Technology Integration

With the advancement in technology, education is also changing. More so, technology is changing how learners learn and what they learn. Today’s learners are tech-savvy, meaning that they are proficient in using modern technology. Most of them spend much of their time on technology-related things such as mobile phones, social media platforms, chatting, and playing video games. As such, technology has to be incorporated into the curriculum to keep up with the tech-savvy learners. This means that as the technology is adopted, the curriculum also has to be adapted to support technology. There are various ways the curriculum can be adapted to integrate technology and meet today’s learners’ expectations.

Firstly, through what is being taught and learned. Technology offers different and advanced things that learners need to know. There are certain things that students cannot learn without technology. Besides, teachers concentrate on what learners can learn with the available resources when designing a curriculum. To ensure technology works, the content of the curriculum must be changed. For example, 9th grade is the first grade of high school level. Students are taught subjects such as math, science, social studies, and English. In a subject like English, they are taught to write emails, letters, and other things through writing with paper and pen. However, they are not taught how to open a LinkedIn account and use it to look for jobs or create a profile that can attract employers. Such content can be added so that as they are taught how to write application letters, they also understand what is in the real world and what people are using.

Secondly, the curriculum can be adapted by changing where and when teaching and learning occur. Technology offers many media that teachers can use to teach students. For example, the textbook mentioned electronic media such as video logs like YouTube (Hass et al., 2014). For example, 9th-grade students are in high school. Most of them might own a mobile phone that can access the internet, YouTube, and other video-supporting applications like Google meet. Instead of teaching in a traditional classroom, a teacher can decide to upload a video that students can watch from home. Alternatively, a teacher can make use of Google meet and engage students in a classroom. In that case, the students will master both the classroom content and technology literacy skills. According to Hass et al. (2014), when teachers use technology in such a manner, students will develop life skills useful in digital age literacy, inventive thinking, effective communication, and high productivity.

Lastly, it can be adapted by adjusting how and who teaches learners. It means that teachers must be computer literate and have the necessary teaching expertise to incorporate technology fully. Not all teachers could be computer literate because some might have been born and grown up in eras when technology did not exist. Such teachers might not be fit to teach students in a technology-oriented curriculum. Teachers who have a good mastery of technology skills and teaching skills can be employed to teach learners with technology easily. For example, 9th-grade students are conversant with using mobile phones. That means their teachers must be experts in using technology to add more skills to students.

In that case, teachers should first learn about technology to effectively further communication, classroom management, and lesson design. An example of how teachers can further their knowledge of technology use is by participating in a technology proficiency program. For instance, the textbook talks about the California Teachers Project (CATP), in which teachers further their knowledge on technology proficiency to help them manage technology use with students (Hass et al., 2014). By following the three steps, 9th grade and other grades will be able to adapt their curriculum to incorporate technology and meet the tech-savvy learners’ needs effectively.


Hass, G., Anctil, E. J., Parkay, F. W. (2014). Curriculum Leadership: Readings for Developing Quality Educational Programs. United Kingdom: Prentice-Hall.