chapter 2

Chapter 2

Theory and Practice: Foundations for Effective Technology Integration

• any public performance or display, including transmission of any image over a network;

• preparation of any derivative work, including the extraction, in whole or in part, of any images;

• any rental, lease, or lending of the program.

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/ECopyright ©2010 by Pearson Education, Inc.All rights reserved. 2.2

Ingredients for Successful Technology Integration

1. Foundation of learning theories2. Technology pedagogical content

knowledge (TPACK)3. Technology Integration Planning Model

(TIP)4. Essential conditions for integration


Integrated

Directed Constructivist

Learning Theories as Basis for Integration Models


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


Directed Technology Integration Strategies Theoretical Base (continued)

Cognitive-behavioral theory– Providing conditions for learning– Robert Gagné – Learning hierarchies and events of instruction

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


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


Inquiry-based Technology Integration Strategies Theoretical Base (continued)

Child development theory– Stages of development– Jean Piaget

Discovery learning– Instructional support for child development– Jerome Bruner

Multiple Intelligences theories– Role of intelligence in learning– 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


Technological Pedagogical Content Knowledge Model (TPACK)


Technology Integration Planning (TIP)



Phase 1 Reflect on technological pedagogical content

knowledge (TPACK) Self-assess knowledge domains

– What is my knowledge of technology (TK)?– What is my knowledge of pedagogy (PK)?– What is my knowledge of content (CK)?– Where do I see myself in the TPACK model?



Phase 2 Determine relative advantage Why should I use a technology-based method?

– What is the instructional problem I am addressing?– Do technology-based methods offer a solution with

sufficient relative advantage?



Phase 3 Decide on objectives and assessments How will I know students have learned?

– What outcomes do I expect from using new methods?– What are the best ways of assessing these outcomes?



Phase 4 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 Prepare the instructional environment Are essential conditions in place to support

technology integration?– What equipment, software, media, and materials will I

need to carry out instructional strategies?– How should resources be arranged to support instruction

and learning?– What planning is required to make sure technology

resources work well?



Phase 6 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?


Essential Conditions for Effective Technology Integration


Essential Conditions for Technology Integration

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

involve 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



Empowered Leaders Systematic success with technology requires

involvement of entire community Stakeholders at all levels are informed about the

goals of the community, district and school



Standards and Curriculum Support Technology and content-area standards support

each other NETS for Students situated to:

– Support both subject-area content and technology skills– Align with a shared vision to achieve goals



Required Policies Internet use policies

– Acceptable Use Policy (AUP)

Legal/ethical use policies Policies to insure equity Financial assistance, incentives, and

accountability policies



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



Skilled Personnel and Opportunities for PD Hands-on, integration emphasis Training over time Modeling, mentoring, and coaching Post-training access



Technical Assistance Teachers trained in troubleshooting procedures Teachers not expected to address complicated

diagnostic and maintenance problems Schools must support teachers by replacing and

repairing equipment



Appropriate Teaching and Assessment Approaches Teachers should be encouraged to use a variety

of technology integration models Teaching strategies must be matched with

appropriate assessment strategies



Engaged Communities Partnerships are encouraged between schools,

business, corporations and individuals Partnerships typically benefit all partners

chapter 2

Education

technology

effective

essential

pearson education

rights reserved

roblyer amp

technology

support