Integrating educational technology into teaching

Integrating Educational Technology into Teaching (Fifth Edition)

Chapter 2: Foundations of Effective Technology Integration Models: Theory and Practice

Presentation by: Amy Johnson

The Role of Context in Technology Integration

Strategy A: Using technology as a support system for studying for mandated tests

Strategy B: Using technology demonstrate real-world applications for in-class curriculum

Recipe for Successful Technology Integration (p 33)

Ingredient 1: Foundation of Learning Theories

Ingredient 2: Technological Pedagogical Content Knowledge (TPAK)

Ingredient 3: Technology Integration Planning Model (TIP)

Ingredient 4: Essential Conditions for Integration (Optimal Conditions)


Prior to 1980Computers as tools to support learning

(word processing/calculations)Computers as tutors to deliver instruction

(drills/practice/tutorials)Computers as tutees (learning to program

computers)

After 1980Learning expands past reading, writing,

arithmeticWorld is changing too fast to define in terms

of specificsTeaching learners how to learn/learning-to-

learn skills


Ingredient 1: 2 Theories of Integration

Directed Instruction/Objectivism Constructivist/Inquiry-based Learning

-Learning is transmitted knowledge. Teaching should be directed, systematic, and structured.

-Standardization means accountability

-Inquiry approaches are too slow to be practical; learning must be teacher-directed

-Knowledge is constructed, not transmitted. Let students do activities that help them generate their own knowledge

-Directed instruction is teacher centered; hands-on instruction is student centered

-Students show learning through many avenues

Ingredient 1: Objectivist Behavioral Theories

Behaviorist B.F. Skinner

-Learning is an activity that occurs

inside the mind and can be

inferred only by observed behaviors

-Behaviors are shaped by

“contingencies of reinforcement” (ie pos/neg/punsihme

nt etc.

Information-Processing Atkinson and

Shiffrin

-Learning is encoding

information into the human memory,

similar to the way a computer stores

info.

-3 kinds of stores: sensory registers

(receive info), short-term memory (stores

info temporarily), long-term info

(stores info indefinitely)

Cognitive-Behavior

Robert Gagne

-Learning is shaped by providing optimal

instructional conditions

-Conditions include nine events of instruction that differ according to the type of skill being taught and a

skills hierarchy

Systems Theory & Systematic Instructional

Design

-Learning is fostered by using a system of instruction based on

behaviorist information

processing, and cognitive behaviorist

theories.

-An instructional system is designed by stating goals and doing task analysis

Ingredient 1: Objectivist Learning Theories and

Directed Technology Integration Strategies Figure 2.4 p. 36

Ingredient 1: Objectivist Learning Theories and Directed Technology Integration Strategies (Summary)

Research indicates that directed (Objectivist) methods work well for solving certain types of teaching/learning problems

More effective and efficient than minimally guided instruction when learners do not have enough prior knowledge to be self-guided

Minimally guided instruction ignores the fundamentals of human cognitions and overloads a working memory

Directed drill and practice can help teach basic reading and mathematical skills

Teacher-directed techniques are effective in teaching problem-solving and higher order thinking skills to at-risk students

Claim that “one month of explicit (directed) learning can be more effective than a month of implicit (exploratory) learning

Objectivists focus primarily on technology integration strategies that:

Systematically designed, structured learning products such as drills, tutorials, and integrated learning systems

And when using more open-ended materials the strategies are very structured, providing a step-by-step sequence of activates match to specific performance objectives.

Ingredient 1: Cognitive-Behavioral, 9 Events of Instruction

Gaining attention Informing the learner of the objective Stimulating the recall of prerequisite learning Presenting the stimulus material Providing a learning audience Eliciting the performance Providing feedback about performance and

correctness Assessing the performance Enhancing retention and transfer

Ingredient 1: Constructivist Behavioral TheoriesSocial

Activism John Dewey

-Learning is individual growth that comes from

social experiences

-Growth is fostered through

hands-on activities

-Curriculum should arise from student interests

and taught as integrated topics

rather than isolated skills

Scaffolding Theory Lev Vygotsky

-Learning is cognitive

development shaped by individual

differences and influence of culture

-Adults and Children perceive

the world differently (zone of proximal

development)

-Adults support through scaffolding, or helping children build on what they

know

Child Development Theory

Jean Piaget

-Learning is cognitive growth through

neurological and social maturation

-states of cognitive development-

interacting with environments (p 40).

-When faced with unknown children

experience disequilibrium, they

respond with assimilation (fitting it into their views) or accommodation

(changing their views).

Discovery Learning

Jerome Bruner

-Learning is cognitive growth through interaction with

environment

-Children are more likely to understand

and remember concepts that they

discover during interaction with

environment

-Teachers support discovery learning by

providing opportunities for

exploring and manipulating objects

and doing experiments.

Multiple Intelligences

Howard Gardner

-Learning is shaped by innate multiple

intelligences (p 41)

-Linguistic, musical, logistical/mathematic

al, spatial, bodily-kinesthetic,

intrapersonal, interpersonal,

naturalist

Ingredient 1: Constructivist Learning Theories

and Directed Technology Integration Strategies Figure 2.6 p. 42

Ingredient 1: Constructivist Learning Theories and Directed Technology Integration Strategies (Summary)

Constructivist methods are designed to make learning more visual and experiential and to allow students more flexibility in how they learn and demonstrate learning.

This addresses inert knowledge: skills that students learned but did not know how to transfer later to problems that required them

Constructivists advocate cognitive apprenticeships: activities that called for authentic problem solving (solving problems in settings that are familiar and meaningful to students)

Constructivists focus primarily on technology integration strategies that:

Provide learning environments that reflect situated cognition, or instruction anchored in experiences considered authentic by children because they emulated the behavior of adults

Enable teachers and adults to help students to scaffold from experiences they already had to generate their own knowledge in an active, hands-on way, rather than receive it passively.

Focus on having students use data-gathering tools (like laptops etc) to study problems and issues in their locale and on creating multimedia products to present their new knowledge and insights.

Ingredient 1: Conflicting Views for Different

Learners Objectivist Constructivist

-Stress individual work

-Traditional teaching methods

-Designed to address accountability and quality assurance in education

-require clear, easily observable evidence that students have mastered skills (tests, rubrics, grading criteria

-Stress cooperative work

-Non-traditional exploration teaching methods designed to help students think on their own

-Group work, connection to daily life

-Eschews traditional assessment strategies as being too limiting to measure real progress in complex learning instead use project assignments to assess (web pages, multi-media projects etc.)

Ingredient 1: Merging Objectivist and Constructivist Technology Integration Approaches

Essentially both methods can be used to reach all learners Objectivist approaches are typically used to convey the most

meaningful information (foundation skills)

Constructivist approaches can be used to motivate students and to provide cooperative learning activities, and to demonstrate student abilities to transfer mastered skills to new problems (developing global skills)

Teachers must discern which approaches will best serve the specific needs of their students/classrooms

Ingredient 1: Strategies for Objectivist,

Constructivist, and Both Figure 2.7 p. 45


Historically, teacher education has focused on content knowledge and pedagogy.

Recently, teacher education is beginning to investigate how content knowledge and pedagogy work together rather than separately.

Today, teacher education is expanding to include technology

What does TPAK really mean? It essentially provides for a framework to capture

some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.

An understanding that emerges from an interaction of content, pedagogy, and technology knowledge.



Still Confused? Best explained by Figure 2.8 pg. 50 The TPACK

framework is a metacognitive tool teachers can use to enhance technology integration into their classrooms by helping them to visualize how their technology knowledge and skills work in tandem with other knowledge domains about teaching and learning

Ingredient 3: Technology Integration Planning Model (TIP)

Figure 2.9 p 45

Ingredient 3: TIP Phase 1

What is my TPACK? Self-assessment

What is my knowledge of technology (TK)?What is my knowledge of pedagogy (PK)?What is my knowledge of content (CK)?Where do I see myself in the TPCAK

model?


Determine your (teacher) relative advantage What is the problem I am addressing?

Do not just focus on technologies (not having the skills to use a technology is an instructional problem)

Look for evidence that using the technology will aid students

Do technology-based methods offer a solution with sufficient relative advantage (is technology a good solution)?

Estimate the impact (what are the benefits?) Consider the required effort and expense (is it worth it?)


Decide on Objectives and Assessments What outcomes do I expect from using the new

methods? Focus on results not processes Make statements observable and measurable

What are the best ways of assessing these outcomes?

Written tests for skill achievement outcomes Evaluation criteria checklists or rubrics to assess complex

tasks or products Use semantic differentials to assess attitude outcomes


Design Integration Strategies Use objectivist strategies when an efficient way is

needed to assess specific skills Use constructivist strategies when students need to

develop global skills over time/when learning may be assessed through non-traditional means (portfolios etc.).

What kinds of instructional methods are needed in light of content objectives and student characteristics?

How does technology best support these methods? How can I prepare students adequately to use

technologies?


Prepare the Instructional EnvironmentWhat equipment, software, media and

materials will I need to carry out the instructional strategies?

How should resources be arranged to support instruction and learning?

What planning is required to make sure technology resources work well?


Evaluate and Revise Integration Strategies How well has the technology integration strategy

worked? Achievement data Attitude data Students’ comments

What could be improved to make the technology integration strategy work better?

Scheduling Technical skills Efficiency

Ingredient 4: Essential Conditions for Technology Integration

A shared vision for technology integration Empowered leaders Standards and curriculum support Required policies

Children’s Internet Protection Act Students sign acceptable use contract to use internet Firewalls Equitable access Financial assistance for purchasing/professional development

Access to hardware, software, and other resources for sustainable integration Finding funding (grants) Purchasing hardware and software (input from teachers) Setting up and maintaining facilities sustainability

Skilled personnel and opportunities for professional development Hands-on integration emphasis Training over time Modeling, mentoring, and coaching Post-training access

Technical assistance Appropriate teaching and assessment approaches Engaged Communities