chapter 2 foundations of effective technology integration models: theory and practice technology...
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Chapter 2
Foundations of Effective Technology Integration Models:
Theory and PracticeTechnology Integration
Planning Model
Essential Conditions
Learning TheoriesM. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.2
Integrated
Directed Constructivist
Learning Theories as Bases for Integration Models
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.3
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
B.F. Skinner
2.4
Directed Technology Integration Strategies Theoretical Base (continued)
• Cognitive-behaviorist theory• Providing condition for learning• Robert Gagné • Events of instruction
• Systems theory and systematic instructional design• Managing the complexity of teaching
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Robert Gagné
2.5
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
John Dewey
Lev Vygotsky
2.6
Inquiry-based Technology Integration Strategies
Theoretical Base (continued)
• Child development theory• Stages of development• Jean Piaget
• Instructional support for child development• Discovery learning• Jerome Bruner
• Multiple Intelligences theories• Role of intelligence in learning• Howard Gardner
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Jean Piaget
Jerome Bruner
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.8
Technology Integration Planning (TIP)
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.9
Phase 1Determine
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 5Evaluate &
revise integrationstrategies
Phase 2Decide objectivesand assessments
Phase 4Prepare the instructional environment
Phase 3Design integration strategies
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Phase 1Determine
relative advantage
Technology Integration Planning (TIP)
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 5Evaluate &
revise integrationstrategies
Phase 2Decide objectivesand assessments
Phase 4Prepare the instructional environment
Phase 3Design integration strategies
2.10
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Phase 1Determine
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 2Decide objectivesand assessments
Phase 4Prepare the instructional environment
Phase 3Design integration strategies
2.11
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Phase 1Determine
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 5Evaluate &
revise integrationstrategies
Phase 2Decide objectivesand assessments
Phase 4Prepare the instructional environment
Phase 3Design integration strategies
2.12
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Phase 1Determine
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 2Decide objectivesand assessments
Phase 4Prepare the instructional environment
Phase 3Design integration strategies
2.13
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.14
Essential Conditions for Technology Integration
TechnicalAssistance
TrainedPersonnel Access
Standards andCurriculum Support
Shared Vision
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.15
Essential Conditions for Effective Technology Integration
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.16
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
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.17
Essential Conditions for Technology Integration
Standards and Curriculum Support •Internet use policies
•Acceptable Use Policy (AUP)
•Legal/ethical use policies•Policies to insure equity
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.18
Essential Conditions for Technology Integration
Access to Hardware, Software, and Other Resources• Finding funding• Purchasing hardware and software• Setting up and maintaining physical
facilities
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.19
Essential Conditions for Technology Integration
Trained Personnel • Hands-on, integration
emphasis• Training over time• Modeling, mentoring, and
coaching• Post-training access
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
2.20
Essential Conditions for Technology Integration
Technical Assistance • Appropriate Teaching
Approaches• Appropriate Assessment
Approaches
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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