1. Technology Integration in the Classroom Word Processing, Spreadsheets, and Databases By: Ashli Parrish-Smith

2. Instructional Integration Strategies for Word Processing Supporting the Learning of writing processes Using a dynamic group product approach Assigning individual language, writing, and reading exercises Encouraging writing through curriculum

3. Why teachers use word processing: Saves time Enhances document appearance Allows sharing of documents Allows collaboration of documents

4. Current issues with word processing: Word processing may inhibit students development of handwriting skills OR word processing may free students from worrying about handwriting and allow more creative expression. Does the 10 finger keyboarding help or inhibit student learning?

5. Instructional Integration Strategies for spreadsheets: Making possible visual demonstrations Supporting student products Supporting mathematical problem solving Storing and analyzing data Projecting grades

6. Why teachers use spreadsheets: Save time Organize displays of information Support asking “what if” questions Increase motivation to work with mathematics

7. Current issues with spreadsheets: Should teachers use spreadsheets for grade-keeping or stick to grade books designed specifically for this purpose? The answer to this issue comes down to personal preference.

8. Instructional Integration Strategies for databases: Teaching research and study skills Teaching organizational skills Understanding the power of information “pictures” Posing and testing hypotheses Searching for information during research

9. Why teachers use databases: Reducing data redundancy Saving time locating and/or updating information Allowing comparisons of information through searches across files Helping reveal relationships among data

10. Current issues with databases: Simplified access vs. privacy Coping with information overload

11. Summary and References Word processing, spreadsheet, and database software programs can be integrated effectively into the classroom because they support both directed and constructivist learning activities. Reference: Roblyer, M.D., & Doering, A.H. (2010). Integrating educational technology into teaching. Pearson Education, Inc.