Integrating Technology into the Classroom should not only be to capture the children's interest, but should also be used to further develop their abilities both actual and desired, (EDTK  2030, 2015-2016,  Unit 1,p. 9), thus, from technology use, children can extend their knowledge in the learning environment.  Moreover, using technology in the classroom there needs to be tools that will achieve the following goals or objectives where children are able to create, explain, plan, analyse, collaborate and evaluate and to develop other high order thinking skills. Therefore, I believe that the tools used should allow for the children to make meaning of what they are learning and what they have learned in the classroom. This brings to mind the constructivist approach where children are given the opportunity to construct their own meaning or learning through active participation within their learning environment (Sahin, 2003, p.68).
 The constructivist theory as developed by Piaget and Dewey shows that learning is an active process, (Gordon and Browne, 2007, p. 147); here the children learn when they are engaging with the materials or tools and can find the answers for themselves rather than the teacher just  giving them information to memorise and recall the facts.  Therefore, based on the questions you have asked: How am I going to teach this unit using technology?” or, "How can I use the Internet in order to keep my students interested and showing up for class?”
My advice to you the teacher would be that you build the  curriculum based on children's schema (previous knowledge) for many children presently already know about some form of technology, for example the smart phone and the tablets and even Skype and Facebook.  Hence, by building on their experiences I believe that using technology in the classroom will be achievable and rewarding: Here are some tools which can be use in these four (4) categories).

1. Tools that create or support a virtual learning environment.                                                                                                        
There are the productivity tools, ( EDTK 2030, 2015-2016, Unit 1, p. 26) such  as Wikis, Google Docs, Skype, Podcast and Vodcast,  Chat Rooms just as our Blackboard Collaborate. All of these allow for the teacher and students to interact with the curriculum content. The teacher sets questions or problems and share with the students. Live sessions are available for sharing ideas and answering questions.
2. Tools that support communication and cultivate relationships.
Again productivity tools can be used here such as Blogs, Wikis, Social Networking; these are some examples taken from the Edtech Team, (2015): Edmondo,  EFL Classroom 2.0,  My Big Campus,  Ganers Advancing Meaningful Education (G.A.M.E.), Challenge Yourself  to Blog, and NING). Also Skype and Moodle which is a Learning Management Systems (LMS) where students and teachers can meet to discuss what should be learnt and how leaning is taking place. Using this technology the teacher is able to monitor students' participation and learning process through discussions and live meetings (EDTK 2030, 2015-2016, Unit 1, p. 27)

3. Resources to support teaching and learning.
Web 2.0, Search Engines where both the teacher and the students can research on various topics/subjects. Podcast and Vodcast also supports teaching and learning; Wikis and Blogs too.
 
4. Tools enabling students to create artifacts representing what they are learning
Productivity tools such as word processing can allow students to create their presentations, files and images. Here the student get to use the visual learning tools that will assist them with their diagrams, pictures, illustration and PowerPoint Presentations, ( EDTK 2030, 2015-2016, Unit 1, p. 26).  Other resources that the students can use are the digital camera, printers, scanners, projectors, (EDTK 2030, 2015-2016, Unit 1, pp. 26-30). 


                                                                       Consequently, by integrating technology use in the classroom with the various technology tools listed above as                                                                               you build the curriculum will produce effective results. These tools no doubt will foster children's engagement or                                                                              active participation, thus, both teacher and students will be able to collaborate with each other and share                                                                                        teaching-learning experiences.




References
EDTK 2030. (2015-2016). Information and Communication Technologies in Education - Unit 1,   pp. 9, 26-30.  Retrieved from: http://2015.tle.courses.open.uwi.edu/pluginfile.php/8221/mod_resource/content/3/EDTK2030_Unit%201_Development%20and%20Characteristics%20of%20ICT%20%281%29.pdf
Edtech Team. (2015). Educational technology and mobile learning. Retrieved                from: http://www.educatorstechnology.com/2012/12/social-networking-sites-teachers.html
Gordon, A.M., & Brown, K. W. (2007). Who is the child: Developmental and learning theory.      Beginnings and Beyonds. Foundations in early childhood education. Thomas Delmar learning, (7th ed.), p. 147.
Sahin, T.Y. (2003).  Student-teacher perception of instructional technology. Developing     materials based on a constructivist approach. British Journal of educational technology,  34(1), p. 68. Retrieved from: http://web.b.ebscohost.com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?sid=554b1c84-a6ea-424a-b98b-dde5482e304d%40sessionmgr112&vid=1&hid=123