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Technology Integration is Vital for the Twenty First Century
Abstract
The twenty first century has brought many changes to the educational. Education is at a crossroads of
the new while evaluating the old methods. Technology has enhanced education is a step forward and for
each stakeholder that is associated with education. With this growth, technology in education there has
been a few issues that have surfaced, where is technology headed in the future and how will it change
education in the long run? As well there is a growing gap with regards to digital divide in America,
which has caused a have and have not scenario in many educational institutes. This paper explores the
realms and research of technology education, where technology has been and where it is going.
Daniel F. Flynn
Boise State University
Dr. Dennis Beck
July 27, 2010
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In the classroom of today, one would often find that teachers are using a multitude of technology
resources, such as computers, LCD projectors, software, smart boards and so forth. This has been
affirmed greatly in the past twenty years, as technology has grown to proportional sizes and is still ever
expanding. With growth in technology in the twenty first century there has been many positives and
some negatives, such as digital divide that needs to be addressed. Technology is an integral part of
education and is the key to the growth of students and all stakeholders involved in education today.
Technology should be integrated across the curriculum in K-12 schools, with respect to the current trends
and issues within technology.
Current computer technology that is available in education has progressively grown over the past
twenty years and has taken on a new realm with regards to curriculum. Fouts (2000) states, In the past
decade the use of computer and related technologies has expanded from use primarily as an instructional
delivery medium to technology as a transformational tool and an integral part of the learning
environment. In the past decade the computer has been characterized as an agent of change, by bringing
new and important components to education (Bracwell & Laferriere, 1996). With computers being the
base for all technology in education and the driving force of the future it then becomes a vast part of how
computers are shaping educational technology. As the twenty first century progresses there becomes
more of a need to include technology in the curriculum, and a strong foundation to this would be
implementing technology literacy for both students and teachers.
With the growth of technology and the advent of emerging technologies taking over in the
education realm it becomes critical to develop strong technology literacy skills. Judson (2010) states,
Just as an inclusive definition of language literacy encompasses oral expression, verbal communication,
reading comprehension, and writing ability, technology literacy must also be defined widely to illustrate
true proficiency. Judson continues to argue that this is a matter of fluency in technology, as in a
language for both digital natives and immigrants. The use of technology in education is no longer a
luxury, rather it is a standard and needs a strong skill set for all stakeholders in education. The argument
that Judson states elaborates the need of a strong fluency as a base for technology development and
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progression in the twenty first century. A strong computer literacy base allows for strong use of
technology based lessons for students to engage in with courses.
Now that technology has arrived in education it has become a main stay for teachers in the
classroom. Teachers have traditionally developed lessons based without the use of technology until
primarily the last twenty years. However, with the advent of technology in lesson plans there has been a
revolution of sorts that has brought in question the motivational factors of students when using
technology. Clayton et al (2010) argue that there are no differences between the motivation factors of the
traditional methods compared to the technological methods of today. It is the belief that technology
appeals to the student that is unconventional by nature, rather than traditional. However, in todays
business world CEOs and hiring managers will state that business related jobs are unconventional and
are now employed by unconventional people.
As technology arises, it begs the question, have standardized test scores risen in many areas
when technology is introduced? In a study by Robert Maninger, (2006) it is the argument that using
supportive devices with well trained teachers and high classroom management tools, can increase the
results of English course students. Maninger states, In this study the available technology was a key to
the teachers success. It is important to view the differences between arguments, as each and every bit of
information is needed to evaluate what the pros and cons are in educational technology should be
integrated in the classroom. However, with a combination of making technology a more traditional
method of learning, rather than a novelty and using this to enhance curriculum, output of student
successes increase exponentially.
Technology as it stands today, based on the above points and arguments, has become more
than just a luxury, it has become an agent of change in education. Many reports present strong
assertions that technology can catalyze various other changes in the content, methods, and overall quality
of the teaching and learning process, most frequently, triggering changes away from lecture-driven
instruction and toward constructivist, inquiry-oriented classrooms (Culp, Honey, & Mandinach, 2005).
This transformation comes from the use of technology, as technology becomes more constructivists
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natured for student centered learning and critical thinking. Students have more of an ability to take
ownership in their learning and comprehension of course curriculum. A traditional method of lecture
based learning has caused a lull in the progression of how students relate to material and is why
technology is a cartelist for change in the twenty first century.
Despite the many benefits of technology education in the modern twenty first century, there
has been a distinct digital dive that had developed in educational technology. One major issue that is
occurring in America is the technology education and literacy has not spread across all areas of American
life (Peter, 2010). Even if technology is there, there are some that cannot access this technology purely
because of the lack of proper education. Peter also notes that just because an individual knows how to
access technology it doesnt mean that this individual understands how to use this technology in the right
context. The digital divide has also brought about a new sense of the have nots in America today,
especially in rural and inner-city areas of the country (McConnaughey, Ann Nila, & Sloan, 1995). This
for a large part has kept the growth of technology in k-12 schools at bay, as some schools in areas that
have money are able to buy and maintain a good technology program. Its critical to build a national
infrastructure for educational technology so that each school will haves access to technology. In other
words, a federally funded program based on a technology standard might close the, Have and have not,
gap (Arafeh, Levin, Rainie, & Lenhart, 2002). The winding of the gap also included the digital
disconnect between skills of students across the country, as the haves continue to develop technology
ready skills and the, Have nots, continue to struggle in bringing a balance to the digital divide. If
technology is to be integrated within the curriculum of schools across America, than national attention
needs to be a priority for each and every stakeholder in America. The digital divide in America puts into
question and carries a lingering doubt about the future of not only technology but technology in
education, but education itself.
It goes without doubt that the future of education is going to be steered by technology use and
integration. Right now it can be argued that technology is still in the developmental phase as it relates to
educational curriculum integration. However, it is important to use this technology to study its long term
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effects on education and the technology used in education. Technology is critical in education in the
twenty first century, as new technology emerges and most potential employers are looking for technology
oriented employees.
The future of computing has become embedded in the cloud of computing, a virtually unseen
untouchable mega realm of space and technology. The cloud of computing in simple terms is the ability
to use space in the virtual world as needed, such as Google Docs, Web 2.0 user generated content, social
networking and virtual servers. Flexibility: Cloud computing allows organizations to start a project
quickly without worrying about up-front cost. Computing resources such as disk storage, CPU, and RAM
can be added when needed (Yan, 2010). With this option, educational institutions can build upon
cheaper more cost effective computing options, and not have to invest in costly servers, software and
hardware. It is important to note that currently most of the aforementioned points are what is cost
prohibited to many of the educational institutes in America today. The cloud of computing could also be
the agent of change in the twenty first century in the growing digital divide. As a viable alternative this
current and emerging technology can offer both the have and have nots software that is cheaper and
sometimes more effective then stand alone licenses that are often costly and outdates before effective life
of the product. This is clearly defined in what is called Web 2.0, or USG (User Generated Content) or it
has also been called dynamically created content. As mentioned above, programs such as Google Docs,
del.icio.us, Facebook and other dynamically created content are available for anyone to use, most at no
cost. The Web 2.0 evolution has produced social bookmarking, which permits students to tag, comment
evaluates, and collect published works. It fosters direct peer-to-peer engagement to create, share and
interact via networks (Berk, 2010). Berk illustrates the point of how students are using the web today,
as a productive tool to communicate with. These skills can transfer to technology integration across the
curriculum by tapping into powerful web 2.0 tools and their ability to deliver quality dynamically created
content.
The use of web 2.0 and the cloud of computing have directly affected the job market places for
each student in the twenty first century. Job markets of today are requiring more and more use of
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technology in the work place, and the current trends in technology are included, such as web 2.0, min
computing and other technologies. For instance, companies such as Xerox, Federal Express and
pharmaceuticals companies use mobile computing devices in their everyday transactions and require that
potential employees have skills using these technologies (Powell & Dent-Micallef, 1997). Of course the
needs of the industry are ever expanding and todays educational system needs to be conducive to what
industry wants a well developed modern employee.
Technology in education has arrived and has taken a strong foot in how teachers teach and how
students learn. It is evident that technology is in its infancy as its regards to educational technology,
mainly due to preliminary research and a lack of a national technology standard for all schools.
Educational technology has tremendous potential to aid and enhance students educational learning needs.
However, as the twenty first century moves forward it is important to address the issues that pose a big
question to equitability in technology distribution. A few solutions could bridge the gap between the
have and have nots, such as the cloud of computing and a national priority of technology education for
all schools. As the twenty first century rolls onwards, technology must be in the forefront of education
and must be equitable.
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List of References
Arafeh, S., Levin, D., Rainie, L., & Lenhart, A. (2002, April 14). The Digital Disconnect: The Widening
Gap Between Internet-Savvy Students and their Schools. Retrieved July 24, 2010,
from Pewinternet: http://www.pewinternet.org/Reports/2002/The-Digital-
Disconnect-The-widening-gap-between-Internetsavvy-students-and-their-
schools.aspx
Berk, R. (2010). How Do You Leverage the Latest Technologies, Including Web 2.0 Tools in Your
Classroom?International Journal of Technology in Teaching and Learning , 1-13.
Bracwell, R., & Laferriere, T. (1996). The Contribution of New Technologies To Learning And Teaching
In Elementry and Secondary Schools. A Collabboration of Laval University and
McGill Universtiy.
Clayton, K., Blumberg, F., & Auld, D. (2010). The relationship between motivation, learning strategies
and choice of environment whether traditional or including an online component.
British Journal of Educational Technology , pp. 349-364.
Culp, k., Honey, M., & Mandinach, E. (2005). A Retrospective On Twenty Years of Education
Technology Policy.Journal of Educational Computing Research , 279-307.
dos Santos Ferreira, G. (2009). ). New Spaces, New Tools, New Roles: Two Case Studies on the Impact
of Open Educational Resources.International Journal of Learning , 273-286.
Fouts, J. (2000).Research on Computers and Education: Past, Present and Future . Seattle, WA: Bill and
Melinda Gates Foundation.
Maninger, R. M. (2006). Student Test Scores Improved in an English Literature Course through the Use
of Supportive Devices. Tech Trends.
McConnaughey, J., Ann Nila, C., & Sloan, T. (1995). Falling Through the Net: A Survey of the "Have
Nots" in Rural and Urban America. Washington, D.C.: U.S. Deparment of
Commerce .
Peter, T. (2010). Finding a Better Way to Bridge the Digital Divide. Christian Science Monitor.
Powell, T., & Dent-Micallef, A. (1997). Technology as Competitve Advantage: The Role of Human,
Business and Technology Resources. Strategic Management Journal .
Yan, H. (2010). On the Clouds: A New Way of Computing.Information Technology and Libaries , 87-92.
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