Relevant bibliographies by topics / Integration of technologies into the curriculum

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Integration of technologies into the curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Integration of technologies into the curriculum"

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Kazhenova, M., and R. Zhussupova. "Integrating New Technologies into Curriculum." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 124, no. 3 (2018): 46–52. http://dx.doi.org/10.32523/2616-678x-2018-124-3-46-52.

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Nonato, Karla Jocelya, and Nielce Meneguelo Lobo da Costa. "Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge." Acta Scientiae 23, no. 3 (June 30, 2021): 241–64. http://dx.doi.org/10.17648/acta.scientiae.6513.

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Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.
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Romero, Margarida, and Jean-Nicolas Proulx. "Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum." International Journal of Digital Literacy and Digital Competence 7, no. 2 (April 2016): 11–22. http://dx.doi.org/10.4018/ijdldc.2016040102.

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Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.
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Norland, Ryan, Matthew Muchnick, Zachary Harmon, Tiffany Chin, and Rumit Singh Kakar. "Opportunities for Regenerative Rehabilitation and Advanced Technologies in Physical Therapy: Perspective From Academia." Physical Therapy 96, no. 4 (April 1, 2016): 550–57. http://dx.doi.org/10.2522/ptj.20150057.

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As rehabilitation specialists, physical therapists must continue to stay current with advances in technologies to provide appropriate rehabilitation protocols, improve patient outcomes, and be the preferred clinician of choice. To accomplish this vision, the physical therapy profession must begin to develop a culture of lifelong learning at the early stages of education and clinical training in order to embrace cutting-edge advancements such as stem cell therapies, tissue engineering, and robotics, to name a few. The purposes of this article are: (1) to provide a current perspective on faculty and graduate student awareness of regenerative rehabilitation concepts and (2) to advocate for increased integration of these emerging technologies within the doctor of physical therapy (DPT) curriculum. An online survey was designed to gauge awareness of principles in regenerative rehabilitation and to determine whether the topic was included and assessed in doctoral curricula. The survey yielded 1,006 responses from 82 DPT programs nationwide and indicated a disconnect in familiarity with the term “regenerative rehabilitation” and awareness of the inclusion of this material in the curriculum. To resolve this disconnect, the framework of the curriculum can be used to integrate new material via guest lecturers, interdisciplinary partnerships, and research opportunities. Successfully mentoring a generation of clinicians and rehabilitation scientists who incorporate new medical knowledge and technology into their own clinical and research practice depends greatly on sharing the responsibility among graduate students, professors, the American Physical Therapy Association (APTA), and DPT programs. Creating an interdisciplinary culture and integrating regenerative medicine and rehabilitation concepts into the curriculum will cultivate individuals who will be advocates for interprofessional behaviors and will ensure that the profession meets the goals stated in APTA Vision 2020.
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Redden, Lauren, Wesley Collins, and Jeff Kim. "Integration of Construction Mobile Technologies into Construction Management Curriculum: A Case Study." Procedia Engineering 196 (2017): 535–42. http://dx.doi.org/10.1016/j.proeng.2017.08.026.

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Cauley, Fattaneh G., K. Damon Aiken, and L. Keith Whitney. "Technologies Across Our Curriculum: A Study of Technology Integration in the Classroom." Journal of Education for Business 85, no. 2 (November 30, 2009): 114–18. http://dx.doi.org/10.1080/08832320903258600.

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Adams, Carl R., and Jae Hyon Song. "Integrating Decision Technologies: Implications for Management Curriculum." MIS Quarterly 13, no. 2 (June 1989): 199. http://dx.doi.org/10.2307/248928.

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Goga, Maria, and Dănuț Roșu. "The Integration of New Technologies in the Geography Lessons." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 234–46. http://dx.doi.org/10.18662/rrem/13.1/370.

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The new technologies have become indispensable in the students' lives, influencing their development at academic and personal levels. It is evident that their use in education is going to change the way of teaching, learning and assessment. Geography lessons are much more interactive when new technologies are integrated into the curriculum. In this article we describe a study regarding the integration of the new technologies in geography lessons. At the study 250 people - 73 teachers and 177 students, from schools and high schools in Romania, both rural and urban areas participated. The research is based on the application of questionnaires and interviews to teachers as well as to students from different schools. As a result of this research, it was concluded that the use of new technologies in geography lessons is important because it helps the formation and consolidation of the knowledge of the children; students understand the information more quickly and easily; lessons are interactive and students' motivation for learning is higher.
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Qasim, Amer, Hussein Issa, Ghaleb A. El Refae, and Alexander J. Sannella. "A Model to Integrate Data Analytics in the Undergraduate Accounting Curriculum." Journal of Emerging Technologies in Accounting 17, no. 2 (August 18, 2020): 31–44. http://dx.doi.org/10.2308/jeta-2020-001.

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ABSTRACT This paper proposes a model to integrate data analytics into current undergraduate accounting curricula across existing courses rather than offering a stand-alone data analytics course. One of the advantages of curriculum integration is that students are introduced to data analysis in a progressive or sequential way. Furthermore, such an approach typically does not require additional credit hours to reflect the changes made to the accounting curriculum to introduce the emerging technologies used in the accounting profession. The model proposes course learning outcomes (CLOs) related to the data analytics applications linked to specific levels of study and accounting courses. In addition, teaching materials including the main textbook, supplemental reading materials, and case studies are mapped across accounting courses. This model is expected to be beneficial for accounting educators and members of curriculum committees when updating an accounting curriculum to include data analytics.
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Ávila-Fernández, José Antonio, and Julio Tello-Díaz. "Reflections on curricular integration of new communication technologies." Comunicar 11, no. 22 (March 1, 2004): 177–82. http://dx.doi.org/10.3916/c22-2004-27.

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In the XXIst century society, technological media have invaded all the environments of the people. New concepts, ideas and terms appear, and together with innovative processes of access to information and to development of work. This paper reflects upon t En la sociedad del siglo XXI los medios tecnológicos han invadido todos los ámbitos del ser humano. Aparecen nuevos conceptos, ideas y términos acompañados de innovadores procesos de acceso a la información y al desarrollo del trabajo. En este artículo se reflexiona sobre la presencia de las TIC en la escuela, la necesaria actualización del profesorado y las aportaciones que éstas ofrecen desde la óptica constructivista.
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Dissertations / Theses on the topic "Integration of technologies into the curriculum"

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Van, Orden Stephen. "Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/796.

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German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers' descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants' decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants' classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants' perception of their own identity and their students' identities influences their classroom technology integrations.
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Cooper, Julie A. "Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.

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This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.
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Melendez, Sandra J. "The role of the Campus Technologist in diffusing innovation at a Central Texas high school." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2385.

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This study examines the role of the Campus Technologist in diffusing innovation at the Central Texas High School. The study defines the CT position, its evolution and the effects of the position on the diffusion of innovation. The study further examines the relationship of the CT with the facilitation, infusion and integration of technology in the classroom at the Central Texas High School. Interview and survey data from both the CT and the faculty provided insight and findings that indicate the role of the CT has evolved. The evolution of the CT position was found to be characterized as three distinct roles a pedagogy specialist, a content specialist and a technology specialist. The study also investigated teacher perception, utilization frequencies and data patterns in relationship to the role of the CT at the Central Texas High School. Finally, the study examined technology integration in the classroom and provided findings in a frequency distribution of technology application practices and integration applications by teachers in their classrooms at the Central Texas High School.
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Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.

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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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Meier, Lori T. "Foundations for Curriculum Integration." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5883.

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Book Summary: Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately prepare students for their future, educators must provide them with strong reading and writing skills, as well as the ability to understand scientific concepts. The Handbook of Research on Science Literacy Integration in Classroom Environments is a pivotal reference source that provides vital research on the importance of cross-curriculum/discipline connections in improving student understanding and education. While highlighting topics such as curriculum integration, online learning, and instructional coaching, this publication explores practices in teaching students how to analyze and interpret data, as well as reading, writing, and speaking. This book is ideally designed for teachers, graduate-level students, academicians, instructional designers, administrators, and education researchers seeking current research on science literacy adoption in contemporary classrooms.
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Gibbon, Mark. "Technologies for photonic integration." Thesis, University of Bath, 1995. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760668.

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Cruz, Jailson Tavares. "O uso pedagÃgico de software educativo e prÃticas experimentais de quÃmica para facilitar a aprendizagem significativa e colaborativa." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7497.

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nÃo hÃ
Para se facilitar a aprendizagem cientÃfica, Ã preciso investigar a concepÃÃo de estratÃgias didÃticas alternativas, procurando-se estabelecer vinculaÃÃes entre o uso pedagÃgico do computador e o laboratÃrio de prÃticas cientÃficas, como ferramentas de apoio pedagÃgico ao desenvolvimento do processo de ensino-aprendizagem. A presente pesquisa focou a concepÃÃo de estratÃgias de ensino e aprendizagem, atravÃs da realizaÃÃo de sessÃes didÃticas, de quÃmica, articulando-se pedagogicamente os laboratÃrios de experimentaÃÃo cientÃfica e de informÃtica, para facilitar, junto aos alunos, a aprendizagem significativa de conhecimentos de quÃmica orgÃnica, especificamente a funÃÃo hidrocarbonetos. Aportou-se na teoria de aprendizagem significativa de Ausubel, nos mapas conceituais de Novak e na proposta construcionista de Valente. Realizou-se o uso do software educativo Jmol, enaltecendo-se a construÃÃo colaborativa de conhecimentos, competÃncias e habilidades. Tais aÃÃes foram realizadas com a participaÃÃo de onze alunos, do 3Â ano do ensino mÃdio de uma escola pÃblica do municÃpio de Beberibe, concebidas em quatro etapas: preliminar, teÃricoexperimental, prÃtico-virtual e colaborativa. A abordagem metodolÃgica da pesquisa foi do tipo qualitativa e se caracterizou como pesquisa exploratÃria. Os dados obtidos por meio dos questionÃrios, e as observaÃÃes do professor-pesquisador permitiram analisar e concluir haver indÃcios de desenvolvimento da capacidade criativa, colaborativa, que os alunos se motivaram para desenvolver novas habilidades e construir novos conhecimentos, atravÃs da realizaÃÃo pedagÃgica da prÃtica de experimentaÃÃo de quÃmica orgÃnica e utilizaÃÃo do software Jmol. O experimento da produÃÃo de etino na etapa teÃrico-experimental foi uma maneira de trabalhar de forma mais clara, dinÃmica e colaborativa a ressignificaÃÃo e construÃÃo de conhecimentos. O uso pedagÃgico e colaborativo do software Jmol na etapa prÃtico-virtual e de mapa conceitual na etapa colaborativa, possibilitaram aos alunos desenvolver uma compreensÃo mais facilitadora do conceito, escrita, representaÃÃo e visualizaÃÃo em trÃs dimensÃes de compostos da funÃÃo hidrocarbonetos.
To facilitate the science learning, you need to investigate the design of didactic strategies alternatives, and seeking to establish linkages between the pedagogical use of the computer and the laboratory of scientific practices, such as tools of pedagogical support for the development of the teaching-learning process. The present research focused on the design of strategies for teaching and learning, through the completion of didactic sessions, of chemistry, articulating it is pedagogically the laboratories of scientific experimentation and computer, to facilitate, together with the students, the significant learning of the knowledge of organic chemistry, specifically the light hydrocarbons. Disembarked on the theory that meaningful learning of Ausubel, the conceptual map of Novak and the proposal of constructionist Valente. There was the use of educational software Jmol, praising the collaborative construction of knowledge, skills and abilities. Such actions were carried out with the participation of 11 students, of the 3rd year of secondary education in a public school in the municipality of Beberibe, designed in four stages: preliminary, theoretical and experimental, practical-virtual and collaborative. The methodological approach of the research was qualitative and is characterized as exploratory research. The data obtained by the use of questionnaires, and observations of the teacher-researcher allowed to analyze and conclude there is evidence of the development of creative ability, collaborative, which the students are motivated to develop new skills and build new knowledge through the realization of pedagogical practice of experimentation of organic chemistry and use of software Jmol. The experiment of the production of ethno in step theoretical-experimental was a way of working in a more clear, dynamic and collaborative signification and construction of knowledge. The use of pedagogical and collaborative software Jmol in the stage-practical virtual and conceptual map in the stage collaborative enabled students to develop an understanding more facilitator of the concept, writing, representation and visualization in three dimensions of compounds of light hydrocarbons.
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Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.

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This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments. The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment. The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration. In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.
Ph. D.
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Fernandes, Jarina Rodrigues. "A integração das tecnologias da informação e comunicação ao currículo no PROEJA." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9663.

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Made available in DSpace on 2016-04-27T14:30:58Z (GMT). No. of bitstreams: 1 Jarina Rodrigues Fernandes.pdf: 3595121 bytes, checksum: fcb471ae4b155eeda63de733a9966586 (MD5) Previous issue date: 2012-05-15
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to identify ways to use the strategic potential of information and communication technologies (ICT) in order to build an integrated curriculum within the National Program for Integration of Professional Education with Basic Education, in the form of youth and adults Education (PROEJA). Before this challenge, it was sought in a first stage of research to critically understand the meanings of integration, curriculum and the presence / role of technology in the curriculum, specifying how they are considered in the base document of PROEJA, directed to technical professional education at average level / high school and the technical quality course plan, in the PROEJA form, from the São Paulo's campus of the Federal Institute of Education, Science and Technology of São Paulo.In a second stage, it was sought to create a critical collaboration context with the teacher of the investigated Computing course. This activity was expanded to other teachers in search of ways to share and build new meanings on the integration of technology into the curriculum of this course.The theoretic-methodological contributions of this research present characteristic of bricolage: to perform the documents analysis, it was employed thematic maps to support bakhtinian's technology and contributions, as well as principles and procedures of the Critical Research Collaboration to the development and analysis of the interaction along with the research subjects.The analysis of the base document points to the defense of an integrating education of basic education and professional education, with references of critical character, to the role of technology in society and in the curriculum. The analysis of the course plan introduces references to the integration and use of technologies with little emphasis on the operationalization of the integrated curriculum and the role of ICT.The analysis of the interaction to the subjects of research shows diverse meanings related to the integration of ICT into the curriculum of the investigated course. The critical-collaborative research conducted with the Computing teacher pointed to the relevance of: articulate the work with both theoretical and practical knowledge in dealing with ICT and create active role opportunities in the process of knowledge construction for the learners. In terms of challenges it has been identified the need for: reconsider the teacher-student relationship, cognize new methodologies aimed at teaching-researchteaching curriculum and other curriculum practices experienced in the other course disciplines.This last challenge conducted the expansion of the research activity to the other teachers of the course, which showed signs of integrating ICTs to the curriculum of several disciplines in which they were used: applications and software, audio, video, animations, teaching materials available on the web; virtual learning environment integrated to the classroom and research on the Internet. To improve such signals of integration it was raised the possibility of: partnerships between the work of the various disciplines and Computing discipline; involvement of technical staff in the process, the organization of a virtual learning environment for PROEJA; exchanges with students from other federal campuses, creation of a virtual space to publish routes and results of projects developed in the course. Before these possibilities, there were raise the difficulties related to the dynamic of class allocation and the lack of staff meetings per course. As a difficulty-possibility, there was raised the creation of spaces for dialogue between PROEJA teachers, a required activity to fulfill the integration of ICT and the curriculum in the mentioned course
Esta pesquisa tem o objetivo de identificar caminhos para a utilização do potencial estratégico das tecnologias da informação e comunicação (TIC), tendo em vista a construção do currículo integrado no âmbito do Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade de Educação de jovens e adultos (PROEJA). Diante de tal desafio, buscou-se, numa primeira etapa da pesquisa, compreender criticamente os significados de integração, currículo e a presença/papel das tecnologias no currículo, especificando como são considerados no documento base do PROEJA, voltado à educação profissional técnica de nível médio/ensino médio e no plano de curso Técnico em qualidade, na modalidade PROEJA, do campus São Paulo do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. Numa segunda etapa, buscou-se criar um contexto crítico colaborativo junto ao professor de Informática do curso investigado, atividade expandida aos demais docentes, na busca de compartilhar sentidos e construir novos significados sobre a integração das tecnologias ao currículo do referido curso. Os aportes teórico-metodológicos da pesquisa apresentam características de bricolagem: para realização da análise documental, lançou-se mão de mapas temáticos com suporte na tecnologia e contribuições bakhtinianas; bem como de princípios e procedimentos da Pesquisa Crítica de Colaboração, para o desenvolvimento e análise da interação junto aos sujeitos da pesquisa. A análise do documento base aponta para a defesa de uma educação integradora da educação básica com a educação profissional, contendo referências, de caráter crítico, ao papel das tecnologias na sociedade e no currículo. A análise do plano de curso apresenta referências à integração e ao uso de tecnologias, sem destaque à operacionalização do currículo integrado e ao papel das TIC. A análise da interação com os sujeitos da pesquisa aponta diversos sentidos e significados relacionados à integração das TIC ao currículo do curso investigado. A investigação crítico-colaborativa realizada junto ao professor de Informática apontou para a pertinência de: articular o trabalho com conhecimentos teóricos e práticos ao abordar as TIC e oportunizar aos educandos um papel ativo no processo de construção de conhecimentos. Como desafios identificou-se a necessidade de: repensar a relação professor-aluno, conhecer novas metodologias voltadas ao ensino-pesquisa-ensino e práticas curriculares vivenciadas nas demais disciplinas do curso. Este último desafio conduziu a expansão da atividade de pesquisa aos demais docentes do curso, que apontou sinais de integração das TIC ao currículo em diversas disciplinas em que eram utilizados: aplicativos e softwares; áudios, vídeos, animações, materiais didáticos disponíveis na rede; ambiente virtual de aprendizagem integrado às aulas e pesquisas na Internet. Para aprimoramento de tais sinais de integração levantou-se a possibilidade de: parcerias entre o trabalho das diversas disciplinas e a disciplina Informática; envolvimento da equipe técnica no processo; organização de um ambiente virtual de aprendizagem para o PROEJA; intercâmbios com alunos de outros campi da rede federal; produção de um espaço virtual para publicar percursos e resultados de projetos desenvolvidos no curso. Diante de tais possibilidades, foram levantadas dificuldades relacionadas à dinâmica de atribuição de aulas e à falta de reuniões de professores por curso. Como dificuldade-possibilidade levantou-se a criação de espaços de interlocução dos professores do PROEJA, atividade necessária para que a integração curricular e das TIC ao currículo possam se realizar no referido curso
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Chen, Xin. "Adopting emerging integration technologies in organisations." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/5159.

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A review of the innovation and diffusion literature indicates a considerable amount of research, where attention is given to a range of features which may support integration technologies adoption. However, some literature suggests that the findings derived from the study of large enterprises cannot be generalised and applied in SMEs due to the distinct characteristics of SMEs. Although the adoption of integration technologies is recognised as being different between large and small companies, the literature on its adoption by SMEs remains limited. Nevertheless, in existing work, there is a lack of studies emphasising the reasons why SMEs and large companies take the decision to adopt integration technologies, focusing specifically on the different factors. This thesis therefore identifies the significant differences in the way that SMEs and large companies approach integration technologies, based on the existing literature, theoretical diffusion theories, and resource-based theory. In doing so, the parameters that can be used to explain the adoption of integration technologies in SMEs and large firms are identified, as nature of organisations, company size, integration needs, adoption factors for SMEs and large organisations, and time. Additionally, adoption factors are found and classified into three categories: adoption factors explicit to SMEs, adoption factors explicit to large organisations, and common factors. Based on this, a conceptual model is introduced to explain the different factors that influence adoption between SMEs and large organisations. The empirical contexts of the research are one project on integration technologies adoption, and four case studies on a large firm and three SMEs, which are analysed using an interpretive and qualitative research approach. The evidence suggests that the empirical data complement the identified dimensions nature of organisations, integration needs, company size and time. The empirical data also confirm that the current integration technologies adoption factors reported in the literature can be classified into common factors, factors explicit to SMEs, and factors explicit to large firms, to support a more comprehensive view of this area. An additional factor perceived future prospect has been considered as an influence on adoption in large organisations. The findings of this research can be useful to guide analysts and researchers in determining critical aspects of the complex issues involved for integration technologies adoption, and lead to suggestions for further valid research.
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Books on the topic "Integration of technologies into the curriculum"

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Curriculum integration. Camberwell, Vic: ACER Press, 2010.

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Integrating educational technology into teaching. 4th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2006.

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Roblyer, M. D. Integrating educational technology into teaching. 2nd ed. Upper Saddle River, N.J: Merrill, 2000.

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Herbert, Doering Aaron, ed. Integrating educational technology into teaching. Boston: Allyn and Bacon, 2010.

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Roblyer, M. D. Integrating educational technology into teaching. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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Roblyer, M. D. Integrating educational technology into teaching. Upper Saddle River, N.J: Prentice Hall, 1997.

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Herbert, Doering Aaron, ed. Integrating educational technology into teaching: Instructor's copy. 5th ed. Boston: Allyn and Bacon, 2010.

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Singh, Mrityunjay, Tatsuki Ohji, Rajiv Asthana, and Sanjay Mathur, eds. Ceramic Integration and Joining Technologies. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118056776.

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Coombs, Jerrold. Thinking seriously about curriculum integration. Burnaby, B.C: Tri-University Integration Project, 1991.

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Werner, Walter. Curriculum integration and school cultures. Burnaby, B.C: Tri-University Integration Project, 1991.

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Book chapters on the topic "Integration of technologies into the curriculum"

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Chi, Hongmei, Udochi Maduakor, Richard Alo, and Eleason Williams. "Integrating Deepfake Detection into Cybersecurity Curriculum." In Proceedings of the Future Technologies Conference (FTC) 2020, Volume 1, 588–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63128-4_45.

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Wark, Norine, and Mohamed Ally. "An Emergent Pedagogical Framework for Integrating Emergent Technologies into Curriculum Design." In Emerging Technologies and Pedagogies in the Curriculum, 89–111. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0618-5_6.

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Hsu, Chia-Ling, Hsuan-Pu Chang, Ren-Her Wang, and Shiu-huang Su Hsu. "Integrating Curriculum and Instruction System Based on Objective Weak Tie Approach." In Computational Collective Intelligence. Technologies and Applications, 523–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34707-8_53.

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Christensen, Rhonda, and Gerald Knezek. "Active Learning Approaches to Integrating Technology into a Middle School Science Curriculum Based on 21st Century Skills." In Emerging Technologies for STEAM Education, 17–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02573-5_2.

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Levin, Helen, and Adam Cheng. "Curriculum Integration and Development." In Comprehensive Healthcare Simulation: Program & Center Development, 83–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46812-5_12.

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Farmer, Lesley S. J. "ICT Literacy Integration." In Handbook of Research on Transformative Digital Content and Learning Technologies, 59–80. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch004.

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In order to be prepared for today's knowledge society, students need to be ICT literate. To ensure that all students become ICT literate requires systematic integration of ICT literacy into the curriculum at the general education level and within each academic discipline. Such integration requires faculty ICT literacy as it applies to their academic content area and instructional practice. Collaboration within academic domains, with expert partnerships of librarians and instructional designers, can boost ICT literacy and facilitate its effective integration for student learning. Therefore, such faculty competency also requires systematic coordination, training, support, and accountability. Efforts need to occur at the course, program, college, campus, and system level in order to ensure that all students learn, practice and apply ICT effectively and responsibly. The California State University Long Beach ICT Literacy Project exemplifies the process of developing a systematic and coordinated approach to ICT literacy into the curriculum.
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Michael, Walimbwa, Shopi M. Julius, and Nampijja Diana. "Leadership in Pedagogical Integration of Emerging Technologies." In Advances in Educational Marketing, Administration, and Leadership, 201–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch013.

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Pedagogical integration of technologies is a fairly new concept in education. Educational institutions need to have prerequisite planning for leadership in pedagogical integration of emerging technologies. This chapter investigates institutional leadership that enables educators to build capacity to effectively integrate technology into pedagogy. Using a qualitative case study approach, leaders were interviewed and official documents analyzed. The data analyzed indicate that institutional leadership facilitates increased acquisition of and access to technology devices and facilities. It is found that institutional leadership is pivotal in supporting, training, and innovatively exploring various ways of integrating technologies into the curriculum. It is thus concluded that in this era institutions need leaders who proactively engage in planning for integration of technologies for transformed pedagogic practices.
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Lim, Vivian, Erica Deahl, Laurie Rubel, and Sarah Williams. "Local Lotto." In Cases on Technology Integration in Mathematics Education, 43–67. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch003.

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Local Lotto is a 14-session curriculum designed for high school students to learn mathematics through an examination of the local lottery. The curriculum is organized around investigations of how local lottery games are won, who plays, how many people play, and where lottery revenues and prizes are distributed. A web-based application is integrated into the curriculum to allow students to explore the lottery in their school neighborhood, examine local lottery data, and assemble and justify their own arguments about the lottery. In this chapter, the authors describe technology's role in shaping a rich curriculum that engages students in investigating a local phenomenon while also addressing the content and practices of the Common Core State Standards of Mathematics. The chapter concludes with an outline of the challenges of integrating custom technologies into mathematics curricula and provides recommendations for future work.
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Etter, Stephanie J., and Jeffrey W. Merhout. "Writing-Across-the-IT/MIS Curriculum." In Information Communication Technologies, 3246–58. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch229.

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Popular literature not only claims that college graduates are entering the workforce lacking sufficient writing skills but that companies must spend billions of dollars annually to train employees how to communicate effectively through writing (Canavor & Meirowitz, 2005; College Board, 2004). While writing-across-the-curriculum is not a new concept, it seems that only certain areas of the curriculum have adopted it. The integration of writing into the MIS/IT curriculum is an important and achievable goal necessary for the overall development of students in Information Technology or Management Information Systems degree programs. While traditional IT/MIS programs rely heavily on technology-based courses, we argue that these technology courses must also promote effective writing habits needed for career growth in the IT/MIS fields. As business proposals, newsletters, and reports are frequently being written by those in the Information Systems Department of a corporation, rather than by those in the Communication Department, it is increasingly important that we prepare IT/MIS students with the appropriate writing skills needed for their careers. For example, in many cases we prepare students to create web pages, a highly public information source, without providing any instruction on writing within the IT/MIS curriculum. This paper illustrates how writing assignments can be used in many MIS/IT classes.
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Graham, John, and George W. Semich. "A Model for Effectively Integrating Technology Across the Curriculum." In Information Communication Technologies, 1234–43. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch085.

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Technology training for college faculty has become an important part of the mission of colleges and universities today. Funding is allocated toward not only purchasing new technologies but also training faculty to use these technologies with their students in the classroom to better prepare them for the information workplace. Our interest at Robert Morris University was to develop a sequential staff development model that would not only help train faculty, but also help them apply and eventually integrate technology with their students across all of the academic disciplines. This model looks at three key phases of staff development: the training phase, the application or use phase, and the final phase of integration that involves a transformation from the teacher-centered to the learner centered classroom.
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Conference papers on the topic "Integration of technologies into the curriculum"

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Nie, Jingyu. "Research on STEM Curriculum Integration Technology." In 2021 3rd International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2021. http://dx.doi.org/10.1109/cste53634.2021.00015.

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Foster, Shaun. "INTEGRATING VIRTUAL REALITY INTO 3D DESIGN CURRICULUM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2388.

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Tinnirello, Alicia, and Eduardo Alberto Gago. "INTEGRATING MATHEMATICS TECHNOLOGY WITH MECHANICAL ENGINEERING CURRICULUM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1319.

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Athauda, Rukshan, Nuwan Kodagoda, Jagath Wickramaratne, Prasanna Sumathipala, Lakmal Rupasinghe, Aruna Edirisighe, Anjalie Gamage, and Dhammika De Silva. "Integrating industrial technologies, tools and practices to the IT curriculum." In the 6th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095714.1095744.

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Schulz, N. N. "Integrating smart grid technologies into an electrical and computer engineering curriculum." In 2011 IEEE PES Innovative Smart Grid Technologies (ISGT Australia). IEEE, 2011. http://dx.doi.org/10.1109/isgt-asia.2011.6167156.

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Santos Miranda-Pinto, Maribel. "POWERFUL IDEAS AND THE KIBO ROBOT CURRICULUM: THE TRADITIONAL CHILDREN'S STORIES, FOR THE INTEGRATION OF PROGRAMMING AND ROBOTICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0755.

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Bruck, Hugh A., Alan L. Gershon, and Satyandra K. Gupta. "Enhancement of Mechanical Engineering Curriculum to Introduce Manufacturing Techniques and Principles for Bio-Inspired Product Development." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60584.

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Bio-inspired products and devices take their inspiration from nature [Gold00]. Current mechanical engineering curricula do not cover manufacturing techniques and principles needed to develop such products and devices. We have been enhancing the mechanical engineering undergraduate curriculum by integrating recent advances in the manufacturing of bio-inspired products and devices through the following activities: 1. Insert a new sequence of instructional materials on bio-inspired concepts into the mechanical engineering curriculum. 2. Disseminate the materials developed for the new modules and course notes through a dedicated web site. As a result of the curriculum enhancement, a new generation of mechanical engineers will acquire the knowledge necessary to develop products and conduct research for a wide variety of applications utilizing bio-inspired concepts. The project (1) integrates emerging manufacturing technologies based on biological principles into the Mechanical Engineering curriculum, (2) utilizes multi-media technology for disseminating course content, and (3) trains graduate students and faculty participating in its implementation in an emerging technology and thereby contribute to faculty development. Specifically, curriculum is being developed that discusses the following manufacturing technologies and principles: 1. Concurrent Fabrication and Assembly: Manufacturing techniques and principles, such as solid freeform fabrication, compliant mechanisms, and multi-stage molding, that can eliminate the manufacturing and assembly of individual components as is the case for almost all natural systems. 2. Self Assembly: Principles for manufacturing a variety of products from a few building blocks using bio-inspired techniques such as templating and supramolecular chemistry. 3. Functionally Graded Materials: Bio-inspired development of new products through the gradual variation of material properties at multiple length scales through manufacturing processes such as sputtering and powder processing. The curriculum development effort makes two significant contributions to mechanical engineering education: (a) integration of a new research on bio-inspired products and devices into the mechanical engineering curriculum through new courses and revision of existing courses, (b) development of new instructional material for mechanical engineering education based on bio-inspired concepts. There are also broader impacts in the following areas: (a) undergraduate students who might not otherwise puruse studies in mechanical engineering will be attracted to the multidisciplinary area of bio-inspired products, (b) dissemination of the curriculum enhancement through conference presentations, a workshop, and dedicated web site, and (c) a biologically-oriented pedagogical approach to mechanical engineering education that ensures broader access to the knowledge needed to enhance the interest and skills of future engineers and researchers educated through this research program.
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Porta, Marco, Betim Çiço, Peter Kaczmarski, Neki Frasheri, Virginio Cantoni, and Fernand Vandamme. "New Trends in Information Technologies and Their Integration in University Curricula." In CompSysTech '16: Computer Systems and Technologies 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2983468.2983512.

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Kafu-Quvane, Babalwa, and Vitalis Chikoko. "FACTORS SHAPING TEACHERS’ EXPERIENCES IN MANAGING TEACHING IN THE ERA OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INTEGRATION ACROSS THE CURRICULUM." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1027.

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Gratani, Francesca, and Lorella Giannandrea. "LEARNING THROUGH PRACTICE: INTEGRATING THE MAKER APPROACH INTO PRIMARY SCHOOL CURRICULUM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2372.

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Reports on the topic "Integration of technologies into the curriculum"

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Dungrani, Sanjiv, Melissa Fearnside, and Andrew Orlando. Crew Integration and Automation Technologies. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada454980.

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VAWTER, GREGORY A., SHAWN-YU LIN, CHARLES T. SULLIVAN, WALTER J. ZUBRZYCKI, WENG W. CHOW, ANDREW A. ALLERMAN, and JOEL R. WENDT. Photonics Integration Devices and Technologies. Office of Scientific and Technical Information (OSTI), April 2001. http://dx.doi.org/10.2172/780313.

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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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Beckingsale, D. A., M. Mcfadden, and R. D. Hornung. Umpire: Integration with Other Software Technologies. Office of Scientific and Technical Information (OSTI), December 2018. http://dx.doi.org/10.2172/1490941.

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Dronka, Paul J. The Army After Next": Integration of Microchip Technologies". Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada345703.

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Raj, Deepika, and Kristen Morris. Strategies to Update the Clothing and Textile Course Curriculum with Emerging Technologies. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1441.

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Wan, Yih-huei, and B. K. Parsons. Factors relevant to utility integration of intermittent renewable technologies. Office of Scientific and Technical Information (OSTI), August 1993. http://dx.doi.org/10.2172/10186066.

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Wan, Y., and B. Parsons. Factors Relevant to Utility Integration of Intermittent Renewable Technologies. Office of Scientific and Technical Information (OSTI), August 1993. http://dx.doi.org/10.2172/766445.

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Williams, C. V., T. D. Burford, and C. A. Allen. Technology integration project: Environmental Restoration Technologies Department Sandia National Laboratories. Office of Scientific and Technical Information (OSTI), August 1996. http://dx.doi.org/10.2172/383607.

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Caulfield, H. John, and Marius Schamchula. Database Creation, Management, and Integration Novel Methodologies, Techniques and Technologies. Office of Scientific and Technical Information (OSTI), June 2005. http://dx.doi.org/10.2172/901436.

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