A summary of: Integrating Technology into the Classroom by Jong H. Chung

Introduction
Chung begins his article, Integrating Technology into the Classroom by discussing the fact that technology is advancing quickly in this age.  He points out the differences between the childhood experiences of past generations in comparison to the current generation because of the growing use of technology. He also points out that the increasing use of technology in the classroom is closely related to the constructivist theory of learning.  To

A quote describing thoughtful use of technology use in the classroom.

further explain, he notes that technology in the classroom is meant to enhance the interactive relationship between the student and the teacher while simultaneously encouraging active learning among the students.

Historical Background
Next, Chung dives into some of the historical background of technology.  Use of technology in the classroom can be traced back to the start of the twentieth century.  At that time, instructors began using “films, pictures, and lantern slides” in the classroom.  Later, “motion pictures, the radio, the television, Video Cassette Recorders (VCRs), computers and the Internet in chronological order.”  There are many sources that attempt to describe the effect of technology use in the classroom.  Some professionals in the past have predicted that books would have no place in the classroom as technology advances.  In the early 1900s, some predicted that the radio would be the dominate teaching instrument in the classroom.  During the late 1900s, it was suggested that the television would do the same.  Chung points out that it appears that with every new technological advancement there seems to be a fad and that many times that fad fades away.  Aside from the computer and internet, it seems that prior predictions of the use of various technology in the classroom have joined the ebb and flow of the technological times.

Motivation
Third, Chung discusses the motivation behind the adoption of technology use in the classroom.  He states that there are three sectors that are the motivators for the adoption of technology use in the mainstream classroom: “nonprofit organization[s], commerce, and education.”  Chung also points out that it is “nonprofit and governmental organizations” that have been “actively proposing guidelines for using technology in the classroom.”  It is not only the public schools that are using technology.  The private school system is also benefiting from the use of technology and are actively training their employees to use it effectively in the classroom. Chung suggests that most educators are in agreement that technology is a great resource and should be incorporated into the classroom, there are varying opinions about how that should be implemented. There are two approaches to this problem: “One is to adopt the technology to improve the traditional lecture based teaching and learning” and the other is “to reform the traditional approach into the constructivist approach and apply the technology to enhance the new learning paradigm.”  Chung goes on to briefly explain both approaches and also does a comparison between the “old paradigm” and the “new paradigm.”

Technology through the Ages

Classroom Technology Examples
Next, Chung gives some classroom technology examples.  Several of the available technological tools available for classroom use are: an interactive white board, student response system (or “clickers”), blogs, wikis, multimedia publishing, and even robots.  There are varying levels of these advancements that may prove to work better in one grade level as opposed to another.

Concerns about Integrating Technology in Classroom

Chung also lists some of the concerns about integrating technology into the classroom.  First, there are some teachers who are just not willing to embrace change.  Second, some parents and teachers show concern that the students will develop a dependency on the technology. Third, there is a higher risk of copyright and privacy violations with increasing computer used.  There is also a problem known as the “digital divide,” a term that is used to describe the “gap between technology haves and have-nots.”  All of these concerns are explained with more detail and explanation in Chung’s article.

Recommendations

Finally, Chung gives some of his “personal recommendations for good practice in using technology in the classroom.”  These recommendations are based on his research about the subject and are directed toward teachers and policy makers.  There are several recommendations that, in my opinion, stand out among the others. The first of Chung’s recommendations that struck me is to “be patient and plan ample time when integrating technology into classroom.”  This is a recommendation that carries with it much wisdom.  When integrating and implementing new technology with a large group of students, one can expect complications and questions.  It is vital for teachers to be prepared for this and be willing to help the students as needed.   The second recommendation that I find of great importance is to “use technology to help students to visualize, simulate, solve real-world problems, collaborate, research, and design whenever possible.”  It is important for students to understand that technology is not just for having fun, playing games, and connecting with friends.  Technology can be a useful tool when used appropriately.  Chung's article provides insight into technology use in the classroom and is a helpful read for policy makers, administrators, and teachers alike.