TECHNOLOGY INTEGRATION IN K-12 EDUCATION: SOME CONSIDERATIONS Willette S. Brye & Gayle V. Davidson-Shivers College of Education University of South Alabama University of South Alabama Faculty Development Council 20th Annual Research Forum March 19, 2013 – March 22, 2013 ABSTRACT Technology in the classroom has been used to engage learners and prepare them for an increasingly technologically influenced workforce. As school systems and teachers make concerted efforts to implement technology in course curricula, several issues must be considered. Technology integration in K-12 education has given rise to discussions of developmentally appropriate technology use, pre service teacher technology education, and in service teacher professional development in technology use. The aforementioned issues will be presented here with the aims of guiding future research in technology integration in K-12 education and assisting in the development of successful techniques to implement technology in course curricula. Developmentally Appropriate Technology Use Rosen and Jaruszewicz (2009) define developmentally appropriate technology use (DATU) as “The use of digital tools and strategies in ways that capitalize on children’s natural desire to actively, collaboratively construct knowledge, respecting the unique challenges presented by children’s levels of developmental domains ( p. 164). Rosen and Jaruszewicz’s five element framework for DATU implementation: Technologically literate teachers Understand student’s interests in and use of technology as related to culture and development Teachers must make wise choices about technology use and access Teachers must scaffold student’s technology use Teaches should document student’s technological learning Pre service teacher technology education Teacher education programs that: Provide instruction in technology use integrated throughout programs, not just one or two courses in technology ( Parette & Quesenberry, 2010) Train pre service teachers on using technological resources and student-centered instructional techniques (Aslan, Huh, Lee, & Reigeluth, 2011) Provide training on how to select and determine the effectiveness of technology (McManis & Gunnewig, 2012) Teacher educators who: model skill in using technological resources (Rosen & Jaruszewicz, 2009) exhibit positive attitudes toward technology (Rosen & Jaruszewicz, 2009) In service teacher technology professional development APPLIED: Offer hands-on training ADVANCED: Provide more than just novice level training in technology AVAILABILITY-: Match training to technological resources actually available to teachers ALIGN: Training in technology should be tailored to specific content areas, i.e. math, science, social studies APPLICATION: Provide training in instructional design skills and pedagogical design (Li & Ni, 2010)