One+Pager+No.+2



= More Reflection on Integration of ICT =

In reading the work of one my fellow cohorts, I was intrigued by the article “Integrating Technology into the Classroom – A Help or a Hindrance” by Daniel S. Christian and Calvin College. It was of particular interest to me as it addressed some of the concerns and questions I had regarding ICT and classroom integration. Ironically, I was first exposed to this article while reading a blog post belonging to a peer. My fellow cohort’s response to the article was stimulating and caused me to both reflect on his questions as well as develop some more of my own. Christian and College argue that there needs to be a balance between those who oppose using information and communications technologies (ICT) in the classroom and those that advocate for it. Christian and College (2000) posit that the end goal should be to “enhance the positives of utilizing various technologies in the classroom, while addressing and/or removing the negatives.” (p. 13). Christian and College (2000) discuss the immense impact technology has had on both society (globalization) and how it is “transforming the structures and practices of higher education.” (p. 3).

One of the arguments presented against ICT integration in the classroom is that it will create barriers between the student and teacher causing the students to become passive. Christian and College go on to refute this argument by stating that ICT can actually improve the learning experience by engaging students with said technologies. I believe if an instructor is not engaging and passionate, regardless of teaching medium, ICT including, a student is going to lose interest and become disengaged and passive. In addition, if an instructor is using a technology that they are unfamiliar with and perform poorly with the technology, students will focus on the short-comings rather than the lesson itself.

Christian and College brought forward the interesting predicament of measuring the return of investment (ROI). Some argue that there is insufficient ROI to warrant technologies in the classroom. How does one go about measuring the ROI when portions of it are intangible; not monetary? Another problem with this argument is: how would one measure what the ROI would be before the technology is even implemented in order to warrant the implementation of it into the classroom, and, IF they were able to quantify the ROI, would the findings still be accurate and relevant with the swift advancements in technology?

At the beginning of the article Christian and College (2000) refer to what Burbules and Callister (2000, p.22) call “rejectionism” and “boosterism” (p. 3); those that don’t believe technology should be in the classroom and those that believe it should be used enthusiastically. One thing that sparked my interest and curiosity was in regards to the data for Burbules and Callister’s research. I am curious to know the age, level of technological knowledge, teachable subject, and years of experience the teachers had, and, how that influenced whether they fell into the “rejectionist” or “boosterist” category. Funny - inquiry inevitably leads to more inquiry!

**Works Cited**
Christian, D. S. & College, C. (2000). Integrating Technology into the Classroom – A Help or a Hindrance. Retrieved September 23, 2010, from []

include component="comments" page="One Pager No.2" limit="30"