In order for technology to be made an authentic embedded part of the K-12 educational experience for students and adults, more knowledge and learning about technology will have to take place. Many teachers perform basic computer operations on the computer such as email and research. As a result some students end up just knowing how to perform basic operations, unless they have a computer at home or their parents are proficient in computers. The tipping point of technology integration for me began when I had computer classes in the 7th grade. That is where it all started for me. My classmates and I were told that computers were the next big thing.
There are many different functions that a computer can be used for in the school curriculum. Teachers may not have the technology training or know how to integrate technology into the classroom. The issue of computer technology integration in teacher education has reached the national level, resulting in standards for schools, colleges and departments of education (SCDEs) that address the integration of computer technology as a tool to enhance student learning (Toledo, 2005). Because of this phenomenon it is important for parents, administrators ,students; teachers and the community acquire more knowledge and learn about technology. By doing this, a comfort level of technology integration into the K-12 curriculum is reached. The community has an understanding of technology and what it can do for education. Professional development training turns into technology training for teachers. Teachers learn how to integrate technology into the curriculum. Once this happens, students see and feel the comfort ability of technology use in their classrooms and become more motivated to learn. The tipping point of technology integration has begun. The State Educational Technology Directors Association (SETDA) implemented Profiling Educational Technology Integration(PETI) tools to be used across the nation (Wolf, 2005). The reason being, is so that states could implement educational technology in the most effective manner in schools. The tools included surveys, classroom-level observation tools, focus groups with students, walk-throughs and interviews with administrators and teachers (Wolf, 2005).
The key to making technology embedded into the K-12 curriculum will be to have these educational technology tools.
Toledo, C.(2005). A five-stage model of computer technology integration into teachereducation curriculum. Contemporary Issues in Technology and Teacher Education,5(2),177-191. Retrieved July 29, 2012.
Wolf, M. (2005, April). Assessing Technology Integration in Schools. T H E Journal,32(9), 12-12. Retrieved July 29, 2012, from Academic Search Complete database.