SANKARSINGH,C TECH1001

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Educational TechnologyUnderstanding the foundations of effective technology integration

SANKARSINGH,C TECH1001

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What are learning theories? Why do they matter? Who said what? Learning theories form the bases for instructional models.

How have learning theories shaped teaching & learning?Instructional models are grounded in learning theories. These theories influence the approach to instruction and technology integration.

Why are theory bases and instruction models fundamental to technology integration in learning environments?Technology integration strategies can be developed to support different instructional models based on instructional goals, learner’s needs etc.

How should you proceed?Technology integration requires planning (TIP Model)

What do you need? For technology integration to have a desired impact on teaching and learning, several conditions must exist.

+Ice breaker

+Two opposing perspectives: Objectivism and Constructivism

[ In this course] we explore 2 schools of thought on how human beings learn and acquire knowledge

OBJECTIVISM CONSTRUCTIVISM

KNOWLEDGE resides OUTSIDE of the human mind.

KNOWLEDGE must be TRANSMITTED to the human mind.

TO LEARN is to STORE TRANSMITTED KNOWLEDGE in the human mind.

Humans construct ALL KNOWLEDGE in their minds by PARTICIPATING in certain EXPERIENCES.

TO LEARN is to acquire and construct PERSONALISED versions of knowledge via self rationalization, experimentation and discovery.

+From the OBJECTIVIST perspective, instruction should be:

TRANSMITTED

SYSTEMATIC

STRUCTURED

STANDARDIZED

TEACHER-DIRECTED(THE SAGE ON THE STAGE)

+Learning Theory Bases that support Objectivism

Key Concepts: Contingencies of reinforcement (REWARD vs. PUNISHMENT), Operant conditioning, Programmed Learning.

Behaviourism (as in the work of B.F. Skinner)

He believed that it was more productive to study DIRECT OBSERVABLE BEHAVIOUR rather than INTERNAL MENTAL events.

The best way to understand behaviour was to look at the CAUSES of action and its CONSEQUENCES.

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The learner is seen as a processor of information, in much the same way as a computer receives and stores information to later produce an output.

Information Processing Theory (as in the works of Atkinson & Shiffrin)

Learning Theory Bases that support Objectivism

Key Concepts: Stimulus, Sensory Register, Short Term Memory, Schema, Encoding, Chunking, Long Term Memory.

+Learning Theory Bases that support Objectivism

Cognitivism (as in the works of Robert Gagné). The set of factors that influence learning can be collectively called the CONDITIONS OF LEARNING. These conditions both internal and external shape the learning process.

KEY CONCEPT: 9 EVENTS OF INSTRUCTION, SKILLS HIERARCHY (Simple to Complex)

+Learning Theory Bases that support Objectivism Systems approaches/ theories (as seen in the works of Leslie

Briggs, Mager, Merill, Reigeluth)

They believed that learning was most efficient when it was supported by a carefully designed system of instruction.

This is usually in the form of step-by-step processes; a highly structured sequence of instruction.

+Constructivists believe instruction should be:

more LEARNER-CENTERED

more LEARNER-DRIVEN

EXPERIENTIAL

FLUID, OPEN, FLEXIBLE

Motivated by individual’s interests rather than exams & standard curriculum

Teacher is the GUIDE ON THE SIDE

+Learning Theory Bases that support(Constructivism)

Social Activism Theory (as in the work of John Dewey)

Grandfather of constructivism Learning should be hands-on and

experience-based The purpose of education was to GROW,

PREPARE to take a role in society, Learning only useful in the context of social

experience. Anti- standardization, pro-curriculum based

on student interests.

Activity Theory & Scaffolding (as in the work of Lev Vygotsky) A novice (child) and an expert (adult) view

things very differently based on their cognitive functioning.

The Zone of Proximal Development refers to the this difference

SCAFFOLDING: The expert (adult teacher) determines where the child is in the development process and builds on it, gradually increasing the cognitive functioning to expert level.

+Learning Theory Bases that support(Constructivism)

Discovery Learning (as in the work of Jerome Bruner) Active participation by the learner was crucial to

the learning process. Active participation is best achieved by

providing/setting up DISCOVERY learning environments.

Allow learners to explore alternatives and recognize relationships between ideas.

Learners more likely to understand and remember things they discovered in their exploration.

Multiple Intelligences (as in the work of Howard Gardner) IQ tests cannot judge all students’ability to

learn. Traditional academic tasks DO NOT REFLECT

true ability. There are at least 8 different and

independent types of intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal & naturalist.

+At logger-heads?

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Objectivism & Constructivism are BOTH important to the instructional process

Some learning processes require more directed instruction than others.

Can you think of some examples?

+Differences in Directed & Constructivist Approaches

+Technology Integration in learning activities

Instructional models are grounded in learning theories.

Learning theories provide insight into the ways we believe human beings learn.

Instructional models can be directed, constructivist or blended, dependent on the educational goal, aim or need.

As teachers, we are now expected to integrate technology in our approach regardless of the model of our choice.

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

M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

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Directed Models

Tutorialdrill-and-practice software

Drill-and-practice orInstructional game software

Tutorial software or online training course

Tutorial, drill-and-practice Simulation software

Constructivist Models

Video –based scenariosGraphic Tools, simulations

Internet & web servicesInstructional games

Multimedia products, webProduction, desktop publishing

Multimedia productsSimulation, Problem-solving software

Both

Drill-and-practice, multimedia,Hands-on

Simulations

Word processing, virtual tours,Spreadsheets

Multimedia research products

Suggested Tech-based Activities [More?]

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How will I know what is required? Technology is not used simply for the sake of technology.

Technology Integration Planning

Model

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TIP MODELPHASE 1

Where am I as a teacher?

As a teacher you need to be able to identify where you are in regards to the framework of the TPaCK

Assess the Technological, Content & Pedagogical Knowledge:

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TIP MODELPHASE 2

What is the problem I am addressing?

Give evidence of problem Are technology-based methods

available to address the problem?

Do these methods provide a suitable and sufficient advantage?

Estimate the impact/benefit Consider the time and work

involved in setting it up. Is it worth it?

Relative Advantage:

Why should I use a technology-based method?

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TIP MODELPhase 3

What outcomes do I expect from using the new methods?

What are the best ways for assessing these outcomes?

Written test? Short answers? Products? Presentations? Web

pages? Rubrics? Likert Scale? Survey?

Decide on objectives & assessment

How will I know students have learned?

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TIP MODELPhase 4

What kinds of instructional methods are needed in light of content objectives and student characteristics?

Single subject vs. interdisciplinary

Group work vs. individual

How can technology best support these methods?

How can I prepare students adequately to use technologies?Design Integration Strategies

What teaching strategies and activities work best?

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TIP MODEL Phase 5

Adequate hardware, software, media? What equipment do I need? How many computers per student?

Time to use resources? Do I need to book the lab in advance?

Special needs?

Trouble shooting?

Prepare the instructional environment

Are essential conditions in place to support technology integration?

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TIP MODELPhase 6

Were objectives achieved?

What do students say?

Could improving the environment improve results?

Evaluate and revise integration strategies

What worked well, What could be improved?

+Effective Technology Integration requires:

Trained Personnel

Access to Hardware, Software & Other Resources

Appropriate Teaching & Assessment Approaches

Technical Assistance

Shared Vision for Technology Integration

Standards Curriculum Support

Required Policies

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Next Week: Teaching and Learning with Internet Technologies

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