Integrating Instructional Technology In Texas Classrooms

The use of technology has been one of the standard components of the curriculum for decades in Texas classrooms. The most common instructional technologies and materials used in classrooms are computers, projectors, the internet, overhead projectors, televisions, videos, models and electronic whiteboards (EWB). In todays modern society, technology abounds in our everyday lives from smartphones, iPads™, iPods™, computers, to tablets. Today’s generation of students is technology savvy and most have been exposed to these technologies from a very young age and are high motivated by them. More and more school districts are recognizing this and are aware of the importance that technology has on our society and are now integrating instructional technology

Further, many educators feel as though they are being asked to use technology to teach students when they have not been fully trained on how to use such tools. Many educators felt unprepared to teach students using new technologies such as EWBs and thus are resistant to doing so (O'Hanlan, 2007). Worse yet, is the fact that students in are not allowed access to personal technology during school hours (Beeland 2002). In many schools, students are required to "power-down" before entering school; as “80 percent of districts in the United States prohibit students from chatting online and instant messaging each other at school, and more than 60 percent prohibit blogging.” (Ward, 2008, p. 53). Students often express a desire to touch and use the technology independently but are prevented from doing so by the teacher (Beeland 2002; Solvie

Viewing digital technologies as learning resources may provide a way to think about a mutually beneficial relationship between literacy and technology, and draws on contemporary literacy and play perspectives to inform pedagogy. Vygotsky’s work (1978) in particular, describes children’s use of cultural tools as conductors of learning. Literacy instruction no longer needs to be limited to written text-only. The use of electronic whiteboards allows for the sharing of reading experiences in a new way. According to Solvie (2004), this tool has the potential to excite new readers and writers and to establish more effective methods of instruction. Studies that have used interactive technology to teach literacy skills reported positive results and improvements in “reading” and story sequencing (Hutinger, Bell, Daytner, & Johanson, 2005). Written and oral languages develop concurrently and are best learned when children have opportunities to observe and interact with others who read and