Technology Integrated Learning – A Case Study

Abstract

The study investigated how the teachers self-regulated their learning and trained themselves to integrate technology into their regular classroom scenario. The teachers then conducted peer learning and trained their colleagues in technology-integrated education. 
A research-based approach was first conducted to understand technology integration into our classrooms. A team of five teachers were created. Qualitative data was gathered from educators, followed by interviews on their use of technology in education. The next step was to extend the research to online data. A collaborative, constructive, authentic and goal-directed approach was adopted to conduct the research. Various online classroom observations were conducted, evaluating the materials and drafting conclusions. Once the teachers trained themselves using technology, they extended their learning to their peers. 
The data that we found most helpful was from the Florida Center for Instructional Technology, Edutopia, Technology Integrated Matrix, insights from the Drexel University of Education, National Center for Education Statistics.