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sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
The concept of integration occurs in many different contexts. In some school settings, it refers to having
children of different races or ethnic backgrounds together in the same classrooms; in others, it refers to having boys and girls in the same classroom. In
both of these cases, the notion of mixing together is involved. According to Merrill’s ‘First Principles of
Instruction’ (2002; see also Merrill, 2007), however, we ought to take the notion of integration with the
context of learning and instruction a bit further. Merrill’s fifth principle is that learning is promoted or enhanced when new knowledge is integrated into the
learner's world or everyday life. What does "integration" mean in this context and how could be accessed? Clearly it means more than simply mixing in the new knowledge with that one already knows or
can do.
A demonstration of skill improvement is one measure of effective integration. How much skill improvement? For simple procedural skills, the improvement could
be considered automaticity - that is, the learner could perform the procedure quickly and correctly, even
while talking about something else. Another indicator of effective integration of new knowledge would be
the ability to modify or adjust that knowledge to satisfy the requirements of a new problem or
situation. This kind of indicator (the ability to modify knowledge to solve new problems) would be relevant for more complex procedures and non-current tasks
(van Merriënboer, 1997).
The N
ature
of
Integ
ration
The N
ature
of
Integ
ration
The N
ature
of
Integ
ration
Most education and training fails to meet Merrill's integration principle. This is not really
all that surprising. If one thinks about the parallel case of integration in schools, the test for effective integration would be that those involved no longer pay any attention to the
race, ethnic group, gender, disability, religion, or other individual difference that was the basis for school integration. In a word, something is
well integrated when it is no longer the focus of attention. This notion applies to integration of technology into learning and instruction. One did not focus on chalk and the blackboard in
traditional schoolrooms - they were there and effectively integrated.
The N
ature
of
Integ
ration
When computer and digital projectors were introduced, these technologies were the focus of attention for some time, but when used in
classrooms these days, they are no longer the focus of attention and can be said to be well
integrated. This does not mean that the use of an integrated technology actually contributes to improve learning. More is required. What is does mean is that the focus of learners and teachers
can shift from the technology (chalk and blackboard, or computer and digital projector) to the content, which is prerequisite condition
for learning in most cases.
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
It makes some sense to think of effective integration of technology as a goal- more specifically, as an enabling objective that supports more effective
learning and instruction, which is assessed in part of satisfying Merrill's fifth integration principle. What,
then, serves to facilitate and support effective technology integration that will then enable the kind of knowledge integration that is strong indicator of
effective learning? There is not an easy or short answer to such a complex question. However,
developing a systems perspective is very likely to be a critical aspect of any answer.
Researchers have found that people have difficulty in reasoning about complex situations that involved
many interacting components, especially with regard to non-linear relationships and delayed effects
(Dörner, 1996; Sterman, 1994). This means that people often do not reason well with regard to
systems. A system is related collection of related and interacting components, some concrete and some abstract, which comprise a meaningful whole. A system has boundaries, although these are not
always precisely defined. An obvious example is the solar system. The major components are the various planets and their satellites. The orbits of the planets might also be considered system components; this
means that the behavior of a component over time is part of system.
A Syste
ms
Persp
ective
The nature of the system( in this case the orbit of the planet) is influence by the Sun and other planet and
satellites. There are many delayed effects in our systems. A solar flare may eventually have noticeable
effects on planet Earth, including the disruption of electrical grids and radio communications. The dynamic relationships of the components of a
complex system can be seen in the way that the tides of the planet Earth are affected by the location and
phase of Earth's satellite - the Moon.
A Syste
ms
Persp
ective
Consider an educational system as another kind of complex system. There are many interacting
components in an educational system, including students, teachers, administrators, support staff,
facilities, information and communications infrastructure, district officials, parents, community funding and support, testing, reporting, state and
federal requirements, and much more. These components are interconnected in many complex
ways. Some of the relation ships among these components ways. Some of the relationship among these components are non-linear. For example, as
test scores change, there are effects on community, state, and federal support; should scores drop below
a certain threshold, state or federal support may disappear altogether rather than increase to aid a
struggling school.
A Syste
ms
Persp
ective
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
It makes some sense to think of effective integration of technology as a goal- more specifically, as an enabling objective that supports more effective
learning and instruction, which is assessed in part of satisfying Merrill's fifth integration principle. What,
then, serves to facilitate and support effective technology integration that will then enable the kind of knowledge integration that is strong indicator of
effective learning? There is not an easy or short answer to such a complex question. However,
developing a systems perspective is very likely to be a critical aspect of any answer.
In some cases, the affects of a change in one of these components on other components may be immediate, but in other cases the effects may be
delayed. If a school develops a history of not making adequate yearly progress, parents may send their
children to alternative schools or families may move to a different school district.
A Syste
ms
Persp
ective
When a new technology is introduced, it is tempting to believe that its effects will be immediate and
significant. However, the reality is that the affects of educational technologies on teaching and learning are typically delayed. The reason include the time required for teachers and students to learn how to
make effective use of a new technology (i.e to make a new technology an integral part of their everyday
learning and teaching activities).
A Syste
ms
Persp
ective
When a new technology is introduced, it is tempting to believe that its effects will be immediate and
significant. However, the reality is that the affects of educational technologies on teaching and learning are typically delayed. The reason include the time required for teachers and students to learn how to
make effective use of a new technology (i.e to make a new technology an integral part of their everyday
learning and teaching activities).
A Syste
ms
Persp
ective
A system perspective is more than simply thinking about all the many interrelated components and
aspects of an educational system. A systems perspective is thinking dynamical as well as
holistically. The components change over time. The composition of students change over time. The number and type of special needs students may change in a short period of time, requiring may
adjustments within the system. Individual learner characteristics such as motivation and prior
knowledge change as well.
A Syste
ms
Persp
ective
One aspect of a systems perspective is to think systematically. For example, when introducing an
innovative technology, one must consider the acquisition process, the training process, the maintenance and management process, the
evaluation of impact, and the implications for the other components of the system in order to develop and implement adequate technology plans. Being
comprehensive in planning is a hallmark of thinking systematically.
A Syste
ms
Persp
ective
A second aspect of a system perspective is to think about the dynamic relationships that exist within the system. When introducing a new technology, some
may feel threatened or anxious about their ability to use the technology. The technology may change job
roles and tasks for some individuals. There may be an increase or decrease in demands placed on another
system component. There will likely be challenges in transitioning to a new technology and disruptions of service when that technology is introduced. Being flexible in planning and foreseeing the dynamic
effects of introducing a new technology is a hallmark of thinking systemically.
A Syste
ms
Persp
ective
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
Many of the learning activities in this book ask the learner to identify and describe key factors and their various relationships involved in a problem situation. Is such an exercise designed to promote systematic
and/or systemic thinking? Why and how? Do you that this technique is effective?
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
There are many learning and content management systems available to support instruction. Some are commercial systems such as BlackBoard and Saba; some are open- source systems such as Moodle and Sakai. Your organization has extensive teaching and training activities, primarily with adult learners. You have been using an expensive commercial system.
Top management has asked you to develop a plan to transition from the commercial system to an open-source solution. Your plan should address needs, costs, diffusion issues, and how impact might be
assessed.
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
1. Identify and describe the key barriers to success involved in achieving the goal stated in the representative problem above.
2. Identify and describe the key factors that are likely to become part of an implementation plan for this problem situation.
3. Indicate and describe the relationships among the key factors that have been identified.
4.Indicate what things are likely to change in the period involved in implementing the plan.
5. Create an annotated concept map that reflects the things indicated in response to previous four tasks.
6. Reflected on your responses and your concept map, and then describe the assumptions you have made and what resources would be required to implement the solution you have in mind.
sixIntegrative Approaches to
Planning and ImplementationTh
e Natu
re of
Integ
ration
A Syste
ms
Persp
ective
Test
Your
Under
stand
ing
A Re
pres
entati
ve
Educ
ation
al
Tech
nolog
y
Chall
enge
Lear
ning
Activiti
es
Refer
ence
s
1. Dörner, d. (1996). The logic of failure: Why things go wrong and what we can do to make them right (R. KIMBER & R. KIMBER, Translators). New York: Metropolitan Books.
2. Gagné, R., & Merrill, M.D. (1990). Integrative goals for instructional design. Educational Technology Research and Development, 38(1), 23-30.
3. Merrill, M.D(2002). First principles of instruction. Educational Technology Research and Development, 50(3)43-59.
