Integrating digital technologies

Considerable debate continues about the integration of digital technologies and digital media into school learning programs. Some researchers and commentators contend that there has been insufficient return on technological investments in schools which have not improved their efficiency or student learning outcomes. Although this view is naïve and not consistent with research about the use of technology in education, the view persists, much to the detriment of schools that are implementing change and undergoing transformation. A recent review of research about the take up and integration of digital technologies and media in education identifies some gaps. The paper Bridging the Gap: Technology Trends and Use of Technology in Schools identifies two common gaps in the literature. It argues from evidence that there has not been a corresponding level of educational use of technology in schools as there has been outside of schools, and secondly, that student learning outcomes have not improved as expected. The research indicates that there is clear evidence that the appropriate use of digital technologies in education can improve student learning outcomes. However, there are some conditions that emerge from the literature and research which underpin successful integration of digital technologies in schools. Researchers have shown that there has been a shift in classroom practices and that students have become more engaged in learning programs as a result of the successful integration of technology (p. 59). However, in undergoing change in schools, there will be considerable organisational matters that will need to be addressed because the learning and cultural factors in schools are interdependent. Bridging the gap demonstrates that ‘effectiveness and use of these technologies depend on the people, processes, culture and structure of the context in which they are situated’ (p. 60). This provocative review of the research literature insightfully focuses on ‘how technology may serve as a foundation and mediator for the transformation of practices in schools’ (p. 60). ‘Technology is universally viewed as a change agent that can catalyze various changes in learning, teaching, and the learning environment’ (p. 62). In such circumstances one can expect that planning, strong leadership and collaboration among school staff would be necessary in order to discuss, trial and evaluate teaching practices. Researchers found that ‘ICT planned together with ICT support and ICT training has a significant effect on classroom practice use of ICT’ (p. 64). Therefore the training of Principals and a strong component of technology related professional development for teachers to implement a shared vision about technology use (p. 64) is necessary. This review of research finds that schools should develop a local technology plan that involves the school staff, the parents and community participants and shares expectations with students. The changes that will occur during the process of developing a plan will be dynamic and continuous, so that regular evaluation of progress will indicate where modifications need to be made. Such a planning and evaluation process of technology integration should become a regular part of school planning as should the capacity for teachers to regularly share good practices. However, attempting to find a causal relationship between technology and improved learning outcomes is fraught with difficulty because learning involves many factors. Bridging the Gap: Technology Trends and Use of Technology in Schools is a provocative and stimulating paper that brings together years of research to highlight the factors that are involved in successfully integrating technology into schools. Research Report: Lim, C.P., Zhao, Y.,  Tondeur, J., Chai, C.S., & Tsai, C.C. (2013). Bridging the gap: technology trends and use of technology in schools. Journal of Educational Technology & Society, Vol. 16, Issue 2, 59–68. Retrieved from http://www.ifets.info/journals/16_2/6.pdf • Gerry White is Principal Research Fellow: Teaching & Learning using Digital Technologies, Australian Council for Educational Research This article was first published on the Australian Council for Educational Research\u27s Digital Education Research Network 2 (DERN) and is reproduced here in full, courtesy of DERN. Photo Credit: ebayink via Compfight c