In the past few years of research on instructional technology has
resulted in a clearer vision of how technology can affect teaching and
learning. Today, almost every school in the United States of America
uses technology as a part of teaching and learning and with each state
having its own customized technology program. In most of those schools,
teachers use the technology through integrated activities that are a
part of their daily school curriculum. For instance, instructional
technology creates an active environment in which students not only
inquire, but also define problems of interest to them. Such an activity
would integrate the subjects of technology, social studies, math,
science, and language arts with the opportunity to create
student-centered activity. Most educational technology experts agree,
however, that technology should be integrated, not as a separate subject
or as a once-in-a-while project, but as a tool to promote and extend
student learning on a daily basis.

Today, classroom teachers may
lack personal experience with technology and present an additional
challenge. In order to incorporate technology-based activities and
projects into their curriculum, those teachers first must find the time
to learn to use the tools and understand the terminology necessary for
participation in projects or activities. They must have the ability to
employ technology to improve student learning as well as to further
personal professional development.

Instructional technology
empowers students by improving skills and concepts through multiple
representations and enhanced visualization. Its benefits include
increased accuracy and speed in data collection and graphing, real-time
visualization, the ability to collect and analyze large volumes of data
and collaboration of data collection and interpretation, and more varied
presentation of results. Technology also engages students in
higher-order thinking, builds strong problem-solving skills, and
develops deep understanding of concepts and procedures when used
appropriately.

Technology should play a critical role in academic
content standards and their successful implementation. Expectations
reflecting the appropriate use of technology should be woven into the
standards, benchmarks and grade-level indicators. For example, the
standards should include expectations for students to compute fluently
using paper and pencil, technology-supported and mental methods and to
use graphing calculators or computers to graph and analyze mathematical
relationships. These expectations should be intended to support a
curriculum rich in the use of technology rather than limit the use of
technology to specific skills or grade levels. Technology makes subjects
accessible to all students, including those with special needs. Options
for assisting students to maximize their strengths and progress in a
standards-based curriculum are expanded through the use of
technology-based support and interventions. For example, specialized
technologies enhance opportunities for students with physical challenges
to develop and demonstrate mathematics concepts and skills. Technology
influences how we work, how we play and how we live our lives. The
influence technology in the classroom should have on math and science
teachers’ efforts to provide every student with “the opportunity and
resources to develop the language skills they need to pursue life’s
goals and to participate fully as informed, productive members of
society,” cannot be overestimated.

Technology provides teachers
with the instructional technology tools they need to operate more
efficiently and to be more responsive to the individual needs of their
students. Selecting appropriate technology tools give teachers an
opportunity to build students’ conceptual knowledge and connect their
learning to problem found in the world. The technology tools such as
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