Technology can assist educational practice, however, not in all instances is it necessary or practical. Teachers need to be able to integrate technology appropriately to support subject matter learning. As in all articles this one calls for leadership to articulate a clear vision for schools regarding what is meant by technology integration as well as which technologies we are speaking about. Ideally, teachers should become technology integrationists "possessing the unique ability to understand, consider, and choose to use technologies only when they uniquely enhance the curriculum, instruction and students' learning." They should use "their general pedagogical knowledge, subject matter knowledge, and pedagogical content knowledge to identify promising, innovative ways technologies may be used to teach their subject area discipline."
In order to achieve this goal teachers need training but also time to reflect on their practice and really think about the applications in technology and how they can apply to their own lessons. Author speaks for four principles of technology learning to move teachers toward technology integrationists:
1) Connect Technology Learning to Professional Knowledge - (ex. learning in context, scaffolded connections, self-identified connections): Advantages - application learning, desire to learn and apply; Limitation - teacher's knowledge base. All teachers should be encouraged "to identify connections between technology and their own professional knowledge."
2) Privilege Subject Matter and Pedagogical Content Connections - Teacher education programs must strengthen this connection between subject matter and technology. Showing teachers how to apply technology in subject matter specific learning will strengthen that connection for teachers.
Use of these two principles will greatly increase the chance that teachers will not forget the use and application of the technologies they learn and will use technology to impact student learning.
3) Use Technology Learning to Challenge Current Professional Knowledge - use technology as a change agent.
4) Teach many Technologies - This will increase the chance that teachers will find a technology that works for them and their specific subject matter.
There need to be more courses in technology for preservice teachers, and in more technologies. Author also suggested use of "content-specific" inquiry groups for teacher education programs. This would create a cohort of students studying technology applications together and leverage the learning.