October 2004 — Features
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Fulfilling the Need for a Technology Integration Specialist
Teachers need both technical and pedagogical support to effectively use technology. This pedagogical support is typically offered by existing technology coordinators or by other technology-savvy teachers. As schools have become more technologically sophisticated, the responsibilities of the technology coordinator have increased as well. The technology coordinator can easily get caught up in the hardware part of his or her job (e.g., wiring, setting up labs, troubleshooting), rather than showing teachers how to use the equipment and how to incorporate it into their instruction. These diverse responsibilities make it difficult, if not impossible, for the technology coordinators to offer direct instruction to teachers and staff.
Innovative, tech-savvy teachers frequently offer great advice and examples to other teachers for implementing technology in learning, but are challenged with meeting their own teaching obligations. Further, such teachers may not be able to provide wide-reaching support to all grades and content areas. The proposed technology integration specialist can supplement current technical support positions by addressing the pedagogical needs of teachers.
The Need for a New Role
Spending on hardware and software generally dominates K-12 technology budgets, while money for support, training and professional development d'es not keep pace. Therefore, computers remain on the periphery of the classroom experience - not used to their full potential and offering little impact on learning.
School technology integration specialists can change this pattern by partnering and consulting with teachers. This technology integration specialist is a member of a technology support team that includes individuals who maintain hardware, administer the network, oversee the Web site, and obtain funding through grants and partnerships. Currently, 16% of schools in the nation are making use of this model for teacher support and staff development (Kleiner and Farris 2002). Since these positions are relatively new in the schools, the literature is more descriptive than research based.
The proposed technology integration specialist position is closely aligned with the desires of school districts nationwide. For instance, the “2003-2009 Educational Technology Plan for Virginia” describes the role of instructional technologists as those who “work with teachers, other staff members, and students to enhance instruction through the use of technology in the classroom. These support people help teachers integrate technology into classrooms, train teachers to use technology and electronic software effectively, help with curriculum and content development that utilizes educational technology resources, aid with classroom management, co-teach using technology, create training aids, participate in the selection of appropriate educational software to augment class content, and assist students with technology-related activities or projects. They are experienced, licensed educators who possess a combination of good academic and technical knowledge.”
Position in Practice
A recent study reviewed a school district using technology integration specialists in most of its schools.
