best practices of ict integration strategies for teaching...

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English Edu Vol.11, No.1, January 2013: 12-19

EST PRACTICES OF ICT INTEGRATION STRATEGIESFOR TEACHING AND LEARNING: AN APPROACH TO GENERATE

CRITICAL AND CREATIVE MINDS

Ismail Md. ZainDepartment of Educational Technology

Teacher Institute of Education, Ipoh Campus, Malaysia

INTRODUCTION

Technological Development

Since information and communicationtechnology (ICT) came into the fore-front, therehas been numerous innovations of hardware aswell as software. However, education particularlyin the field of educational technology not onlyrefers to the tool but also as one of the mainkeys in generating critical and creative mindswhich can lead to improvements and developmentof human capital. Thus, one needs to designinstructions systematically and orderly accordingthe instructional design models to achieve theintended goal.

The new Association for EducationalCommunications and Technology (AECT)definition of educational technology (Januszewski& Molenda, 2008) becomes the latest beacon toguide our thinking into the 21st century. It statesas follows:

Educational technology is the study and ethicalpractice of facilitating learning and improvingperformance by creating, using, and managingappropriate technological processes andresources.In this regard, learning and innovation

skills including creativity and innovation, criticalthinking and problem solving, communicationand collaboration make-up the 21st century

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Best Practices of ICT Integration Strategies for Teaching and Learning (Ismail Md. Zain)

teaching and learning environment. Research hasshown that the use of ICT can support newlearning environments and instructionalapproaches. Moreover, educators commonlyagree that ICT has the potential to improvestudent learning outcomes and effectiveness ifit is used properly (cf. Wang, 2001). Researchliterature also attests that teachers’ pedagogiesand pedagogical reasoning influence their usesof ICT. In fact, there is extensive evidence ofICT contributing to pupils’ attainment (Cox andAbbott, 2004). However, evidence also showsthat these benefits depend on the way in whichthe teacher selects and organizes ICT resources,and how it is integrated into activities in theclassroom. Seen in this light…

Teachers, as well as other educators, must havethe knowledge and skills needed to integrateICT effectively into the learning environment.If not, students will not be exposed to the wealthof information resources available and will beprevented from learning to use ICT effectivelythemselves. (Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integrationfor Improved Teaching and Learning FinalReport Experts’ Meeting on Teachers/Facilitators Training in Technology-PedagogyIntegration18-20 June 2003. Bangkok,Thailand)

Pedagogical Knowledge

Teachers need to have extensivepedagogical knowledge so they can accommodateand integrate ICT effectively in their teaching.In short, education today needs teachers todevelop and design their instructional planninginvolving 3 major areas; technology, pedagogyand content knowledge (TPACK) (Mishra &Koehler, 2006). Through history, media has beenused by teachers extensively in the classroom. Itranges from projected material to non-projectedmaterial as well as new electronic media suchas television video tapes & audio equipmentsreferred to as audio visual aids (AVA). Theevolution of ICT has led to great changes in the

development of AVA. The application of ICTtransform data from analog to digital whichstarts from using software for composing texts,desktop publishing, audio and video creatingand editing, computer-aided design, authoringand programming, and to a wide use of web-based learning. The term instructional mediareplaced the previous term although it has thesame concept - that is, to enhance learning bybetter understanding through various categoriesof media according to the experience of thechildren.

Literature has reviewed various termsused to define the usage of media /ICT in theclassroom. The word application, adoptionand integration are also widely used. Theauthor uses the term integration to describenot only the usage of media but also thepedagogical aspect in line with some modelsof media integration in the classroom such asConcern-based adoption model, TPCKframework: Technological PedagogicalContent Knowledge (Mishra & Koehler,2006)and the work of Anderson (2003). Issuesand implications of ICT-supported learningwith regard to pedagogy in the teaching andlearning process have been considered too.Strategies for best practices in the classroomhave also been developed and workshops havebeen conducted for groups of teachers andlecturers in Malaysia. The strategies areconstructed in the form of worksheet knownas Media Integration Analysis Worksheet(MIAW). It guides teachers to integrate ICTinto the lesson planning. This worksheetcomprises 6 procedural aspects namely, (i)types of media chosen, (ii) elements to beused, (iii) selected components of the element,(iv) skills and student profiles which includesthinking skills, multiple intelligences profiles,learning styles, moral values (v) Instructionaltools which include the methods, techniquesand activities; and (vi) Instructional questions.

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REVIEW OF LITERATURE

Media Classification

Media has been classified accordingly byits attributes which include printed & non printedmaterial, projected & non projected materials,real object, 2D 3D objects, audio & video andthe latest e-learning environment. The effectiveuse of media in the classroom depends on thecreativity and innovation, mode of delivery andinstructional planning strategies. The selectionof instructional media and activities are basedon principles of instructional design model.Though the instructional media helps to fosterstudents understanding of the content, it may notwork effectively if the teacher treats media as aseparate entity from the teaching and learningprocess. The terms audio visual aids is stillcommonly used by the teachers which give theimpression that media helps the teachers whennecessary. It may become a burden to theteachers and as a result, they may not use themedia willingly in their lesson. Rushing tocomplete the syllabus, busy preparing studentfor examination are most common reasons andexcuses given by teachers for not usinginstructional media in their lesson.

Media Usage

The varieties of media creation in the formof software & hardware as a result of worldtechnological advancement give wide choicesfor teachers to select the most appropriate mediato be used in their lessons. Due to their interactivefeatures, most teachers prefer to use them forreasons that information is easily accessiblebecause it acts as a “store house” and can beretrieved whenever needed. Thus, facebook,web-pages, blogs as well as e-learning becomevery popular. The concept of sharing &worldwide networking attracts the young tocreate and participate in learning activities.Teachers too use this platform to designinstructions as such in order that they

communicate effectively regardless of time andplace.

Integration of Instructional Media in theClassroom

In spite of the accessibility of the tools andinfrastructure for media usage, the limitation ofintegration of media in the classroom is stillbecomes one of the issues in the process ofteaching and learning.

Mishra and Koehler (2000), introducedTPACK framework (Content, Pedagogy andTechnology) which shows that the threeknowledge bases and their relationships is seenas very important in media integration in teachingand learning process. It is the interactions,between and among these components, playingout differently cross diverse contexts, thataccount for the wide variations seen ineducational technology integration.

Figure 1. The components of the TPACK framework(graphic from http://tpack.org)

The diagram shows that technologicalknowledge is not the only component to befocused but two other components pedagogicaland content knowledge should be integrated inthe teaching and learning process.

Anderson (2002) further explained thecharacteristics of the teaching and learning

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activities which determine progress in ICTintegration. The four stages in the integrating ofmedia in the classroom namely emerging,applying, infusing and transforming shows howintegration of ICT among teachers should beimplemented to generate the critical and creativeminds of the students.

The four stages explained clearly the stylesof teacher in delivering the lesson. In emergingand applying stages the styles of teaching is moreteacher-centered which is not relevant in thisdecade. While the transforming stage involvecritical thinking and informed decision making,whole-learner learning, multi-sensory, preferredlearning styles, collaborative learning, collaborativeknowledge which is more student centered andone of the features in the 21st century teachingand learning skills.

Strategies for Media Integration

Considering all major issues and factorsof media usage in the classroom, the author usesthe term integration to describe not only theusage of media but also the pedagogical aspectsas respect to some models of media integrationin the classroom. On this premise, strategies forbest practices among teachers in the classroomare developed and workshops have been

conducted for groups of teachers and lecturersin Malaysia.

The strategies are constructed in the formof worksheet known as Media IntegrationAnalysis Worksheet (MIAW). It guides theteacher to integrate ICT in designing their lesson.It comprises 6 procedural aspects namely, (i)types of media chosen - wide choices of media(ii) elements to be used – it refers to the

Table 1. Matrix of ICT performance indicators for determining progress in ICT integration(Adapted from Anderson and van Weert, 2002)

Emerging Applying Infusing Transforming Teaching centered Didactic-style

teaching

Factual knowledge-based learning

Teacher centered Didactic-style teaching E-learning as a

separate subject

Learning-centered Collaborative learning

Critical thinkingand informeddecision making

Whole-learnerlearning,multisensory,preferred learningstyles

Collaborativelearning

Collaborativeknowledge

multimedia elements comprises text graphic,audio & video elements. Teachers should identifywhich element to be chosen for classroominteraction and generation of ideas (iii) selectedcomponents of the element – the element isfurther classified according to the components(eg. Object, background, environ-ments,emotions etc – Teachers may create morecomponents freely where necessary). It helpsteachers to explore the materials and selectparticular component (eg. Object - building) tointeract with the students (iv) skills and studentprofiles which includes thinking skills, multipleintelligences profiles, learning styles, moralvalues - those are pedagogical and psychologicalaspects during interaction to enhance theirthinking power (v) Instructional tools whichinclude the methods, techniques and activities;and (vi) Instructional questions – instructions/questions/guides- for teachers to reach thetransforming stage for generating critical and

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creative minds among students.Table 3 shows the interrelation of each

column in MIAW which forms the integrationprocess of ICT in the classroom

DISCUSSION

The first column in MIAW needs theteachers to identify the various types of mediato be integrated in the classroom. Thisidentification based upon the learning outcomesin relation to the subject content. This is theContent Knowledge (CK) in the TPACK domain.

Media chosen needs to be further analyzedaccording to its element such as text, graphic,audio, video and animation. This is theTechnological Knowledge (TK) in the TPACKdomain. However, knowing which elements tobe used in the lesson is not sufficient in theprocess of media integration. Hence, we need tobreakdown the elements into components.Components can be created and categorized byteachers and it comprises of various items forthe purposes to generate critical and creativeminds in the teacher-student interaction session.

After identifying the components, theteachers need to plan their instruction byconsidering the learning skills such as de Bono’sthinking tools, students profiles which includeHoward Gardner’s multiple intelligences,learning styles, moral values and the features inthe 21st century teaching and learning skills. Thenext column is to identify the suitable teachingtools to be used. Teaching tools compose ofmethods, techniques, and activities, (Newby, etal., 2000) represent the Pedagogical knowledge

domain in TPACK. The teachers need to choosethe appropriate teaching tools in relation to thefirst to third column in MIAW.

The last column deals with the instructionalquestions which guide teachers in conductingthe lesson. This is the integration part (TPACK)– the integration of Technological Knowledge(TK), Pedagogical Knowledge (PK), andContent Knowledge (CK). Hence, the questionsor guidelines constructed must based upon allinformation stated in all the five columns. Table5shows the example of MIAW for one selectedEnglish lesson.

Significance of the Media Integration AnalysisWorksheet (MIAW)

Media Integration Analysis Worksheet(MIAW) is very significant for teachers toidentify the suitability of media usage duringtheir lesson planning. It may used as part ofinstructional design process in media selectionand as a framework for media integration in thelesson to reach the transforming stage (Anderson,2002).It has fulfill the 21st century teaching and

learning requirements which recommended acombination of rigorous courses imparting bothcore content knowledge and skills to engagestudents and increase achievement. Within thecontext of core knowledge instruction, studentsmust also learn the essential skills for success intoday’s world, such as critical thinking, problemsolving, communication and collaborationwhereby three domains in TPACK has beenpracticed in the MIAW.

Table 2. Component of Media ElementCategories ItemsObject Main object – building, common object – people, trees etcBackground Anything appears behind the objects, mountain ranges etc.Environment Time, weather, colorEmotion Feeling expressed – sad, happySignificant Economic, politics, cultural

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Tabl

e3.

MED

IAIN

TEG

RATI

ON

AN

ALY

SIS

WO

RK

SHEE

T(M

IAW

)

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Tabl

e4.

Exam

ple

ofM

edia

Inte

grat

ion

Ana

lysis

Wor

kshe

et(M

IAW

)

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CONCLUSIONS

In today’s education teachers need toexplore and exploit the potentiality of instructionalmedia to the maximum level. The concept ofmedia integration in the Media IntegrationAnalysis Worksheet (MIAW) based upon thethree knowledge domain (TPACK) will fosterthe student-centered teaching allowing forindividual differences in learning styles to boostperformance with different teaching-learningstrategies. In addition the instructional questionsin the student-teacher interactions which followthe transforming stage formulated by Anderson(2002) involving critical thinking and informeddecision making, whole-learner learning, multi-sensory, preferred learning styles, collaborativelearning, collaborative knowledge will not onlygenerates critical and creative minds amongstudent, but also promotes the understanding ofacademic content at much higher levels byweaving 21st century interdisciplinary themesinto core subject. The thinking tools used in thestudent- teacher interactions will further develop,communicate new ideas to others effectively,improve and maximize creative efforts towardsinnovations. Learning becomes more interesting,motivating, stimulating and meaningful.

REFERENCES

Anderson, J. and Glenn, A. 2003. BuildingCapacity of Teachers/Facilitators inTechnology-Pedagogy Integration forImproved Teaching and Learning.Bangkok, UNESCO Regional Office forEducation in Asia and the Pacific .http://www.unescobkk.org/f i leadmin/user_upload/ict/e- books/ ICT BuildingCapaci ty/Bui ld ingCapaci ty.pdf(Accessed 6 January, 2012)

Association for Educational Communicationsand Technology (2008). Definition. InJanuszewski A. and Molenda M. (Eds.),Educational Technology: A definition

with commentary. New York: LawrenceErlbaum Associates.

Cox, M. J. and Abbott, C. (Eds) (2004) , ICTand Attainment – A Review of theResearch Literature. Coventry, Becta /London, DfES

Heinich, R., Molenda, M., Russell, J.D., &Smaldino, S.E. (2001). Instructionalmedia and technologies for learning (7thed.). Englewood Cliffs, NJ: PrenticeHall.

Mishra, P., & Koehler, M.J. (2006).Technological Pedagogical ContentKnowledge: A framework for teacherknowledge. Teacher College Record,108, 1017–1054.

Newby T.J., et al. (2000). InstructionalTechnology for Teaching and Learning.New Jersey:Prentice Hall.

UNESCO. 2010. ICT Transforming Education:Regional Guide (Editors J. Anderson).

UNESCO, Bangkok. [Online]. Available: http://unesdoc.unesco.org/images/ 0012/001295/129538e.pdf (Accessed 1January, 2012)

UNESCO. 2002. Information and CommunicationTechnology in Education: A Curriculumfor Schools and Programme of TeacherDevelopment (Editors J. Anderson andT. van Weert). UNESCO, Paris. [Online].Available: http://unesdoc.unesco.org/images/ 0012/ 001295/129538e.pdf[Accessed 23 December, 2011].

UNESCO. 2005. Regional Guidelines onTeacher Development for Pedagogy-Technology Integration [Working Draft](Editor Shyamal. Majumdar). UNESCO,Bangkok

Wang, Q., & Woo, H. L.. (2007). SystematicPlanning for ICT Integration in TopicLearning. Educational Technology &Society, 10 (1), 148-156.

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