Pedagogy and Technology Infusion

IntroductionMost educators readily agree that infusing technology into both educational content and methods of delivery is necessary to prepare students with workplace skills. Universities and colleges prepare teachers with technological skills and instructional strategies necessary to use technology to deliver instruction. However, sometimes the knowledge of pedagogy upon which technology integration is based is not properly addressed. In addition, the rapid pace at which new technology is introduced leaves many teachers with little or no training in this crucial area. Even faculty development programs may not address the theoretical framework that guides the selection of instructional strategies and methods upon which technology integration is based.According to Shulman (1986) pedagogical and technological knowledge (PTK) refers to the understanding of the processes and methods including practices through which teaching and learning are conducted, managed, and assessed. Koehler and Mishra (2009) suggested that effective technology integration practice includes understanding content pedagogy that describes the subject discipline to be learned and the pedagogical knowledge that deals with the strategies, principles, and processes of learning. PTK also refers to technological knowledge that addresses teachers' ability to select and apply suitable technologies for specific instruction, taking into consideration the need of the learner and lesson objectives. This includes the understanding of how the learning content and technology interact and influence each other. The rapid changes in educational technology tend to put teachers at a disadvantage, particularly teachers who were trained before technology became a buzzword in educational establishments. Koehler and Mishra (2009) observed that:Many teachers earned degrees at a time when educational technology was at a very different stage of development than today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Furthermore, teachers have often been provided with inadequate training for this task (p. 62).The argument is that understanding the relationship between technology infusion and pedagogical knowledge represents the foundation and a road map through which technology integration can be successfully implemented.Honey and Moeller (1990) noted that a vital aspect of technology infusion is the teachers' understanding of the pedagogical principles to address technology integration. Hasselbring et al. (2000) remarked that teachers may desire to use computers for instruction and may gain sufficient computer skills but remain deficient in the acquisition of the pedagogical knowledge required to effectively use technology to facilitate instruction. Additionally, Whetstone and Carr- Chellman (2001) maintained that teachers acknowledge that computers are important in supporting teaching and learning; however, they fail to realize the necessity of implementing technology integration using pedagogy as the foundation. Pierson (2001) echoed the idea that technology integration involves the utilization of technological skill and pedagogical knowledge to support and facilitate instruction.Are teachers able to infuse technology into teaching and learning using pedagogical principles as a basis for selecting appropriate and suitable technology based on the instructional objectives? According to Piaget (1954), learning is incremental, from the simple to the complex. Therefore, it is logical to ascertain whether teachers are able to integrate effectively certain basic technologies into instruction, especially in rural schools where it is sometimes difficult to attract the best teachers. While it may be necessary to embrace emerging technologies such as social and interactive media, many teachers are hesitant to integrate these skills into the classroom environment. …