The Technology Infusion Process

Why infuse technology into existing lesson plans?

FROM: Teacher-centered instruction TO: Student-centered learning (CONSTRUCTIVISM)
FROM: Single path progression TO: Multipath progression (STUDENT CHOICE AND INITIATIVE)
FROM: Single media TO: Multimedia (SOUND, VIDEO, INTERACTIVITY)
FROM: Isolated work TO: Collaborative work (DISTRIBUTED EXPERTISE)
FROM: Information delivery TO: Information exchange (GLOBAL COMMUNICATION)
FROM: Passive learning TO: Active/exploratory/inquiry-based learning (REAL PROBLEMS)
FROM: Factual/literal thinking TO: Critical thinking, informed decision-making (SITUATED PRACTICE)
FROM: Reactive response TO: Proactive/planned action (STUDENT CHOICE)
FROM: Isolated, artificial context TO: Authentic, real world context (REAL DATA)

Real work in any subject-matter increasingly involves technology tools and skills
In subject-matter courses, technology should add value to subject-matter learning, and not be infused for its own sake.
If you have lesson plans that are already successful with students, and are already tied into the standards that you are trying to meet, you can often save a lot of time compared to creating something from scratch.
Existing lesson plans are already well integrated into the scope and sequence of your course, and are not simply "add-ons" that use technology.
Existing lesson plans often incorporate years of teaching experience that can be used to increase their effectiveness.
Changing everything at once is more risky than changing only the technology component of a lesson plan.
The "real value" of technology will often be determined by seeing how technology infusion helps students to do better on existing assessments.