Ch 2 pp2

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved
Integrating Educational
Technology into Teaching (7e)
M. D. Roblyer
Chapter 2
Theory into Practice:
Foundations for
Effective Technology
Integration
Developed by:
M. D. Roblyer and
Paige R. Wiencke

Integrating Educational Technology into Teaching
(7e) by M. D. Roblyer
Copyright © 2016, 2013, 2010 by Pearson Education, Inc.
All Rights Reserved
Chapter 2:
Main Concepts
1. Factors for successful
technology integration
2. Contrasts between objectivist
and constructivist teaching
strategies
3. Directed theories and
integration models
4. Constructivist theories and
integration models

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5. Directed and constructivist
strategies and how the two
work together
6. Three phases of Technology
Integration Planning (TIP)
Model
7. Essential conditions for
technology integration
Chapter 2:
Main Concepts (continued)

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Technology Integration in Action:
The Role of Context
Phase 1: Analysis of needs
Phase 2: Planning for integration
Phase 3: Post-instruction revisions

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Factors Required for Successful
Technology Integration

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Two Perspectives on
Technology Integration
Directed instruction – Transmit
information to students through
teacher-organized activities (based
on objectivism, grounded in
behaviorist, information processing
theories)

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Two Perspectives on
Technology Integration (cont.)
Inquiry-based learning – Learners
generate own knowledge through
experiences (based on
constructivism, evolved from
branches of cognitive learning theory

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Two Perspectives on
Technology Integration (cont.)

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Learning Theory Foundations:
Directed integration models -1-
 Behaviorist
Theory: B.F.
Skinner
 Learning shown by
change in
behaviors
 Behaviors shaped
by contingencies
of reinforcementCorbis/Bettman

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 Information-
Processing Theory:
Atkinson and Shiffrin
 Learning is encoding
information in
memory
 Memory stores:
Sensory registers,
short- and long-term

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 Cognitive-
Behavioral Theory:
Robert Gagné
 Learning shaped by
optimal conditions
 Different skills >
different conditions
 Nine events of
instructionCourtesy of Robert Gagne

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 Systems Theory and Systematic
Instructional Design
 Learning is fostered by systems
of instruction
 Instructional systems:
goals/objectives matched to
assessment and instruction;
field-tested/revised

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Choose directed technology
integration strategies:
 For mastery learning, clearly-
defined skills and content
 Unambiguous content
 Specific performance expected
 Individual tutoring/practice
 When learning must be efficient

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Constructivist integration models -1-
 John Dewey: Social
activism theory
 Curriculum arises
from student interests
 Education is growth,
rather than goals
 Learning should be
hands-on and
experience based
Courtesy of the Library of Congress

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 Albert Bandura: Social
cognitive theory
 Learning results from
behaviors,
environment, and
personal factors
 Students learn by own
actions or models
 Self-efficacy neededCourtesy of Albert Bandura

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 Lev Vygotsky:
Scaffolding Theory
 Learning is cognitive
development shaped
by experience, culture
 Adults help children
bridge Zone of
Proximal Development
through scaffolding
Courtesy of the Library of Congress

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 Jean Piaget: Child
Development
Theory
 Learning requires
cognitive growth,
maturation
 Children go through
stages of cognitive
developmentCorbis/Bettman

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 Jerome Bruner:
Discovery Learning
 Learning is cognitive
growth through
interaction with the
environment
 Children remember
better with
discovery learning
Corbis/Bettman

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 Howard Gardner:
Multiple
Intelligences
Theory
 Learning shaped
by nine types of
innate
intelligences
Courtesy Howard Gardner

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Choose constructivist technology
integration strategies:
 For inquiry-based learning and
abstract, complex concepts
 When hands-on visual activities
social collaboration, modeling,
building self-efficacy are needed
 When time permits exploration,
discovery

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Models based on theories

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Phases of the Technology Integration
Planning (TIP) Model
Phase 1: Analysis of Needs
 Step 1: Determine relative
advantage
 Step 2: Assess required
resources & skills

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Planning (TIP) Model (cont.)
Phase 2: Designing Integration
Framework
 Step 3: Decide on
objectives, assessments
 Step 4: Design integration
strategies
 Step 5: Prepare
instructional environment

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Integration: A Shared Vision
 Coordinated school and district
planning, involve teachers, others
 Budget yearly amounts for
technology purchases plan for
sustainability
 Emphasize teacher training
 Match technology to curriculum
needs
 Keep current, build in flexibility

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 Teachers trained in
troubleshooting procedures
 Teachers not expected to
address complicated diagnostic
and maintenance problems
 Schools support teachers by
replacing and repairing
equipment
Integration: Technical assistance

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Integration: Teaching, assessment
 Substitution: No functional
change from before technology
 Augmentation: Technology acts
as a direct tool substitute
 Modification: Technology
allows for significant redesign
 Redefinition: Technology
allows for new tasks not
previously possible

Ch 2 pp2

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