 66 Articles The Pedagogy of Technology Integration Mabel CPO Okojie, Anthony A. Olinzock, and Tinukwa C. Okojie-Boulder Abstract The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of suc- cess teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology. The article shows that technolo- gy integration is narrowly perceived and that such a perception might hinder teachers��� under- standing of the scope of technology in educa- tion. Technology integration should be consid- ered along with issues involved in teaching and learning. Such issues include developing learn- ing objectives, selecting methods of instruction, feedback, and evaluation and assessment strate- gies including follow-up activities. Technology used for teaching and learning should be consid- ered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to imple- ment technology into the classroom more suc- cessfully. Introduction This article discusses the narrow perception of the term ���technology integration��� and consid- ers that such a perception is likely to result in a poor use of technology for instructional purpos- es. The scope of technology integration is exam- ined with a view of showing its relationship with pedagogy. It should be noted that technology, which is used to facilitate learning, is part of the instructional process and not an appendage to be attached at any convenient stage during the course of instruction. Technology integration not only involves the inclusion of technical artifacts per se, but also includes theories about technolo- gy integration and the application of research findings to promote teaching/learning. It is not restricted to the mechanical application of vari- ous new computer hardware and software devices during the process of instruction. It should include the strategies for selecting the desired technologies, skill to demonstrate how the selected technologies will be used, skill to evaluate such technologies, as well as the skill to customize the use of such technological skills in a way that addresses instructional problems. The decision on the selection and use of technology for instruction should be made at the onset ��� when the instruction is being prepared, not in the middle or at the conclusion of the instruc- tion. The objective and method of instruction including technology and outcomes of instruc- tion should be specified at the planning stage. This point is illustrated by Diaz & Bontembal (2000): Using technology to enhance the education- al process involves more than just learning how to use specific piece of hardware and software. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional settings���Pedagogy-based training begins by helping teachers understand the role of learning theory in the design and function of class activities and in the selection and use of instructional technologies. (pp. 2 and 6) The relationship between instructional tech- nology and pedagogical concepts is considered with a view of assisting teachers to recognize the impact of such a relationship in an educa- tional inquiry. Technology integration is com- plex and is made up of processes of intercon- nected activities. The essence of this article is to explore those processes and to encourage teach- ers and those connected with technology inte- gration to be reflective practitioners. The Scope of Instructional Technology Technology in education is commonly defined as a technical device or tool used to enhance instruction. According to Lever-Duffy, McDonald, and Mizell (2005) ���educational tech- nology might include media, models, projected and non-projected visual, as well as audio, video and digital media.��� These authors claim that some ���educators may take a narrower view��� and are likely to ���confine educational technology

The Journal of Technology Studies 67 primarily to computers, computer peripherals and related software used for teaching and learn- ing��� (pp. 4, 5). This definition does not take into consideration the pedagogical principles upon which the application of various technologies into educational inquiry are based. Such a defi- nition is narrow because it isolates technology from pedagogical processes that it is intended to support. It does not connect instructional tech- nology with the learning objectives, methods of instruction, learning style and pace of learning, assessment and evaluation strategies, including follow-up procedures. Specifically, technology integration should incorporate the technological skill and ability to use pedagogical knowledge as a base for integrating technology into teach- ing and learning. This implies that teachers should develop strategies to motivate students to keep them focused as the instruction progresses and to consider that different students prefer dif- ferent learning styles and that they learn at dif- ferent rates. It is important that teachers use a variety of teaching methods, and students must be taught to use the newly acquired knowledge and skill as well as to critically evaluate and modify such knowledge. In other words, teachers should be able to engage students in an exploratory learn- ing experience which is designed to stimulate thinking. According to Bruner (1966), the essence of teaching and learning is to help learners acquire knowledge and use the knowl- edge they have acquired to create other knowl- edge. Bruner eloquently states: To instruct someone ... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the estab- lishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (p. 72) This can imply that teaching software skills without consideration to the basic foundation knowledge that justifies their application is like- ly to result in rote memorization of disjointed information on various technologies used. Ausubel (1978) claims that this type of teaching method is likely to lead to forgetfulness. In a broad sense, technology integration can be described as a process of using existing tools, equipment and materials, including the use of electronic media, for the purpose of enhancing learning. It involves managing and coordinating available instructional aids and resources in order to facilitate learning. It also involves the selection of suitable technology based on the learning needs of students as well as the ability of teachers to adapt such technology to fit spe- cific learning activities. It calls for teachers��� ability to select suitable technology while plan- ning instruction. It also requires teachers to use appropriate technology to present and evaluate instruction as well as use relevant technology for follow-up learning activities. Such a broad defi- nition of technology in education will help teachers develop a rational approach toward technology integration. Problems of Technology Integration The study of Leh (2005) reveals that teach- ers admitted ���they did not resist technology per se but agreed that they could not fully integrate it into their own practices because of the organi- zational, administrative, pedagogical, or person- al constraints��� (p. 19). Leh claims that the teach- ers acknowledge, ���technology was more of a problem with multiple facets rather than a solu- tion ������ (p. 19). Defining instructional technol- ogy in broad spectrum helps educators, especial- ly inexperienced teachers, understand the peda- gogical issues to be considered when using tech- nology to enhance the process of teaching and learning. Leh also calls for the ���the national organizations involved in teacher standards to recognize that teachers need to ��� develop a foundation upon which to build their under- standing of technology integration (p. 46). Bosch & Cardinale (1993) maintain that while it is important for teachers to be provided with technological skill, it is also important to edu- cate them on how to use that skill to support learning. Infusing technology into a curriculum is less likely to make an impact on students��� learning if technology is not considered as a component of instruction. Technology should not be treated as a separate entity but should be considered as an integral part of instructional delivery. The teacher should be able to assess the appropriateness of any technology used for teaching and learning in relation to specific instruction. The teacher should also consider how the technology selected fits into the objective of the lesson, methods of instruction, evaluation,