They argue that, rarely is technology an organic part of a lesson plant (p.149), but simply an addition to the existing curriculum. Such addition, they suggested, limits the usefulness of technology for teaching and learning. For technology to be successfully integrated into our educational curriculum, key changes has to take place; consequently, Biancarosa and Griffiths (2012) suggest that teachers should seek help adjusting to the usefulness of technology integration in the classroom as well as capitalize on the changing technological landscape to not only see its potential benefits to their teaching career, but to also be able to build the knowledge and skills to realize these benefits. Further, the authors are of the opinion that teachers should create opportunities to collaborate and innovate with colleagues to develop and integrate best practices. Evidence of best practice according to the authors are, independent learning, coaching or mentoring approach to professional development in using educational technology effectively. They noted that coaching models in literacy instructions more broadly improve literacy outcomes for students (p.151). Being able to easily incorporate technological devices in the classroom setting may depend on how well a teacher is familiar with such devises and the ability to intuitively interact with it. For this to be possible, it is important that teachers embrace the use of technology in classroom with enthusiasm and with a collaborative mindset toward a better teaching and learning experiences. .
Social and Cultural Constructed Knowledge.
Crompton and Jones (2004) argue that technological knowledge is socially constructed. This is so because the social and cultural orientations of a particular group of people can influence their level of technological advancement. In other words, the value placed on the importance of technology may determine to a certain extent how much it is embraced.