chapter 2 foundations of effective technology integration models: theory and practice technology...

Chapter 2

Foundations of Effective Technology Integration Models:

Theory and PracticeTechnology Integration

Planning Model

Essential Conditions

Learning TheoriesM. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

2.2

Integrated

Directed Constructivist

Learning Theories as Bases for Integration Models

M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

2.3

Directed Technology Integration Strategies

Theoretical Base

• Behaviorist theory• Learning as a stimulus-response• B. F. Skinner• Mastery learning

• Information-processing theory• The mind as a computer• Atkinson and Shiffrin• Sensory registers


B.F. Skinner

2.4

Directed Technology Integration Strategies Theoretical Base (continued)

• Cognitive-behaviorist theory• Providing condition for learning• Robert Gagné • Events of instruction

• Systems theory and systematic instructional design• Managing the complexity of teaching


Robert Gagné

2.5

Inquiry-based Technology Integration Strategies

Theoretical Base

• Social activism theory•Learning as a social experience•John Dewey•Constructivism

• Scaffolding theory•Learning as a cognitive building process•Lev Vygotsky•Zone of proximal development


John Dewey

Lev Vygotsky

2.6

Inquiry-based Technology Integration Strategies

Theoretical Base (continued)

• Child development theory• Stages of development• Jean Piaget

• Instructional support for child development• Discovery learning• Jerome Bruner

• Multiple Intelligences theories• Role of intelligence in learning• Howard Gardner


Jean Piaget

Jerome Bruner

Howard Gardner

Technology Integration Strategies Based on Each

Model Directed Models

remedy identified weakness or skill deficits

promote fluency or automaticity of prerequisite

provide efficient, self-paced instruction

support self-paced review of concepts

Constructivist Models

foster creative problem solving and metacognition

build mental models and increase knowledge transfer

foster group cooperation

allow for multiple intelligences

Both

generate motivation to learn

optimize scare personnel and material resources

remove logistical hurdles to learning

develop information literacy and visual literacy skills


2.8

Technology Integration Planning (TIP)


2.9

Phase 1Determine

relative advantage


Phase 1: • Determine relative

advantage• Why should I use a

technology-based method?

•What is the problem I am addressing?

•Do technology-based methods offer a solution with sufficient relative advantage?

Phase 5Evaluate &

revise integrationstrategies

Phase 2Decide objectivesand assessments

Phase 4Prepare the instructional environment

Phase 3Design integration strategies


Phase 1Determine

relative advantage


Phase 2: • Decide objectives and

assessments • How will I know

students have learned?•What outcomes do I

expect from using the new methods?

•What are the best ways of assessing these outcomes?

Phase 5Evaluate &





2.10


Phase 1Determine

relative advantage


Phase 3: • Design integration

strategies• What teaching strategies

and activities will work best?

•What kinds of instructional methods are needed?

•How can technology best support these methods?

•How can I prepare students adequately to use technologies?Phase 5

Evaluate &revise integration

strategies




2.11


Phase 1Determine

relative advantage


Phase 4: • Prepare the instructional

environment• Are essential conditions in

place to support technology integration?

•What equipment, software, media, and materials will I need?

•How should resources be arranged to support instruction and learning?

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

Phase 5Evaluate &





2.12


Phase 1Determine

relative advantage


Phase 5:

• Evaluate and revise integration strategies

• What worked well? What could be improved?

•How well has the technology integration strategy worked?

•What could be improved to make it work better?Phase 5

Evaluate &revise integration

strategies




2.13


2.14

Essential Conditions for Technology Integration

TechnicalAssistance

TrainedPersonnel Access

Standards andCurriculum Support

Shared Vision


2.15

Essential Conditions for Effective Technology Integration


2.16


Shared Vision for Technology Integration • Coordinated school and district planning,

and involvement of teachers and other personnel at all levels

• Budget yearly amounts for technology purchases and make funding incremental

• Emphasize teacher training• Match technology to curriculum needs• Keep current and build in flexibility


2.17


Standards and Curriculum Support •Internet use policies

•Acceptable Use Policy (AUP)

•Legal/ethical use policies•Policies to insure equity


2.18


Access to Hardware, Software, and Other Resources• Finding funding• Purchasing hardware and software• Setting up and maintaining physical

facilities


2.19


Trained Personnel • Hands-on, integration

emphasis• Training over time• Modeling, mentoring, and

coaching• Post-training access


2.20


Technical Assistance • Appropriate Teaching

Approaches• Appropriate Assessment

Approaches


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