Integration of Technology in the Classroom, an Introduction
Dreamweaver 4
In-Service Activities


Integration of Technology in the Classroom
English Montreal School Board



Objectives of the RÉCIT

  • Support of projects integrating Information and Communication Technologies (ICT’s).
  • Development of networks of exchange to allow the development of ICT projects.
  • Distribution of relevant information related to ICT’s.
  • Contribution to the exchange of educational tools.
  • Training related to the integration of technologies in teaching.


RÉCIT's Resources

General Resources

This section offers a list of general resources that could be useful in Vocational Training.  

Directory of technological tools and software used in different sectors of education in Vocational Training

This directory allows collaborators in Vocational Training to add the tools that they use in their sector of training. It also provides information related to the tools or software and gives the names and addresses of the resource persons using these tools.

Teacher’s Directory

This directory was created to be used as a resource to obtain general information about teachers in Vocational Training. You will find information such as: their address, E-mail, phone number, sector of training, program, and modules given by.

Educational Tools and Related Websites

Inforoute FPT offers a series of educational tools and related Websites categorized by training sector.

Vocational Training in Canada

Find useful Canadian links related to Vocational Training and the integration of technology in classroom

Network of Exchange

In order to support the emergence and the growth of a network culture, we have developed a network of exchange through a Provincial Committee composed of French and English representatives from each of Quebec's regions and from almost all of the training sectors.

In the French sector we have developed a French Regional Network. Some regions in Québec have their own network (one representative from each school board in that region). These regional networks are affiliated with the Provincial Committee. The mandate of the representatives is to develop ICT projects in collaboration with the teachers in their region; advertise ICT projects from their region; and to maintain contact with the teachers within their school board.

In the English sector, we are evaluating the possibility of creating an English Regional Network formed of English teachers in Vocational Training. This network will allow people to work in cooperation on common projects, share material, expertise, ideas and resources.

Training Sessions

Offering training sessions respects one of our missions which is the Integration of Technology in Vocational Training.

The RÉCIT-VT could organise training related to technology in collaboration with Mr. Stéphane Paré from the MEQ-ELVEC In-Service Activities.
To contact Mr. Paré: or (450) 691-2540

Webpage address:

Example: Macromedia Dreamweaver 4 Workshop


Support of the Development of Educational Tools

Example of an interactive quiz developed for the E-Accounting program (Western Quebec School Board)

Future Projects

Bank of Resources in Accounting Project

To develop in collaboration with the teachers in Accounting, a directory of Educational Resources available on the Internet and directly linked to the new Accounting program.

This directory will group English resources already available on the Internet or developed by the English teachers in Accounting. These Educational Resources will be classified by modules.

This project is presently being evaluated by the English School Board’s Directors of Adult and Vocational Education (PROCEDE organization).

Collaborative Design Website for Residential and Commercial Drafting Teachers From LBPSB

Development of a Website allowing the exchange of Autocad designs and drawings amongst teachers and students.


  • Teachers will use a Web-platform to exchange materials with students.
  • To show the students how to do collaborative work.
  • Avoid too much printing.

Development of the English Regional Network

Develop a network of exchange with the English teachers in Vocational Training to allow for the development of ICT projects.


Integration of Technology, General Ideas

Using and integrating technology in a classroom is not relevant for all courses, but could certainly have an effect on how we prepare our courses and how we teach them.

We could change the way we teach and learn with technology on many levels. In a course we don’t only present concepts, we also manage and prepare courses, enrich the program, etc. The important thing is to become aware that technology could be used in many ways and could become useful for a teacher in many ways.

Technology is not the asolute and the best way of transferring a concept to a student. It should be seen as a useful tool. Everybody has different aptitudes concerning technology, some teachers are really comfortable with technology and can easily use it, others are afraid to use a computer in a classroom because they are less experienced with a computer. You should ultimately see the implementation of technology in a classroom as a personal process. You learn what you can and you use what is interesting to you and your students.
Certainly, there are some tools that could be useful and change the dynamics of your teaching. You just have to learn what they are and know that there is support available to help you in the process of integrating technology in your classroom.

If you not using technology in your classroom , you may start with something like using e-mail to communicate with your students. A teacher could create an educational Website for the courses they teach and put in it their course outlines, exercices, course content, presentations, relevant websites, etc.

Source: Rena M. Palloff, Keith Pratt, Lessons from the Cyberspace Classroom, the realities of Online Teaching, Jossey_Bass, San Francisco, 2001.

Integration of Technology, Definition


What is Information and Communication Technology?

All the technologies, where you usually use a computer, when combined or interconnected are characterized by their ability to digitize, treat, render accessible and transmit in all areas of the world an unlimited and diversified quantity of data. (Revue documentaire, Laval University and McGill University)

Ensemble des technologies parmi lesquelles figure habituellement l’ordinateur et qui, lorsqu’elles sont combinées ou interconnectées, se caractérisent par leur pouvoir de numériser, de traiter, de rendre accessible et de transmettre en principe en quelque lieu que ce soit, une quantité quasi illimitée et très diversifiée de données. (Revue documentaire, Laval University and McGill University)

What do we mean by integration of technology in a classroom?

Teacher’s View: Using ICT to change or adapt the way of transmitting a concept to your students in the classroom.
Example: Creating an educational Website and including all the information needed to teach your modules.

Students View: Using these technologies to find information, work on a specific concept, do research or learn something new related to the module.


Integration of Technology, Using and Integrating technology

What is the difference between using technology and integrating technology?

Using technology

Using technology is related to the learning of technical aspects of software such as learning how to use Microsoft Word, Powerpoint, Autocad, or Simply Accounting.

Integrating technology

Integrating technology is using this tool or software to transmit a concept or to help a student learn a specific concept. The teachers and the students methodologies should be re-evaluated and reorganized.


Integration of Technology, Advantages and Disadvantagesof Using a Web Enhanced Model in a Classroom

Web Enhanced Model

Students meet in the traditional classroom where the lecture is delivered, while lecture notes, assignments, calendar, course syllabus, and other related materials are made available to students via the Web. Much of the instruction continues to be delivered synchronously, though some asynchronous components are added (E-mail communication and bulletin).


  • Provides new tools to facilitate instructions
  • Students can study at a varying pace
  • Opportunity for interactive discussion is available 24 hours/day
  • More opportunity for interactive exercices
  • Easy to provide a link to source material anywhere in the world
    Possible to more closely track the progress of each student
    New ways to collaborate and communicate
  • Easy updates to keep information current
  • Most course framework software is multi-platform
  • Relieve teachers from dealing with administrivia, all info is on a single Website.


  • Learning curve for new tools for both instructor and students
  • Restrictions of bandwidth will hamper some teaching methodologies (intensive graphics…)
  • Support required for students and teachers to deal with new technology
  • Certain courses don’t translate well
  • Students need to possess traits suited to this type of learning (self motivation and independent study, time management, family support)
  • Higher workload for faculty for initial offering
  • Novices overloard due to the quantity of material that they are expected to cover because of the many and varied potential links
  • Students need to develop critical thinking in order to deal with information overload.

Reference: Mary-Jane Pilgrim, Using Web Technology to Enhance the Traditional Classroom at Trent, Developing a Support Framework to Facilitate the Implementation of WebCT, May 2000,


Integration of Technology, Caracteristics of A Well Designed and Web-Supported Course

  • Encourage innovation in teaching technology
  • Reduce routine
  • Provide grater variety and choice for the learner
    Reduce time and place constraints for the learner and for the faculty
  • Support development of generic skills in learner and give learner a voice in the classroom
  • Increase opportunities for interaction, dialogue and feedback between learner and faculty as well as between students
  • Use the best learning resources available in the field
  • Accomodate individual learning styles and levels of experience or knowledge

Reference: Markanen, Susan (1996). A Guide to Alternate Delivery. Fleming College Website (accessed April 29, 2000)

The Concerns-Based Adoption Model

Stages of Concerns
Expressions of Concerns
1- Awareness I’m not interested in technology.
2- Informational I would like to know more about technology.
3- Personal I want to know how using technology in the classroom will affect me.
4- Management I need to develop assignements and work on a schedule to give every student meaningful computer time each week.
5- Consequence I want to know whether incorporating technology into classroom instruction has had an effect on students’ learning.
6- Collaboration I’m concerned about how we can work as a group to be sure that all students have the technological skills that will be expected.
7- Refocusing I have some ideas about how I can use technology to make this unit better.


Stages of Concerns
Staff Development Strategies
1- Awareness Share information about technology without overwhelming. Place yourself in a safe environment for asking questions.
2- Informational Look for information in a variety of ways: individually, in groups, and through any available medias. Go visit teachers and schools where technology is being used. Learn about the technical aspects of the technology.
3- Personal Accept personal concerns and take technology as something that could be implemented one step at a time (a personal process).
4- Management Look for practical help from resources. Find time to work with other teachers. Find resources to help you develop activities, schedules and timelines.
5- Consequence Analyse students’ performance after integrating technology in your teaching methods. Gather data needed for ongoing evaluation.
6- Collaboration Involve your collegues in visioning and planning for technology. Use them to provide coaching and support for other teachers (peer teaching).
7- Refocusing Find ways to reinvest your new knowledge and try to find ways to improve and develop the program (Dynamic vs. Static). The school should provide resources and support.

Componants of Training

Componants of Training
Presentation of theory. When teachers present theory and information (typical dog and pony show).
Theory and modeling or demonstration.
The teacher includes a demonstration in the presentation.
Theory, demonstration, and opportunity to practice with low-risk feedback. Included is a presentation of theory and information, a demonstration, and additional time for the participants to practice the skill and receive feedback.
Theory, demonstration, practice, and follow-up through coaching, study groups or peer visits. Included is a presentation of theory and information, demonstration, practice with feedback, and coaching and follow-up overtime (the transfer to the classroom and the return on the investment in instructional improvment are significantly increased).

Reference: Lynn K. Bradshaw, Technology-Supported Change: A Staff Development Opportunity, Bulletin/December 1997.



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