Teaching competencies for technology integration in the classroom was an article written by A. Guzman and M. Nussbaum in the Journal of Computer Assisted Learning (2009). They went about defining the necessary teaching domains and competencies that would best organize technology integration into classroom lessons. This article was a bibliographic search based on content saturation criterion of two databases: Academic Search Premier and Google Scholar.
The researchers were able to use the two databases and have no duplicate results since each database has different filters. Academic Search Premier uses a filter for specific classifications, education. Google Scholar's subject area filter, computer science and humanities, resulted in a broader scope of papers.
Guzman and Nussbaum took their results and developed a coding for information and graphing. The possible classifications used were C (conceptual), P (procedural), and A (attitudinal). Each paper was broken down by it's wording and coded for easy calculations as to how technology training should take place.
Next, the researchers recognized six domains that technology integration should cover: instrumental, curricular, methodological, relational, evaluative, and personal. Instrumental refers to the hardware and and specific software for instructional purposes. Curricular refers to the teachers ability to incorporate technology with the existing educational proposition. Methodological refers to the ability to create a real life experience with the technology available. Relational refers to the human interaction that will take place, whether teacher to student or student to student. Evaluative is what it sounds like, getting feedback to see if the training was effective and being implemented in the classroom. Finally, the last domain was personal, whether the instructor felt that technology was important enough to use and continue to seek ways of implementing it regularly. Apparently, the personal domain has the greatest influence on technology integration in the classroom.
I agree with what the researchers found, but there is a huge difference between studies found on the internet and the actual experience of training. The six domains are all important and must be addressed during any technological training, especially the instrumental domain of handling and understanding the equipment. Personal, to me, should come second in importance, because if the teacher doesn't have the beliefs, emotions, and expectations for integrating technology into a classroom, then basically it won't happen. In order to encourage a teacher to "step out of his/her box" they will need an in-service that provides them a social link and an interactive aspect during their training. Make a teacher comfortable with the "equipment" and you will see a slow, but growing emergence of technology in their classrooms.
