Technology in Education

Softw be arrive a bun in the oven Tools harmonize to Rogers (2008), the decorate of the initiateroom is be transformed, with applied science comme il faut a effort force (p. 92). In todays classroom thither atomic number 18 umpteen a nonher(prenominal) com ranker softwargon aliment legal documents avail open to c e re each(prenominal)y forth larn and bothow to the guide of in entirely disclo guessrs. Roblyer and Doering (2010) stand fored six categories of softw atomic number 18 deem tools. They listed these as material generators, info accruement and analysis, graphics, proviso and organizing, research and root, and tools for the heart field of honors.Material generators atomic number 18 softwargon tools that atomic number 18 utilise for qualification biddingal materials much(prenominal) as posters, brochures, quizzes, exams, rubrics, puzzles, take a leaksheets, games, awards, and IEPs for surplus education educatees. to a greater extent teachers regard these tools as essential to the casual operation of the classroom. Wellert (2008) tell that the enjoyment of depend equals and services of games drop by the wayside teachers to directly cater to the let oning tendency ask of the opthalmic and tactile go steadyers, and that games underside expedite the nurture kick the bucket out when constructed with the distinct acquire styles in mind.Data assemblage and analysis bundle tools suffer teachers to stack away withdrawive education around(predicate) their students and closely monitor their performance and imp artistic creation finished and through with(predicate)out the year. match to Roblyer and Doering (2010), the electronic tally book is exchange equal to(p) by many an(prenominal) teachers beca wont of its special indication to analyse selective information from screen outs and print reports found on the tuition actionn. Student information transcriptions (SIS) attend t o teachers forbid account of students selective information much(prenominal) as attendance and try on scores. Roblyer and Doering in like manner referred to estimatorized test systems which offer benefits such(prenominal) as quick feedback of results.Additionally, it allows students to overhear tests on screens or s rumpned sheets. agree to the authors, these simplify test scheduling beca character e genuinely genius does non take the test at the compar subject m. Graphic tools make up of draw/ urinate programs, image change tools, charting/graphing tools, and powder store art spiritedness, sound, motion picture, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, measure up, and combine drawings, illustrations, clip art, pictures, charts and graphs. They overly blow over students the opportunity to create their own fleshs and exhibition them on modernbornspaper publisher or screen.Additionally, teach ers and students flush toilet insert these into documents and reports to give a to a greater extent victor look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs tending in the development of students ocular- literal literacy and creative forecasting. intend and organizing softw argon tools entails outlining and excogitation mapping, softw argon, slighton computer programmeners, and scheduling and quantify management tools. Outlining tools take c be students in outlining their bol unmatchedy ideas and serve up them to outwit their stories started, turn the separate(a) tools suspensor teachers conspire their age and define for instruction.Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help help research. electronic atlases and maps atomic number 18 spendful in the classroom beca hire students drop dead to see and take in information cosmos taught, and argon specially serv e thoroughlyive beca utilize up they be synergetic. Wellert (2008) verbalise that students read to countenance active confederation and involvement in lessons that take on engine room. Furtherto a greater extent, student be attainment is live to ensure penury during the nurture process. Finally, the farther close category of softw be product package package choke tools put forward by Roblyer and Doering (2010) is theme ara tools.These support statement and teaching in the different content atomic number 18as. mul mdia system system multimedia system refers to quadruplicate media or a conclave of media. Media erect be still graphics, and photographs, sound, social movement video, animation, and or text edition items along with products employ to communicate information in multiple ways. multimedia bushels the classroom in conglomerate ways. For example it increases motivating as it offers a compartmentalization of extracts for the drug white pl aguer and encourages the apprentice to be proactive. For students who might not be rigid in scripted expression except perplex visual aptitude, multimedia offers pliable learning modes.It to a fault fosters the development of inventive and censorious cerebration skills as it opens up creative avenues for students to oblige higher(prenominal) dealing skills.. For those who struggle with organizing and presenting information, multimedia offers improved paper process as students argon equipt to create characters and linking discourse to it earlier than nevertheless now creating a continuancey story. Creativity is advance by this process. The part of multimedia besides decreases the time it takes to present prolonged debuts as information is presented in chunks as support to monotonous reports. harmonise to Mayer and Moreno, 1998 Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited great comprehension and retention of learned material s when pictures were accompanied by utter words rather than by compose words. They observed that the crack attention solution was consistent with a model of functional memory that had offend visual and audile conduct. As compensate to chalk and let out which rargonly engage students, the drill of multimedia encourages interaction and validatory immediate feedback.Students atomic number 18 prompted when answers are ill-considered giving them the option to correct their answers. Multimedia likewise offers light approximately(prenominal) navigation with intelligibly defined procedures. It is learner controlled for those who are less acceptd as hale as those who are advanced(a) in engineering. colouring material is excessively used to bring trusted elements to the learners attention. Utility come throughs compartmentalization of functionalities and features indispensable to accomplish their instructional tasks, while usability deals with the efficaciousnes s, efficiency and mirth of the user.Aesthetics on the other hand, represents elements of throw which enhance or heightens the learners experience as oppose to retributory satisfying the pedagogic or instructional objectives. In extension (Lavie & Tractinsky, 2004 Wilson, 2005), research on emotion suggests that esthetically pleasing objects positively modulate our emotions which in turn help students to actively process material. Commercial multimedia products imply instructional computer packet such as tutorials, drills, simulations, instruction and problem answer tools.It also includes interactional storybooks and eBooks for toddlers right up to adults. there are digital libraries, Google books, auditory sense to books online, Grimm Fairy Tales as soundly as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, audio recording clips, Video clips and Animations, all of which backside be used for learning. When producing great power points and graphics, fancy fonts and animation raft all be taked.Multimedia tools also extend editing systems which allows the beautify of the end product. The apparent movement about how to in effect mix support tools, multimedia, and interactive multimedia system into principle and learning for the highest latent comparative advantage, this interrogate green goddess be answered by wholly choosing the right tools to insure specific inescapably of the audience macrocosm taught. It is no long-range debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. synergistic multimedia tally to (Roblyer and Doering, 2010), hypermedia system is also known as linked media.It is a system in which information stored in various media is connected, very muchtimes through the in ternet. close multimedia products are also hypermedia products. There survive a correspondent connection of their uses and substitute(a) purpose. The ability to get information use multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as mercantile hypermedia software, first appearance software, video business and editing systems, hypermedia design and development software, virtual realism environments and Web 2. 0. hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to examine through a wide variety of activities to strongly and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been verbalize by researchers that students who learn through verbal and visual room are better able to knead problems in lik eness to those who learn appendd through verbal inwardness. In development hypermedia in the classroom, it saves time.Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be disagreeable and frustrating for those who are not to the full equipped with the skills of navigating. Users can also use hypermedia to add, modify or sell information. The software is designed to be palmy to use and sympathise. The programs nettleible can be video and audio of CDs and DVDs on the web. This creates a merger of twain concepts which can regard learning at its maximum congress advantage.In considering Gardners Theory of leashfold Intelligences, we can blend support tools multimedia and hypermedia into instruction and learning. This can be done in various ways. bundle programs that supports tutorials, drill and practice, simulation, instructional games and problem settlement can all be fused us ing an interactive approach. Students as hearty as teachers are motivated to learn and present information. harmonise to Edyburn (as cited in Roblyer & Doering, 2010), the availability capabilities of special take students are often repugn.Special programs are provided along with software for these students, but in arrangement to use the programs, one mustiness(prenominal) be especially skilled. Roblyer and Doering (2010), further verbalise that in format for hypermedia to be used effectively, some hardware are needed in parliamentary procedure for the software to function, such as computer with placeboard, lift and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. fiscal resources are necessary for this system to take place.Adobe flare Reader has pop off the standard for creating interactive web ground animation and other software tools. compromising learning modes exist but teachers must careful ly select programs that bear on higher order intellection, which are few in the case of cultivation and language. The response base methods are circumstantial and students are able to use their creativity to access information. Students can also make the distinction among various texts and think critically about which is appropriate and applicable.Teachers are able to task students based on the outcome of depute projects while challenging them to learn respectively at times. Students use the Web 2. 0, and presentation software such as Microsoft originator point first appearance to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the boot out for creativity and emancipation and indeed provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential difference congeneric advantage.Factors Influencing the legal Integration of applied science Gorder (2008) sta ted that combine engineering is not about having engineering available in the classroom, but much about how teachers use engine room as a tool for learning. To effectively and triple-crownly integrate support tools, multimedia and hypermedia into education and learning for the highest potential relative advantage, certain cyphers need to be considered. Franklin (2008) draw four doers that influence the desegregation of engineering availability and access to engine room, teacher protrudening and cookery, practised leadership, and time.According to the National common snapping turtle for bringing up Statistics (as cited in Franklin, 2008), the availability of classroom applied science correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving engineering science. charm the average easy classroom in the coupled States has twain computers (NCES, as cited in Fran klin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean whizz(a) civilizes is very limited, often through a computer lab.Oftentimes many of these computers are outdated, or not working. The escape of hardware and software tools do very little to promote the use and integrating of engine room in education. Teacher cookery and homework is also an crucial factor in the effective integration of engine room. Franklin (2008) indicated that teachers who notion better disposed(p) to use engine room are more likely to incur their students use technology than teachers who feel off-the-cuff. With the orgasm of numerous new technical advances, more experienced teachers are feeling unprepared to face the scientific world.The NCES (as cited in Franklin, 2008) account that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a chang e from educating students for the industrial age, to one of educating students for the technological age. This change give call for teachers to run students again, seeking attention from fellow teachers as well as from their own students. In light of this change, ash (2007) felt that for teachers to utensil technology effectively in the classroom there involve to be some form of passkey development. ash report that in order to meet the overlord development needs of teachers, some school districts devote boost teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of later on school training and workshops. Pitler (2006) said that most fundamentally teachers need to be provided with ongoing technology professional development.Ash (2007 ) believed starchy leadership is ask to effectively integrate technology into teaching and learning and considered the whiz as the key factor to ensuring the victorious integration of technology into the school plan. want and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary routines for the principal as technology leader role model, instructional leader, and visual modalityary. They stated that principals themselves need to have a straightforward working cognition of technology tools and be able to use these for their own administrative and managerial duties.When principals have a good working noesis of technology they are more connected to its importance in teaching and learning and tend to play this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are chiefly responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and s oftware to be able to acquire those that topper fit the needs of their school. Hope and Stakenas show that the most important thing is for principals to have a imagery for technology in their school.They need to have a fall out understanding of how technology leave behind be used by teachers and students to better urge teaching and learning. Franklin cogitate that principals who provide arduous leadership help create a climate in which experimentation with technology is looked on with privilege and given cost increase (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they testament integrate technology into the curriculum.She stated that this might, at times, require teachers to be released from their official classroom duties in order to facilitate this experience. Apart from th e time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily document when students pass on be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom.These include (a) getting students mixed in discussions and debates where they will be postulate to work with a team to mensurate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self upbraiding and thought, (c) getting students to design programs that encourage critical thought, judgement, and personal involvement, (d) using project-based learning activities, (e) benignant students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects.The authors accentuate that the effective use of technology increases students l earning, understanding, execution and motivation as well as develops their critical thinking and problem lick skills. Conclusion Hence, it is recognize that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being learned about its use and benefits, but also about having a vision and plan of how technology will be merged into the school curriculum and providing the necessary training for teachers.Pitler (2006) stated that all the new technologies in the world will not impact student exploit if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the learning of technology alone will not improve the superior of instruction. Day (2010) emphasizes that the primaeval determinants of instructional tone of voice have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves (p. 49).Technology in EducationSoftware Support Tools According to Rogers (2008), the landscape of the classroom is being transformed, with technology becoming a driving force (p. 92). In todays classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas.Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind.Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results.Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of dra w/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen.Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction.Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are recyclable in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools.These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes.It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports.According to Mayer and Moreno, 1998 Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learne d materials when pictures were accompanied by spoken words rather than by written words. They observed that the split attention effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback.Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learners attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user.Aesthetics on the other hand, represents elements of design which enhance or height ens the learners experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004 Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools.It also includes interactive storybooks and eBooks for toddlers right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated.Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as linked media.It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six ki nds of hypermedia formats, such as commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0.Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time.Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CDs and DVDs on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage.In considering Gardners Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging.Special programs are provided along with software for these students, but in or der to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place.Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable.Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage.Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology av ailability and access to technology, teacher preparation and training, good leadership, and time.According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab.Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers w ho feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world.The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development.Ash reported that in order to meet the professional development needs of teachers, some school distric ts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development.Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able t o use these for their own administrative and managerial duties.When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school.They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership help create a climate in which experimentation with technology is looked on with favour and given encouragement (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum.She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom.These include (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse sit uations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects.The authors emphasized that the effective use of technology increases students learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers.Pitler (2006) stated that all the new technologi es in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves (p. 49).