Foundations of Effective Technology

Integration Models: Theory and Practice

Manal Sharab

Guidelines for Successful Technology Integration

Ingredient 1: Foundation of Learning Theories

(Behaviorism VS. Constructivism)

Ingredient 2: Technological Pedagogical Content Knowledge

(TPCK)

Ingredient 3: Technology Integration Planning Model (TIP)

Ingredient 4: Essential Conditions for Integration (Optimal

Conditions)

Learning Theories as basis for Integration Models

Integrated

ConstructivistDirected

Two 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.

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” (i.e.

pos./neg.

/punishment etc.

Information-

Processing

Atkinson & 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, (Gagne),

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.

Objectivist Learning Theories and Directed Technology

Integration Strategies

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.

Cognitive-Behavioral: 9 Events of Instruction

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating the recall of prerequisite learning

4. Presenting the stimulus material

5. Providing a learning audience

6. Eliciting the performance

7. Providing feedback about performance and correctness

8. Assessing the performance

9. Enhancing retention and transfer

Constructivist Behavioral Theories

Social 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 .

-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 experiment

Multiple

Intelligences

Howard Gardner

-Learning is

shaped by innate

multiple

intelligences

-Linguistic,

musical,

logistical/mathem

atical, spatial,

bodily-

kinesthetic,

intrapersonal,

interpersonal,

naturalist

Constructivist Learning Theories

and Directed Technology Integration Strategies

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.

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

•Avoids 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.)

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

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

Technological Pedagogical Content Knowledge (TPCK)

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.

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

Technological Pedagogical Content Knowledge (TPCK)

What does TPCK really mean?

The TPCK 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 cycle

with other knowledge domains about teaching and learning

Phase 1

Determine

relative

advantage

Technology Integration Planning (TIP)

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 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 5

Evaluate &

revise integration

strategies

Phase 2

Decide objectives

and assessments

Phase 4

Prepare the

instructional

environment

Phase 3

Design integration

strategies

Phase 1

Determine

relative

advantage

Technology Integration Planning (TIP)

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

Phase 2

Decide objectives

and assessments

Phase 4

Prepare the

instructional

environment

Phase 3

Design integration

strategies

Phase 1

Determine

relative

advantage

Technology Integration Planning (TIP)

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 5

Evaluate &

revise integration

strategies

Phase 2

Decide objectives

and assessments

Phase 4

Prepare the

instructional

environment

Phase 3

Design integration

strategies

Phase 1

Determine

relative

advantage

Technology Integration Planning (TIP)

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

Phase 2

Decide objectives

and assessments

Phase 4

Prepare the

instructional

environment

Phase 3

Design integration

strategies

Ingredient 4: Essential Conditions for Technology Integration

Essential Conditions for Technology Integration

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

Standards and Curriculum Support

•Internet use policies

•Acceptable Use Policy (AUP)

•Legal/ethical use policies

•Policies to insure equity

Access to Hardware, Software, and Other Resources

• Finding funding

• Purchasing hardware and software

• Setting up and maintaining physical facilities

Trained Personnel

• Hands-on, integration emphasis

• Training over time

• Modeling, mentoring, and coaching

• Post-training access

Technical Assistance

• Appropriate Teaching Approaches

• Appropriate Assessment Approaches

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