Technology comprises the generation of information and processes to grow systems that

resolve glitches and extend human competences. Technology can alter how people
gather, examine, establish, communicate, and simulate data. The effect of technology is
one of the greatest critical problems in education system. The practice of technology
integration generates an influential education atmosphere and it converts the study and
coaching process in which schoolchildren deal with information in an active, self-directed
and constructive way.
Technology integration isn’t only observed as an instrument but it is a significant tool to
support latest means of coaching and learning. Motivated mainly by hardware and
software progression, accessibility to computers in study settings, and prevalent
instructional technology trends, technology integration has covered the field from
coaching on programming skills, interactive learning software, self-directed drill and
practice, instructional delivery augmentation, online training, testing, and Internet-based
accessibility to information, communication, and publication. Technology should be used
as a tool to support the educational objectives such as skills for searching and assessing
information, cooperation, communication and problem solving which are important for the
preparation of children for the knowledge society. Hereafter, every schoolroom teacher
might use education technologies to improve their pupil studies in each subject as it may
absorb the thinking, decision making, problem solving and reasoning behaviors of
students. Therefore, present consideration has turned to what is taking place in the
schoolroom with computer technology. Although technology integration can ease
independent self-paced learning, the potential of it might not be heightened if there isn’t
change in the learning and schooling paradigm. In fact, teachers play a vital role in the
teaching/learning paradigm move. They should realize the potential part of technology in
education. Similarly, they must have developed effective mediators to be able to make
use of technology in the schoolroom.

FACTORS INFLUENCING TECHNOLOGY INTEGRATION IN CLASSROOM

INSTRUCTION

Now, let’s look at the factors that influencing technology integration in classroom
instruction. There are so many factors discussed on various papers by the researchers.
Anyhow, there were five most important factors drew the attention to be discussed here.

1) TEACHERS
With countless resources available everywhere and every time, technology can help
improve teaching. Teachers can use different apps or trusted online resources to enhance
the traditional ways of teaching and to keep students more engaged. Virtual lesson plans,
grading software and online assessments can help teachers save a lot time. This valuable
time can be used for working with students who are struggling. What is more, having
virtual learning environments in schools enhances collaboration and knowledge sharing
between teachers. Most teachers are aware of the goodness and usefulness of
technology in teaching. Most teachers realized that the use of technology helps teachers
to improve teaching with more updated materials. It is undeniable that teaching resources
and materials provided that available on world wide web and at books are more relevant
and teachers can refer to it to design more interesting and engaging lesson for students.
Integration of computer technology by the teachers varied—partly due to the differences
in their teaching domains. In a mathematics classroom, computers can be used for
presenting animation to help students learn concepts of geometry. Computers can be
also use as a tool to share thoughts and ideas. In learning social studies and
science/technology, project-based learning can be approached.

2) Institutional
The effective integration of technology into a institute’s curriculum is strongly influenced
by the role played by its system. Technology has immense benefits in the learning
institutions. First, it enables personal learning or experiences that are necessary and
relevant. The school principals should design learning experiences by of allowing
students to select them. Some of the learning experiences include essay writing, building
up of the website, teaming up with professionals all over the world for the collection of
data as well as the production of media. Technology allows learning experiences to be
more appealing and pertinent to learners. The legislation allows school principals to
create innovative schools that can function effectively in the first fields such as
instructions, curriculum as well as professional expansion among others. The students
can participate in hands-on experiential education in their classrooms. Hence, technology
is time conservative as students are not required to move out of the classrooms to carry
out their experiments. The method is operational and time constructive. Additionally,
technology allows the organization to learn about real world encounters as well as project
based education. The students can post their research reports online and receive
feedbacks from qualified researchers and rest of community members. The strategy is
essential as compared to the traditional method of teaching where students are required
to read the report to other students and teachers. For a student to comprehend the
composition of persuasive arguments, they may draft a public announcement through
online videos by asking the audience for useful feedbacks. The method is operational and
time constructive since a student can acquire comments promptly. Furthermore,
technology has eliminated the use of paper work in schools. The use of computers has
become vibrant in the current world. This has developed the education system in the
present world. The teacher can usher the students the right way regardless whether
students are carrying out their research online or in the environment. The principals
should employ and encourage the use of technology in schools. In many colleges and
universities, exams are carried out online. The method is time conservative as lecturers
or instructors take minimal time when marking the assignments. Implementation of
technology in schools, principals should enable the use of open-source technology. Most
of the principles fear to implement this method in the education system. This is because
they view the plan as expensive and complicated to install. The use of this open-source
technology is necessary since it is well established, compatible and secure with other
platforms in the education activities. However, the use of technology reduces the cost of
such products since it is durable. School principals should install technology that favors
teachers. Most of the high school teachers disregard the use of technology that alters the
attention of instructions. The main aim of instructions is to set test and examine the
intelligence and memory of the students. Also, principals should adopt the use of
technology in the lesson plan. The principals are required to slot into the technology field
directly and expertise on it.
Technological

Opportunities for communication and collaboration have also been expanded by

technology. Traditionally, classrooms have been relatively isolated, and collaboration has
been limited to other students in the same classroom or building. Today, technology
enables forms of communication and collaboration undreamt of in the past. Students in a
classroom in the rural, for example, can learn about the Arctic by following the expedition
of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail
questions to the scientists, and even talk live with the scientists via a videoconference.
Students can share what they are learning with students in other classrooms in other
states who are tracking the same expedition. Students can collaborate on group projects
using technology-based tools such as wikis and Google docs. The walls of the classrooms
are no longer a barrier as technology enables new ways of learning, communicating, and
working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional
classroom, the teacher is the primary source of information, and the learners passively
receive it. This model of the teacher has been in education for a long time, and it is still
very much in evidence today. However, because of the access to information and
educational opportunity that technology has enabled, in many classrooms today we see
the teacher’s role shifting to the “guide on the side” as students take more responsibility
for their own learning using technology to gather relevant information. Schools and
universities beginning to redesign learning spaces to enable this new model of education,
foster more interaction and small group work, and use technology as an enabler.

GOVERNMENT POLICIES
Education policy consists of the principles and government policies in the educational
sphere as well as the collection of laws and rules that govern the operation of education
systems.
The World Bank is concluding an analysis of over 800 policy documents related to the
use of information and communication technologies (TECHNOLOGYs) in education from
high, middle and low-income countries around the world to gain insight into key themes
of common interest to policymakers. This is work is part of the institution's multi-year
efforts under its Systems Approach for Better Education Results(SABER) initiative to
provide policy-relevant guidance for education decisionmakers in a number of policy
'domains' (including areas such as workforce development; school
finance;teachers; management information systems; equity and inclusion; and student
assessment).

This analysis of TECHNOLOGY/education policies under the SABER-

TECHNOLOGY research initiative suggests that there is a set of eight common themes
which are, in various ways, typically addressed in such documents.

Theme #1: Vision and planning

• Having a vision
Reasonable people may perhaps disagree about whether having a 'bad vision' is better
than having 'no vision'. While in the short term the results can be disastrous (or at least
very expensive), it appears on the main that even identifying the 'wrong' way forward can
be better from a long term perspective than not aiming to go anywhere at all.

• Linking TECHNOLOGY/education policies to other policies (including those ‘outside the

sector’)
As education policymakers gain more experience, stronger and more explicit linkages
between TECHNOLOGY/education policies promulgated by different governmental
agencies and ministries, as well as broader policies related to education, technology use
and economic development, typically come into place.

• Providing a mechanism for funding

As costs are better understood, and as access to TECHNOLOGYs gains in strategic
importance over time, financing related to TECHNOLOGYs beyond support for
infrastructure becomes a more regular part of the budgeting process.

• Authorizing authority to lead or oversee implementation

Over time, specialized agencies and organizations, with specialized competencies and
responsibilities related to TECHNOLOGY use in education related to TECHNOLOGY use
to support teaching and learning typically emerge.

• Engaging the private sector

For a variety of reasons -- including those related to funding, access to industry expertise
and stakeholder coordination -- public-private partnerships of various sorts often gradually
assume greater prominence and importance.

Theme #2: Infrastructure

• Ensuring adequate power

In many developing countries, issues around reliable and affordable access to power
loom increasingly large in the minds of policymakers, and TECHNOLOGY/education
policies may become more closely aligned with policies around e.g. rural electrification.

• Providing sufficient equipment and networking infrastructure.

As TECHNOLOGY use increases, there is typically more demand for access to
TECHNOLOGY devices and faster and more reliable connectivity. It is often only over
time that the importance of technical support and maintenance becomes truly apparent,
and that related funding and human resource measures are put into place.

Theme #3: Teachers

• Providing TECHNOLOGY-related training (technical and pedagogical) for teachers

Support for teachers often is often deemphasized in the early stages of TECHNOLOGY
rollouts in education; over time, most education systems slowly invest more in related
technical and pedagogical professional development for teachers.

• Identifying a set of related teacher competency standards

Competency standards for teachers are often revised over time to reflect the new
demands placed on teachers as a result of the increased use of TECHNOLOGYs; new
related formal certification schemes may be introduced as well.

• Supporting teachers in their use of TECHNOLOGY

As follow-on to formal training programs, online and offline support mechanisms for
teachers, including the networking of teachers themselves through the use of
TECHNOLOGYs, typically increases in importance and emphasis over time.

• Building awareness among and support for school administrators, as a support for
TECHNOLOGY use by teachers and learners
Awareness raising and training for school headmasters of lags that for teachers, but over
time, the potentially critical role of school administrators in enabling and supporting
changed practices in schools as a result of TECHNOLOGY use assumes greater
importance.

Theme #4: Skills and competencies

• Identifying TECHNOLOGY literacy / digital competency standards, and offering related

training, support, assessment and certification
One common rationale for investment in TECHNOLOGYs in education systems is to
promote the development of 'TECHNOLOGY literacy'. In the early stages, this usually
means an aptitude with basic software applications; later, it is about developing higher
order skills associated with more complex 'digital literacies' (especially related to how
TECHNOLOGYs can be used to support student learning).

• Articulating and supporting TECHNOLOGY-enabled lifelong learning opportunities

As TECHNOLOGY use becomes more widespread across an education system, and as
more people develop basic related skills and competencies, interest in the utilization of
TECHNOLOGYs for learning activities outside of and beyond formal schooling typically
increases.

Theme #5: Learning resources

• Supporting the development, dissemination and utilization of digital learning resources

In the early stages of TECHNOLOGY deployments in schools, investment in devices is
often prioritized over investments in the content that will be made available through the
use of such devices. Over time, this changes, and issues related to the mapping of digital
content to specific curricular objectives, intellectual property, and the creation of digital
teaching and learning materials by students and teachers themselves, gain greater
prominence.

Theme #6: EMIS

• Supporting the collection, processing, analysis, and dissemination of education-related

data to relevant stakeholders
Policies around education management information systems are sometimes included as
part of broader TECHNOLOGY/education policies. Where they are, initial policies are
often rather minimal, and focus on the collection of basic enrolment data by a central
body.

Theme #7: Monitoring and evaluation, assessment, research and innovation

• Monitoring TECHNOLOGY use in education and evaluating its impact on teaching and
learning
As countries invest more in TECHNOLOGYs, and as these investments become more
strategic, a greater emphasis on monitoring and evaluation typically occurs, evolving from
a simple counting of basic inputs (e.g. how many computers are in schools) to more
sophisticated attempts to assess impact on learning.

• Utilizing TECHNOLOGYs to support assessment activities

As TECHNOLOGY use become more widespread, interest in TECHNOLOGY-enabled
assessments (e.g. taking tests on computers) becomes more common.

• Dedicated support for exploring innovative uses of TECHNOLOGYs in education

Initial efforts to introduce TECHNOLOGYs and TECHNOLOGY-related initiatives in
schools often begin as small pilots. Over time, such 'piloting' can wane as policymakers
focus more on scale, but after large scale rollouts are completed, more dedicated interest
in exploring new 'innovations' re-emerge.

Theme #8: Equity, inclusion and safety

• Prioritizing “pro-equity” provisions and approaches related to the use of

TECHNOLOGYs in education
While rhetoric related to closing 'digital divides' may characterize initial
TECHNOLOGY/education policies, little attention is typically given to specific 'pro-equity'
approaches targeting specific marginalized groups. As the nature of varied impacts on
different groups are recognized, and as the easiest to connect groups are connected,
policymakers place greater emphasis on equity-related issues.

• Articulating and supporting efforts to promote ethical practices related to TECHNOLOGY

use in education, including the safety and security of data and appropriate privacy
provisions
Child digital safety issues and the promotion of practices meant to create greater
awareness around 'digital ethics' typically only emerge in the later stages of policymaking
related to TECHNOLOGY/education efforts.

CONCLUSION
 The spread of technologies has complicated the teaching-learning process and finding
the best ways of integrating technology into classroom practices is one of the challenges
the 21st century teachers face. Effectively integrating TECHNOLOGY into learning
systems is much more complicated than providing computers and securing a connection
to the Internet. In this respect, principals play an important role and apply different
strategies such as change agent, lifelong learner, principal supporter, and resource
provider to implement TECHNOLOGY in schools. Thus, they should be able to identify
and articulate a vision, provide an appropriate model, provide individualized support,
provide intellectual stimulation, foster acceptance of group goals, and achieve high
performance expectations. They should have knowledge, skills and positive attitudes
toward the implementation TECHNOLOGY in schools. In this way, they can create
changes in their schools by focusing on action and by converting their teachers to be
leaders who will eventually become agents of change. Therefore, teachers can play a
role as a leader when they are committed to a cause and are self-managing. An
examination of past research studies and reports on TECHNOLOGY implementation in
schools show that there are two main factors that affect teachers’ uptake of
TECHNOLOGY. These are manipulative and non-manipulative school and teacher
factors. Research on the implementation of TECHNOLOGY in schools has also shown
that these school and teacher factors are interrelated. The success of the implementation
of TECHNOLOGY is not dependent of the availability or absence of one individual factor,
but is determined through a dynamic process involving a set of interrelated factors.
Moreover, no single solution exists to address the immense challenges of TECHNOLOGY
integration because different perspectives of integrating TECHNOLOGY can be chosen.