Embedding Technology into
Core Content Curriculum
AS I SEE “IT”
By Mark A. Evans
Mark Evans is program
coordinator for K–12
technology applications
for the Educational
Technology Department
at Klein Independent
School District in Klein,
Texas. He graduated
with a master’s degree
in curriculum and
technology from the
University of Phoenix
Online Campus.
Does your school district integrate technology in the core content areas rather than
teach technology in a separate class or
activity? Klein Independent School District embedded Texas technology applications standards
into its core content area curricula by using the
core content and standards as the guide. This
process has moved through various phases, but
in the past year, Klein has embedded curricula
with technology applications more than ever
before. Along with the core content K– 8 curriculum, we have embedded the K– 8 technology
applications standards and posted them in our
online curriculum system.
During the most recent phase, we merged the
technology applications scope and sequence into
the core content areas. The Educational Technology Department worked in collaboration with
the curriculum and instruction administrative
teams to determine which skills were subject
specific, and then enhanced or created lessons
from the core content areas to include the technology applications standards.
Sometimes we could not adapt core lessons
and content, so we created new lessons that reinforced, introduced, or used skills and concepts as
a preface to the core content lessons. When there
was no natural fit, we divided the technology
applications skills among the four core content
areas. We designed the lessons to be brief so they
would not take away from core learning time,
but we made them thorough enough to meet
technology applications standards. Over time,
the collaboration between the educational technology team and the curriculum and instruction
administrative teams have developed into core
content partnerships. These partnerships, which
also include other support areas, focus on all
professional development for teachers.
To make sure that all the technology applications standards are met, we posted a separate
scope and sequence in our online curriculum system. As the curriculum and instruction administrative teams update and expand the curricula,
they adapt the technology applications as necessary to maintain an embedded set of curricula.
We change the lessons in both the content area
and the technology applications area to maintain
a uniform match. Maintaining a separate scope
and sequence, in addition to the core content area
embedded lessons, helps ensure that the technology applications standards do not get lost when
we adjust the core curricula areas based on new
standards, best practices, research, or resources.
With the focus on the core content curriculum
areas, teachers are not pulled in two separate directions (such as having to add a technology lesson), technology integration occurs in the classroom (rather than in a separate lab as extension
activities), and students learn the skills needed
to engage in a world of learning that often occurs
online and through the use of digital resources.
Students learn to work using technology while
focusing on the real business of learning the
required standards in each of the core content
areas and technology applications.
