GUIDES: -To be informed citizens of an

CHAPTER information society, teachers must

MAIN TOPIC be futurists.
SUB TOPIC
TAKEN FROM GOOGLE / OTHER
RESOURCES PERSPECTIVES THAT DEFINE
EDUCATIONAL TECHNOLOGY
- Saettler 1970
CHAPTER 1: BIG IDEAS OVERVIEW Commission on Instructional
- Modern tools and techniques are simply Technology defined educational technology
the latest developments in a field that is as as:
old as education itself. 1. “the media born of the
communication revolution which can
be used for instructional purposes”
INTRODUCTION: THE BIG PICTURE ON (p. 6)
TECHNOLOGY IN EDUCATION 2. “a systematic way of designing,
carrying out, and evaluating the total
WHY WE NEED THE “BIG PICTURE” process of learning and teaching” (p.
AUSUBEL(1968) 6)
might call cognitive frameworks, through
which to view all applications and consider ● Educational technology - W. W.
best courses of action. Charters (1948)
1. KEY TERMINOLOGY ● Instructional technology - James
- requires knowing the vocabulary Finn (1963)
relevant to that topic.
2. REFLECTING THE PAST
- Showing where the field began 4 VIEWS AND PROFESSIONAL
helps us understand where it is ORGANIZATIONS ON TECHNOLOGY
headed and why. EDUCATION
- Reflecting on changes in goals and
methods in the field over time casts PERSPECTIVE 1: EDUCATIONAL
new light on the challenges and TECHNOLOGY AS COMMUNICATION
opportunities of today’s MEDIA
technologies. - Association for Educational
3. CONSIDERING THE PRESENT Communications and Technology (AECT)
- current role of educational -grew out of the audiovisual (AV) movement
technology (two factors) in the 1930s, when higher education
1. Available technology resources instructors proposed that media
2. Our perspectives on how to use -This movement produced audiovisual
them. communications, or the “branch of
4. LOOKING AHEAD TO THE educational theory and practice concerned
FUTURE primarily with the design and use of
-Technology resources and societal messages that control the learning process
conditions change so rapidly (Saettler, 1990, p. 9).
 -in vocational training in K–12 schools away
PERSPECTIVE #2: EDUCATIONAL from industrial arts curricula centered in
TECHNOLOGY AS INSTRUCTIONAL woodworking/metals and graphics/ printing
SYSTEMS AND INSTRUCTIONAL shops and toward technology education
DESIGN courses taught in labs equipped with
- International Technology and technology stations, such as graphics
Engineering Educators Association production, robotics systems, and
(ITEEA) computer-aided design (CAD) software.
-view originated with post–World War II
military and industrial trainers who were Perspective #4: EDUCATIONAL
faced with preparing large numbers of TECHNOLOGY AS COMPUTER
personnel quickly. SYSTEMS (a.k.a., educational and
-was based on the belief that both human instructional computing)
(teachers) and nonhuman (media)resources - International Society for Technology in
could be part of an efficient system for Education (ISTE)
addressing any instructional need. -This view began in the 1950s with the
-This perspective has evolved into human advent of computers and gained momentum
performance technology or a systematic when they began to be used instructionally
approach to improving human productivity in the 1960s
and competence by using strategies for -time computers came into classrooms in
solving problems. the 1960s until about 1990, this perspective
- HUMAN PERFORMANCE was known as educational computing and
TECHNOLOGY : systematic approach to encompassed both instructional and
improving human productivity and administrative support applications.
competence by using strategies for solving
problems.
TIMELINE (IN ORDER)
PERSPECTIVE #3: EDUCATIONAL 1970’s - with media, AV communications,
TECHNOLOGY AS VOCATIONAL and instructional systems
TRAINING - also were researching and
- International Society for Performance developing computer applications.
Improvement (ISPI)
- known as TECHNOLOGY EDUCATION 1990’s - educators began to see computers
- this perspective originated with industry as part of a combination of technology
trainers and vocational educators in the
1980s. 1990 - educational computing became
- They believed known as EDUCATIONAL TECHNOLOGY.
(1) that an important function of school
learning prepare students for the world of
work in which they will use technology, HOW THIS TEXTBOOK DEFINES
(2) that vocational training can be a TECHNOLOGY IN EDUCATION
practical means of teaching all content ● Processes — For the processes, or
areas, such as math, science, instructional procedures for applying tools,
and language. we look to
- learning theories based on the sciences of mainframe, or large- scale computer
human behavior with many users connected to it with
- applications of technology that help terminals. On the IBM 1500
prepare students for future jobs by teaching - (Late 1960)were multimedia learning
them skills in using current tools, as well as stations capable of displaying
skills in “learning to learn” animation and video.
• Tools— the roles technology tools play as
delivery media, ● Computer-assisted instruction
instructional systems, and technology (CAI)
support, and focuses primarily on those - develop computer-assisted
tools that play a current, high-profile role in instruction (CAI) materials that
furthering teaching and learning. schools used via long-distance
connections.
FRAMEWORK FOR VIEWING - CAI was software designed to help
EDUCATIONAL TECHNOLOGY teach information and/or skills
● Educational technology - combination of related to a topic.
the processes and tools Involved in - Patrick Suppes : “Grandfather of
addressing educational needs and CAI” ; who developed the
problems, with an emphasis on applying the Coursewriter programming language
most current digital and information tools. to create reading and mathematics
● Integrating educational technology - lessons.
refers to the process of matching digital
tools and methods to given educational ● Computer-Managed Instruction
needs and problems. (CMI)
● Instructional technology - is the subset - (After 15 years) developed the
of educational technology that deals directly computer- managed instruction
with teaching and learning applications (CMI) applications, or programs that
(rather than educational administrative kept track of students’ performance
ones). data based on mastery learning
models.
- Minicomputer systems
- Late 1970;s schools began to reject
YESTERDAY'S EDUCATIONAL the business office model of using
TECHNOLOGY : HOW THE PAST HAS computers to revolutionize
SHAPED THE PRESENT instruction.

ERA 1: THE PRE-MICROCOMPUTER

ERA
-The first computers were used ERA 2: THE MICROCOMPUTER ERA
instructionally as early as the 1950s. -1975 beginning Integrated circuits made
computers both smaller and more portable
● IBM 1500 -1975 teacher bring small, stand- alone,
- In the late 1960s, IBM pioneered the desktop computers called
IBM 1500, the first instructional MICROCOMPUTERS
-shape this new teacher- centered control: a decision-making capabilities of the
software publishing movement that catered human mind
to teachers quickly sprang up; organizations - Seymour Papert (1980) to support
emerged to review software and help his view that computers should be
teachers select quality products; and used as an aid to teach problem
professional organizations, journals, and solving.
magazines began to publish software
reviews and recommend “top products.” ERA 3: THE INTERNET ERA
-Companies examples (e.g., PILOT, - 1993, World Wide Web was introduced
SuperPILOT, GENIS, PASS). - a system within the Internet that
-purchase networked integrated learning allowed graphic displays of Internet sites
systems (ILSs), or networked systems that through hypertext
provide both CAI- based curriculum and links, or pieces of texts or images
CMI functions,
- The first browser software (Mosaic)
3 TECHNOLOGY INITIATIVES designed especially to allow users to use
• The computer literacy movement. these links marked the beginning of the third
- Arthur Luehrmann coined the term era of educational technology.
computer literacy to mean required -Beginning of 2000 email, online (i.e.,
levels of skills in using the computer Web-based) multimedia, and
- However, these efforts were videoconferencing became standard tools of
eventually dropped due to difficulties Internet users. Websites became a primary
in defining and measuring skills. form of communication for educators,

ERA 4: THE MOBILE TECHNOLOGIES,

• Videodisc-based curriculum. SOCIAL MEDIA, AND ACCESS ERA
- Companies such as ABC News and - the early 2000s, when portable devices
the Optical Data Corporation joined such as smartphones and tablets made
forces to offer curriculum on Internet access and computer power
videodiscs, both standalone (level 1) ubiquitous.
and connected to microcomputers
(level 3). ● Distance learning. A dramatic
- But, when other forms of optical and increase in the number and type of
digital storage replaced videodisc distance learning offerings came
technology, curricula were not about, first in higher education and
transferred. then in K–12 schools.
● Electronic books (e-books or
e-texts)
• The Logo movement. - became increasingly popular
- A final focus during this period was alternatives to printed texts.
teaching Logo programming, a ● Mobile access. One-to-one laptop
high-level language originally programs
designed as an artificial intelligence - Bring Your Own Device (or
(AI) language designed to emulate Technology, BYOD or BYOT)
 ● Open access. Around 2008,
open-access university offerings 4. TECHNOLOGY CHANGE FASTER
called Massive Open Online THAN TEACHER CAN KEEP UP
Courses (MOOCs), which allowed - This places a special burden on
anyone anywhere in the world to already overworked teachers to
participate in college courses for continue learning new resources and
free. changing their teaching methods.
- Educators may not be able to predict
the future of educational technology,
WHAT WE HAVE LEARNED FROM THE but they know that it will be different
PAST from the present; that is, they must
anticipate and accept the inevitability
1. NO TECHNOLOGY IS PANACEA FOR of change and the need for a
EDUCATION continual investment of their time.
- Computer-based materials and
strategies are usually tools in a 5. OLDER TECHNOLOGIES CAN BE
larger system and must be USEFUL
integrated carefully with other - that teachers must be careful,
resources and with teacher analytical consumers of
activities. technological innovation, looking to
- What specific needs do my students what has worked in the past to guide
and I have that (any given their decisions and measure their
resources) can help meet? expectations in the present.
- Educational practice tends to move
2. TEACHER USUALLY DO NOT in cycles, and “new” methods often
DEVELOP TECHNOLOGY MATERIALS are old methods in new guise.
OR CURRICULUM - In short, teachers must be as
-. With so many demands on their time, informed and analytical as they want
most teachers cannot be expected to their students to become.
develop software or create complex
technology-based teaching materials. 6. TEACHERS ALWAYS WILL BE MORE
-systems were never widely adopted. IMPORTANT THAN THE TECHNOLOGY
- in Naisbitt’s (1984) MegaTrends:
3. “TECHNICALLY POSSIBLE” DOES “whenever new technology is
NOT EQUAL “DESIRABLE, FEASIBLE introduced into society, there
OR INEVITABLE” must be a counterbalancing
- But science fiction also shows us human response
that technology brings - We need more teachers who
undesirable—as well as understand the role technology plays
desirable—changes. in society and in education, who are
- New technological horizons make it prepared to take advantage of its
clear that it is time to analyze power, and who recognize its
carefully the implications of each limitations.
implementation decision.
 - We need more teachers who are
both technology savvy and child TECHNOLOGY FACILITIES:HARDWARE
centered. AND CONFIGURATIONS FOR TEACHING
1. MICROCOMPUTERS - referred to
as desktop or laptop computers,
TODAY'S EDUCATIONAL TECHNOLOGY remain a mainstay of classroom
RESOURCES SYSTEM AND computing.
APPLICATION - Examples: laptop, desktop
2. HANDHELD TECHNOLOGIES-
OVERVIEW OF DIGITAL TECHNOLOGY technologies Even smaller,
TOOLS multipurpose devices, such as
Technology integration strategies cellphones, tablets and ebooks
require a combination of hardware and - make it easier for teachers and
software students to view, communicate, and
share information.
● Hardware - computing equipment - Examples: Mobile phones, netbook,
- Computer’s tangible tablet computer
components or delivery 3. DISPLAY TECHNOLOGIES
systems that store and run -These devices support whole-class
the written instructions or large group demonstrations of
provided by the software information from a computer.
● Software- programs written to - ex;clickers (a.k.a., student response
perform various functions. systems), which are wireless
- Intangible part of the device devices used for interactive polling
that lets the user interact with of student answers to teacher
the hardware and command questions in face-to-face classes.
it to perform specific tasks. - Examples: LCD TV, Smart TV,
● Cloud computing- a generic term Computer Monitors, Smartphone /
for using a storage service accessed Mobile displays
through the Internet. 4. IMAGING TECHNOLOGIES
- On-demand delivery of - To make teaching and learning
computing services, including more visual.
applications, data storage - the development and use of images
and data processing, over ranging from still photos to
the internet. full-motion videos.
- X-rays, CT scans, MRI
EXAMPLES 5. PERIPHERALS—These are the
1. Google make it available as a free input devices.
service. - keyboards and mice (to get
2. Google Drive - Users can send information and requests into the
documents to this space, either as a computer for processing),
backup copy or as an alternative to - output devices, such as printers and
storing items on one’s own computer
system.
 - synthesizers (to see or hear the - Adobe : Photoshop, Premier Pro,
results of the processing), that make Illustrator
microcomputers more functional.
- Examples: printers, keyboard, video • Administrative—Programs that
monitors, external floppy disk drives administrators at school, state, and district
6. EXTERNAL STORAGE— To allow a levels use to support record keeping and
backup copy of all files inside the exchanges of information among various
computer. agencies.
- Examples: External hard drive, Flash EXAMPLES
drive, Tape drive, Compact disc, - student records and payroll systems.
Floppy disc - EAC AIMS Student Portal,
7. LABORATORIES OF Brightspace
NETWORKED COMPUTERS -
resources, these are easier to
maintain and secure; networking TODAY EDUCATIONAL TECHNOLOGY
software can monitor individual ISSUES:CONDITIONS THAT SHAPE
performance in groups. PRACTICE
-
8. COMPUTER ARRANGEMENT IN SOCIAL ISSUES
CLASSROOM - These are more -School systems have recognized that
convenient and accessible to both social issues impact every school’s mission
teachers and students, but teachers and classroom climate and
may have to use strategies -teachers and students aware of
these concerns and to limit possible
Types of Software Applications in negative impact.
Schools
• Instructional—Programs designed to EXAMPLES OF SOCIAL ISSUES
teach skills or information through
demonstrations 1. PRIVACY ISSUES
EXAMPLES - GPS technologies in combination with cell
- explanations, or problem solving. phone software features
,tutorials, drill-and-practice - radio frequency identification (RFID) to
programs, and simulations. track students’ attendance and whereabouts
• Productivity—Programs designed to help as an attack on privacy.
teachers and students plan, develop
materials, communicate, and keep records. 2. HEALTH RELATED CONCERNED
EXAMPLES - hearing loss from headphone
- word processing, spreadsheet, use or eye strain from gazing too long at
database, and email digital screens have been posed and
programs,analysis, graphics, and continue to be studied.
research and reference tools.
- Microsoft Tools : Word, Powerpoint,
Excel, Publisher 3.FEAR ABOUT TECHNOLOGY MISUSES
-Cell phone use during school
-not hesitate to send out explicit photos or 3. DIGITAL LITERACY AND DIGITAL
messages, CITIZENSHIP
- digital citizenship or use of technology
4.RISKS OF ONLINE BEHAVIORS resources in safe, responsible, and legal
-Time spent on social networking ways.
is often time taken away from schoolwork - The responsibility for this instruction
(Goodman, 2011). usually falls on schools.
-Teachers who have their own social
networking sites (e.g., Facebook) have 4. DEBATES ON BEST PRACTICE WITH
encountered criticism for ill-advised TECHNOLOGIES
personal posts and contacts with students. - Inquiry- based, constructivist methods are
-Cyberbullying considered more modern and innovative,
but it is less clear how they address
5.MALWARE VIRUS, SPAM AND standards required to demonstrate teacher
HACKING and student accountability.
-Malware (malicious software, can damage,
destroy, disrupt operations, or spy on the 5. RELIANCE ON ONLINE LEARNING
operation of computers.) - not all students have the skills needed to
-Viruses(a type of malware, are programs use them, even if they get access.
written specifically to do harm or mischief to
programs, data, and/or hardwar),
-Spam(Spam, or unsolicited email CULTURAL AND EQUITY ISSUES
messages or website postings, come with
such frequency that they interfere 1.DIGITAL DIVIDE
with computer work.) -a discrepancy in access to technology
resources among socioeconomic groups
EDUCATIONAL ISSUES (although race and gender may also play a
role),
1. LACK OF TECHNOLOGY FUNDING
- when technology expenses are on the rise. 2.RACIAL AND GENDER EQUITY
- technology advocates point out strategies -When compared with males and
such as open- source options can make whites, females, African Americans, and
technology use more feasible by lowering Hispanic minorities use comput-
costs. ers less and enter careers in math, science,
and technology areas at lower rates.
2. TEACHER AND STUDENT
ACCOUNTABILITY FOR QUALITY AND 3. STUDENTS WITH SPECIAL NEEDS
PROGRESS -Devices and methods are avail-
- Accountability emphases that began with able to help students compensate for their
the No Child Left Behind (NCLB) Act of physical and mental deficits
2001 - allow them equal access to technology
- Teachers hesitate to use technologies and learning opportunities.
unless they address accountability goals.
LEGAL AND ETHICAL ISSUES
 Governors Association Center for Best
1. HACKING Practices
- Hackers are those who use online -Gather relevant information from multiple
systems to access the personal data of print and digital sources, assess the
students in order to accomplish identity theft credibility and accuracy of each source, and
and commit other malicious acts. integrate the information while
- Firewalls, software that blocks avoiding plagiarism.
unauthorized access to classroom
computers, and to spend larger portions of 2. ISTE Standards for Teachers,
technology. Students, and Administrators
- They must also constantly educate -ISTE Standards for Teachers have become
teachers and students on strategies to a benchmark for technology infusion in
prevent these attacks. teacher education programs.
-ISTE Standards for Students are
2. SAFETY ISSUES considered to be the basic
- students spend more time in online skills that students—and their
environments, attempts by online predators teachers—should meet. ISTE Standards for
to contact students are more likely. Teachers,
- Acceptable Use Policy (AUP) that
outlines appropriate use of school 3. The Partnerships for 21st Century
technologies for students and educators. Skills (P21)for Students and Teachers
-P21 was formed in 2002 to create a
3. ACADEMIC DISHONESTY successful model of learning based on
- Cybercheating or online cheating ; incorporating “21st century skills into our
student plagiarism. system of education
- Schools also are concerned that students
signed up for an online course are actually 4. The ICT Competency Framework for
the ones doing the work of the course. Teachers.
-UNESCO personnel collaborated with
4. ILLEGAL DOWNLOADS / SOFTWARE industry partners Cisco, Intel, ISTE, and
PIRACY Microsoft to create
- software piracy or music piracy, to the information and communication
download copies of software, music, or technology (ICT) framework, which focuses
media without paying for them. on skills that teachers require to bring about
three different levels of human capacity
development: technology
TODAY’S EDUCATIONAL TECHNOLOGY
SKILLS:STANDARDS,ASSESSMENT,AND
TEACHING COMPETENCIES THE TECH-PACK FRAMEWORK
- Teaching is a complex combination of what
1. THE COMMON CORE STATE teachers know about the content they teach,
STANDARDS(CCSS) how they decide to teach that content, and
-are statements of what students should the tools they use to carry out their plans.
learn and were developed by the National
- Originally called TPCK, or the combination - understanding how to use your
of technological pedagogical content knowl- digital tools as a vehicle to the
edge required to integrate technology most learning outcomes and experiences
effectively into instruction, you want.
- this combination as “Tech-PACK” to
emphasize the critical contribution of DEMONSTRATING TECHNOLOGY
technology to teaching. SKILLS: PORTFOLIO OPTIONS AND
- technology integration framework that TECH-PACK
identifies three types of knowledge - TEACHING PORTFOLIO, a collection of
instructors need to combine for successful their work products from courses they
edtech integration - TECHNOLOGICAL, take, to demonstrate their achievement of
PEDAGOGICAL, AND CONTENT required skills and Tech- PACK growth as
KNOWLEDGE. they go through the program.
- Portfolios can also serve as a collection
ORIGINAL TPACK FRAMEWORK of the student’s work products over time,
arranged so that they and others can see
● Technological Knowledge (TK) how their skills have developed and
- what digital tools are available to progressed.
you, which do you know well enough - student digital or electronic portfolios,
to use, and which would be most or a collection of work in a website or
appropriate for the lesson at hand? multimedia product, as the assessment
● Pedagogical Knowledge (PK) strategy of choice.
- how do your students learn best
and what instructional strategies do RESOURCES AVAILABLE FOR
you need to meet their needs and CREATING PORTFOLIOS
the requirements of the lesson plan?
● Content Knowledge (CK) ● “Ready-made” portfolio software
- What are you teaching and what is packages.
your own knowledge of the subject? - These packages provide a
structure to which teachers
● Pedagogical Content Knowledge can add content instead of
(PCK) creating their own format.
- understanding the best practices ● Adobe Acrobat Professional.
for teaching specific content to your - To store and display
specific students. documents (with or without
● Technological Content Knowledge graphics), teachers can use
(TPK) Adobe Acrobat Professional
- knowing how the digital tools to create electronic versions
available to you can enhance or of pages.
transform the content, how it’s - Adobe Acrobat Professional
delivered to students, and how your also has features that allows
students can interact with it. files that were created in
● Technological Pedagogical different formats and
Knowledge (TPK)
 applications to be combined 1. LIMITATIONS OF PAST RESEARCH
in one portfolio file. Researchers such as Clark (1983, 1985,
● Multimedia authoring software. 1991,1994)
- Teachers can structure -openly criticized “computer- based
portfolios with presentation effectiveness” research and meta- analysis,
software such as Microsoft which is a statistical method designed by
PowerPoint or Apple Glass (1976)
Keynote, or with multimedia -Clark concluded that most studies that
development software such have found a greater impact on
as Adobe Director, Travantis achievement of one delivery method over
Lectora, or MediaWorks. the other did not control for factors such as
● Websites. different instructors, instructional methods,
- Portfolios can be posted on curriculum contents, or novelty.
the Internet, where they can Kozma (1991, 1994)
be more easily shared with -research should look at technology not as
others. Like multimedia an information delivery medium but as “the
packages, these portfolios learner actively collaborating with the
can offer sophisticated video medium to construct knowledge” (1991, p.
and audio presentations. 179), policy makers still need evidence that
● Video. this collaboration improves learning in
- Today’s digital video offers measurable ways.
flexible, interactive formats
for displaying portfolio 2. EVIDENCE FROM ONE TO ONE
elements. INITIATIVES
- Video elements to document -which provide a laptop,that is, a small
teacher or student portable personal computer, or other mobile
accomplishments can also computing device such as a tab-
be inserted into multimedia let to every student in a given grade level or
products and websites school and measure the impact on
described above. achievement, dropout rate, attendance, and
other factors.

TODAY’S EDUCATIONAL TECHNOLOGY 3.Other recent reviews of research

USES: DEVELOPING A SOUND -Simply adding any technology to any
RATIONALE learning environments does not necessarily
- Developing a sound rationale for using improve learning. Teacher and student uses
technology in specific situations requires remain the most important factor.
reviewing research findings and other • Successful technology integration requires
evidence that technology is, indeed, accompanying changes in teacher training,
helping to address some of education’s curricula, and assessment practices.
most urgent needs and problems. • Blending technology with face-to-face
teacher time generally produces better
What Does Research on Technology outcomes
in Education Tell Us?
• Rigorous research on the specific features - Providing faster access to
of technology integration that improve information sources.
learning is limited. - Saving money on
consumables.
● Problem 3: How to prepare
students for the future?
A TECHNOLOGY-USE RATIONALE - Digital literacy.
BASED ON PROBLEM SOLVING - Digital citizenship.

● Problem 1: How to motivate and

engage students? TOMORROW’S EDUCATIONAL
- Gaining their attention. TECHNOLOGY : EMERGING TRENDS IN
- Supporting manual TOOLS AND APPLICATION
operations during high-level
learning. TRENDS IN HARDWARE,SOFTWARE
- Illustrating real-world AND SYSTEM
relevance.
- Engaging students through TREND#1 Ubiquitous mobile computing
production work. Trend #2: More sources of open content.
- Connecting students with Trend #3: Massive open online courses
audiences for their writing. (MOOCs)
- Providing support for Trend #4;Increased e-bboks/e text presence
cooperative work. Trend #5: Tablet computing.
● Problem 2: How to support Trend #6: Augmented reality systems.
students’ learning needs? Trend #7: Wearable technologies.
- Supporting effective skill Trend #8: Gesture-​­based computing.
practice. Trend #9: Games and gamification.
- Visualizing underlying Trend #10: Learning analytics.
concepts in unfamiliar or Trend #11: 3D printing.
abstract topics.
- Studying systems in unique TRENDS IN EDUCATIONAL
ways. APPLICATIONS
- Giving access to unique
information sources and ● Trend #1: Flexible learning
populations. environments.
- Supplying self-paced ● Trend #2: Personalized learning.
learning for accelerated ● Trend #3: New instructional models.
students. ● Trend #4: Reliance on learning at a
- Turning disabilities into distance.
capabilities. ● Trend #5: Increased educational
- Saving time on production options for students with disabilities.
tasks.
- Grading and tracking student
work.
CHAPTER 2 : THEORY INTO PRACTICE policies, access to hardware
and software resources, and
OVERVIEW OF FACTORS IN an engaged community.
SUCCESSFUL TECHNOLOGY
INTEGRATION
OVERVIEW OF TWO PERSPECTIVES ON
FACTORS REQUIRED FOR AN TECHNOLOGY INTEGRATION
ENLIGHTENED APPROACH TO
TECHNOLOGY INTEGRATION: 3 ACCEPTABLE ROLES OF COMPUTER:
● Learning Theory Foundations ● As Tools
- Learning theories should ● As Tutor
inform teaching strategies. ● As Tutees
- It is important to begin with a
look at two very different, TWO PERSPECTIVES ON EFFECTIVE
competing theories of how INSTRUCTION
learning should take place ● DIRECTED INSTRUCTION
and examine how various - Teacher centered approach
kinds of technology - based on objectivism, a
integration strategies were belief system grounded
derived from them. primarily in behaviorist
● Technology Integration Planning learning theory and the
(TIP) Model information-processing
- how teachers can assess the branch of the cognitive
resources they require to learning theories.
plan and implement given ● INQUIRY-BASED LEARNING
technology-based lessons. - Student centered learning
- This model specifies: - Learners should generate
analysis of teaching/learning their own knowledge through
needs/objectives, planning experiences, while teachers
tasks, and post-instruction serve only as facilitators.
analysis and revisions. - based on constructivism
● Essential Conditions for Effective
Technology Integration
- technology-based * EPISTEMOLOGIES - beliefs about the
strategies work best when nature of human knowledge and how to
essential conditions, or develop it
elements that form an * Constructivists - those who espouse
optimal environment, are in inquiry- based methods
place to support them. - Humans construct all knowledge in
- a shared vision, skilled their minds by participating in certain
personnel, technical experiences.
assistance, appropriate * Objectivists - those who espouse
teaching and assessment directed methods.
strategies, supportive
 - Learning happens when this - had to provide “conditions for
knowledge is transmitted to people learning” by offering activities
and they store it in their minds in matched to each type of skill.
ways that can be retrieved later. - Computer-based methods such as
drills and tutorials were deemed
Different Metaphors : useful since they could consistently
- Acquisition Metaphor provide the ideal events and
- Participation Metaphor. conditions for learning.

SYSTEM APPROACHES:
LEARNING THEORY FOUNDATIONS OF INSTRUCTIONAL DESIGN MODELS
DIRECTED INTEGRATION MODELS - A system of instruction (based on
behaviorist, information-processing,
1. BEHAVIORIST THEORIES and cognitive-behaviorist theories)
- Based primarily on the work of B. F. can be designed to achieve
Skinner. replicable results efficiently (i.e.,
- that instruction must provide the good results over time and across
right stimuli and reinforcement to get student groups).
students to make the desired
behavioral responses, or learned OBJECTIVIST THEORY FOUNDATIONS
skills. FOR DIRECTED METHODS
- Computer- based instruction with - A considerable body of research
teaching machines and programmed indicates that directed methods work
instruction quickly proved popular well to foster this kind of approach.
applications of this theory because - Objectivists focus primarily on
they provided consistent, reliable technology integration strategies for
stimuli and reinforcement on an systematically designed, structured
individual basis. learning products, such as drills,
tutorials, and personalized learning
2. INFORMATION-PROCESSING systems (PLSs)
THEORIES
- storage proposed by Atkinson and
Shiffrin LEARNING THEORY: FOUNDATIONS OF
- Computer programs provide ideal CONSTRUCTIVIST INTEGRATION
environments for the highly- MODELS
structured cueing, attention-getting,
visualization, and practice features SOCIAL ACTIVISM THEORY
that information- processing - John Dewey
theorists found so essential to - His emphasis on the need for
learning and remembering. cooperative (social) learning would
mesh well with uses of social media
3. COGNITIVE-BEHAVIORIST THEORY and technologies that enable group
- Robert Gagné projects.
 - Curriculum should reflect on - This theory supports doing group
student’s interests work on multimedia products,
assigning students group roles
SOCIAL COGNITIVE THEORY based on their type of intelligence.
- Albert Bandura - Theory describing the different ways
- Technologies like video and social students learn and acquire
media provide models and either information.
increase or decrease self-efficacy,
depending on the messages these CONSTRUCTIVIST THEORY
media carry. FOUNDATIONS FOR INQUIRY-BASED
- Knowledge construction use senses METHODS
- You don’t need to experience to - John Seely Brown
acquire knowledge. - INERT KNOWLEDGE, a term
introduced by Whitehead in 1929 to
SCAFFOLDING THEORIES mean skills that students learned but
- Lev Semenovich Vygotsky did not know how to transfer later to
- Children learn by scaffolding, or problems that required them.
building on what they know to what - SITUATED COGNITION, or
they need to know, with the help of instruction anchored in experiences
adults. that learners considered authentic
- scaffolding the student to higher because they emulate the behavior
levels of learning after ascertaining of adults.
the student’s current level of - How students acquire/construct their
understanding. own knowledge.

CHILD DEVELOPMENT THEORY

- Jean Piaget TECHNOLOGY INTEGRATION
- How children change and grow over STRATEGIES BASED ON DIRECTED
the course of childhood. AND CONSTRUCTIVIST THEORIES

DISCOVERY LEARNING FUTURE DIRECTIONS FOR MERGING

- Jerome Bruner’s DIRECTED AND CONSTRUCTIVIST
- Student’s finding out for themselves, APPROACHES
looking into problems, and asking - Merging these two integration
questions. approaches in a way that benefits
- Bruner believed children go through both learners and teachers requires
various stages of intellectual an open-minded view of what
development. constitutes “appropriate instruction.”
- Proficient technology- oriented
MULTIPLE INTELLIGENCES THEORY teachers must learn to combine
- Howard Gardner directed instruction and
- only learning theory that attempts to constructivist approaches and to
define the role of intelligence in select technology resources and
learning.
 integration methods that are best ● Integration to allow for multiple and
suited to their specific needs. distributed intelligences.

● Directed learning may be best for

providing a foundation of skills. A TECHNOLOGY INTEGRATION
● ­Inquiry-based learning may be PLANNING (TIP) MODEL FOR
best for developing global skills TEACHERS
slowly over time.
Phase 1: Analysis of Teaching/Learning
TECHNOLOGY INTEGRATION Needs
STRATEGIES USEFUL FOR EITHER Step 1: Determine relative advantage
MODEL
Two questions about technology’s
● Integration to generate motivation to relative advantage in a given situation:
learn. - What is the problem?
● Integration to optimize scarce - Do technology-based methods offer
resources. a solution with sufficient relative
● Integration to remove logistical advantage?
hurdles to learning.
● Integration to develop information Step 2: Assess required resources & skills
literacy and visual literacy skills.
Essential conditions required for
TECHNOLOGY INTEGRATION BASED successful technology integration:
ON DIRECTED MODELS - Question 1: What equipment,
● Integration to remedy identified software, media, and materials will I
weaknesses or skill deficits. need to carry out the instructional
● Integration to promote skill fluency or strategies?
automaticity. - Question 2: Do I have the technical
● Integration to support efficient, self- skills I need to do this lesson?
paced learning.
● Integration to support self- paced
review of concepts. Phase 2: Designing an Integration
Framework
TECHNOLOGY INTEGRATION BASED Step 3: Decide on objectives, assessments
ON CONSTRUCTIVIST MODELS
A few example outcomes, objectives and
● Integration to foster creative problem assessment methods matched to the
solving and metacognition. outcomes:
● Integration to help build mental - Higher achievement outcome
models and increase knowledge - Overall average performance
transfer. on an end-of-chapter test will
● Integration to foster group improve by 20%.
cooperation skills. - Cooperative work outcome
 - All students will score at least ● Emphasize continuing teacher
15 out of 20 on the training.
cooperative group skill rubric. ● Match technology to curriculum
- Attitude outcome needs
- Students will indicate
satisfaction with the Essential Condition: Standards and
simulation lesson by an Curriculum Support.
overall average score of 20 - It is critical to situate technology
out of 25 points. skills in content- area curriculum in
- Improved motivation ways that support both the
- Teachers will observe better subject-area content and the
on-task behavior in at least technology skills. This
75% of the students.
Essential Condition: Required Policies
Step 4: Design integration strategies - Online use policies.
- Legal/ethical use polices.
consider each of the following - Policies to ensure equity.
implementation decisions: - Financial assistance, incentives, and
● Question 1: What kind of content accountability policies.
approach is needed?
● Question 2: What grouping approach Essential Condition: Access to
should I use? Hardware, Software, and Other
● Question 3: How can I prepare Resources
students adequately to use - Finding funding.
technologies? - Purchasing hardware and software.
- Setting up and maintaining physical
Step 5: Prepare instructional environment facilities.

Phase 3: Post-instruction Analysis and Essential Condition: Skilled Personnel

Revisions - Hands-on integration emphasis.
Step 6: Analyze lesson results, impact - Training over time.
Step 7: Make revisions, based on results - Modeling, mentoring, and coaching.
WHEN TECHNOLOGY WORKS BEST: - Just-in-time training.
ESSENTIAL CONDITIONS FOR
TECHNOLOGY INTEGRATION Essential Condition: Technical
Assistance
Essential Condition: A Shared Vision - Each teacher needs training in
for Technology Integration simple troubleshooting procedures
● Coordinate school and district - Schools must support teachers by
planning, and involve teachers and providing and maintaining resources
other personnel at all levels. vital to classroom use, as well as by
● Budget yearly amounts for offering continuing professional
technology purchases, and plan for development in using resources
sustainability. effectively.
Essential Condition: Appropriate
Teaching and Assessment Models
● Substitution, with no functional
change.
● Augmentation: Technology acts as a
direct tool substitute, with functional
improvement.
● Modification: Technology allows for
significant task redesign.
● Redefinition: Technology allows for
new tasks that were previously not
possible.

Essential Condition: Engaged

Community
- means holding public forums about
technology initiatives, bringing
community members into the
classroom, educating those who can
play key roles, and fostering
partnerships among schools,
businesses, corporations, individual
entrepreneurs, and educators.
- it brings many talents together to
work toward a common purpose:
school improvement.

CARRY ON! ;-)