Technology Use and Integration
While the use of technology is random, its integration is based plans and purposes. The use of technology within the curriculum is a sporadic activity as compared to the routine application in technologically enhanced setups. The integration dictates that most of the education programs are effective due to technological assistance (Sands, Kozleski & French, 2000). This aspect implies that its usage is a subsidiary operation in places where technology is integrated. However, the integration is not a component of usage. Technology must not be integrated for it to be used in a classroom setup. In a broader perspective, technology is applied in delivering information whereas it is used to improve and build knowledge on its integration.
The state determines whether an economic boundary can deliver integrated technology by calculating the costs required for implementation. It is also responsible for funding the integration of technology and setting a national plan to enhance a universal growth. The state also sets the standards that should be met by institutions implementing the use of technology within their learning institution. Finally, organizations maintain the technology as well as deliver professional services to encourage technological advancement. For instance, organizations supplies computers and other devices required to enhance technology integration (Gambrell & Morrow, 2015).
The integration of technology while following curriculum standards can be enhanced by developing interactive sessions between learners, creating web-based lessons, using multimedia presentations, practicing online discussion and telecomputing projects (Kennedy, Boyer, Cavanaugh & Dawson, 2010). The students and teachers must be trained to use technology within the curriculum. They must understand concepts of technology and its operations in fostering learning.
Media literacy is the knowledge of constructing media messages, comprehending their roles, assessing their interpretations, as well as knowing ethical and legal formalities associated with accessing and using information. On the other hand, digital literacy refers to the abilities of finding, evaluating, utilizing, sharing, and creating content while applying IT and internet.
References
Gambrell, L., & Morrow, L. (2015). Best practices in literacy instruction (5th ed.). New York, NY: The Guilford Press.
Kennedy, K., Boyer, J., Cavanaugh, C., & Dawson, K. (2010). Student-Centered Teaching with Constructionist Technology Tools. Issues and Trends Handbook of Research on Practices and Outcomes in E-Learning, 5(4), 367-384. doi:10.4018/978-1-60566-788-1.ch022
Sands, D. J., Kozleski, E. B., & French, N. K. (2000). Inclusive education for the 21st century. Australia: Wadsworth/Thomson Learning.
