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Transcript of integrating ET into teaching
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)
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
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