Technology integration Remixed
The Partnership for 21st Century Skills, a national organization advocating for 21st century readiness for every student, explains the outcomes of this transformation as fusing the traditional three R’s with four C’s: critical thinking, creativity, communication, and collaboration.

As students develop the four C’s, we have discovered that effective application of these vital skills in a technology-infused life and workplace requires acquiring them in a technology-infused learning environment. This environment calls for two elements: We must increasingly put technology into the hands of students and must trust them with more progressive technology use.

It is no longer sufficient for students to have less access to technological tools than the teacher, nor is it enough for any one suite of software to serve as the zenith for technology mastery. For student performance to approximate student potential, students need access to a constantly evolving array of technological tools and activities that demand problem-solving, decision-making, teamwork, and innovation. The four C’s are at the heart of the International Society for Technology in Education’s National Educational Technology Standards (NETS) for Students, providing a substantial framework for defining the focus of technology objectives for K-12 students. For example, in implementing these standards we have found that even our youngest 21st century learners are capable of independently creating digital storybooks, artwork, presentations, and movies.

As we sail through the 21^st century, technology in classroom is becoming more and more predominant. Tablets are replacing our textbooks, and we can research just about anything that we want to on our smartphones. Social media has become commonplace, and the way we use technology has completely transformed the way we live or lives.
The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn. By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school. Here are a few benefits of using it.

 Model of Organizational Buying Behavior

These are environmental, organizational, buying center, and individual. This is quite a comprehensive model. It considers four sets of variables which affect the buying-decision making process. The environmental variables include (a) physical, (b)technological, (c) economic, (d) political, (e) legal, (f) labor unions, (g) cultural, (h) customer demands, (i) competition, and (j) supplier information. For example, in a recessionary economic condition, industrial firms minimize the quantity of items purchased. The environmental factors influence the buying decisions of individual organizations.

The organizational variables include (a) objectives, (b) goals, (c) organization structure, (d) purchasing policies and procedures, (e) degree of centralization in purchasing, and (f) evaluation and reward system. These variables particularly influence the composition and functioning of the buying centre, and also, the degree of centralization or decentralization in the purchasing function in the buying organization.

The functioning of buying centre is influenced by the organizational variables, the environmental variables, and the individual’s variables. The output of the group decision-making process of the buying centre includes solutions to the buying problems of the organization and also the satisfaction of personal goals of individual members of the buying centre.

The strengths of the model, developed in 1972, are that it is comprehensive, generally applicable, analitytical, and that it identifies many key variables which could be considered while developing marketing strategies by industrial marketers. However, the model is weak in explaining the specific influence of the key variables.