Research on instructional technology over the last few years has led to a better understanding of how technology can impact teaching and learning. Today almost all schools in America use technology to enhance teaching and learning. Each state has its own technology program. Teachers use technology in integrated activities as part of their school curriculum. Instructional technology, for example, creates an environment where students can not only ask questions but also identify problems that interest them. This activity could combine technology, social studies and math with science and language arts, and allow students to be involved in the creation of their own activities. However, most educational technology experts agree that technology should not be treated as an isolated subject or as a project only. It should be used as a tool to support and extend student learning every day.
Classroom teachers today may not have any experience with technology, which can present a challenge. Teachers must first learn how to use technology and the terminology to be able to include technology-based projects and activities in their curriculum. They should be able to use technology to enhance student learning and further their professional development.
Instructional technology helps students to improve their skills and concepts by using multiple representations and enhanced visualisations. It has many benefits, including increased speed and accuracy in data collection and graphing. Real-time visualization, the ability of large data volumes to be collected and analyzed, collaboration between data collection and interpretation, as well as a wider range of presentation of results. When used correctly, technology can also be used to engage students in higher-order thinking and build strong problem-solving skills.
Technology must play a crucial role in the development and implementation of academic content standards. The standards, benchmarks, and grade-level indicators should reflect the proper use of technology. The standards should, for example, include expectations that students can use technology-supported and mental methods to calculate fluently. They also need to be able to use graphing calculators and computers to analyze and graph mathematical relationships. These expectations should support a technology-rich curriculum, not limit technology use to certain skills or grades. Technology allows students with special needs to access subjects. Technology-based interventions and support can be used to help students maximize their strengths and make progress in a standard-based curriculum. Specialized technologies, for example, make it possible for students with disabilities to learn and demonstrate math concepts and skills. Technology has a profound impact on how we work, play and live our lives. It is impossible to overestimate the impact technology has on science and math teachers’ efforts to give every student the opportunity and resources to learn the language skills necessary to achieve their goals and participate fully as informed and productive members of society.
Teachers have the technology to help them be more efficient and more responsive to their students’ needs. Teachers can use technology to help students develop their conceptual knowledge and link their learning to real world problems. Students can use technology tools like Inspiration(r), Starry Night, A WebQuest, Portaportal to engage in inquiry, problem-solving and creative thinking.
These technology tools offer many benefits, including increased accuracy and speed when collecting and graphing data, real-time visualization and interactive modeling of invisible scientific processes and structures. They also allow for large data volumes to be collected and analyzed, collaboration for data interpretation and presentation, and more diverse presentations of results.
Technology integration strategies for content instruction. Technology integration strategies for content instructions can be used from kindergarten through 12th grade. Here, the use and integration of various technologies can become a seamless part both of teaching and learning. Teachers of content should use technology to allow students to ask questions and participate in collaborative activities. Computer technology is more used in traditional teacher-centered methods to drill, practice, and master basic skills.
These classrooms use teacher-centered instructional strategies. This is because they complement teacher-controlled activities. The software used for drill and practice is teacher chosen and teacher assigned. Students’ achievement is being raised in exciting and new ways due to the importance of technology in their lives and its ability to improve teachers’ efficiency.