1. Foundations of Effective Technology
Integration Models: Theory and Practice
Manal Sharab

2. Guidelines for Successful Technology Integration
 Ingredient 1: Foundation of Learning Theories
(Behaviorism VS. Constructivism)
 Ingredient 2: Technological Pedagogical Content Knowledge
(TPCK)
 Ingredient 3: Technology Integration Planning Model (TIP)
 Ingredient 4: Essential Conditions for Integration (Optimal
Conditions)

4. Learning Theories as basis for Integration Models
Integrated
ConstructivistDirected

5. Two Theories of Integration
Directed
Instruction/Objectivism
Constructivist/Inquiry-based
Learning
•Learning is transmitted
knowledge. Teaching should be
directed, systematic, and
structured.
•Standardization means
accountability.
•Inquiry approaches are too
slow to be practical; learning
must be teacher-directed.
•Knowledge is constructed, not
transmitted. Let students do
activities that help them generate
their own knowledge.
•Directed instruction is teacher
centered; hands-on instruction is
student centered.
•Students show learning through
many avenues.

6. Objectivist Behavioral Theories
Behaviorist B.F.
Skinner
•Learning is an
activity that occurs
inside the mind and
can be inferred only
by observed
behaviors.
•Behaviors are
shaped by
“contingencies of
reinforcement” (i.e.
pos./neg.
/punishment etc.
Information-
Processing
Atkinson & Shiffrin
•Learning is
encoding
information into the
human memory,
similar to the way a
computer stores
info.
•3 kinds of stores:
sensory registers
(receive info),
short-term memory
(stores info
temporarily), long-
term info (stores
info indefinitely).
Cognitive-Behavior
Robert Gagne
•Learning is shaped
by providing optimal
instructional
conditions.
•Conditions include
nine events of
instruction, (Gagne),
that differ according
to the type of skill
being taught and a
skills hierarchy.
Systems Theory &
Systematic
Instructional
Design
•Learning is
fostered by using a
system of
instruction based on
behaviorist
information
processing, and
cognitive
behaviorist theories.
•An instructional
system is designed
by stating goals and
doing task analysis.

7. Objectivist Learning Theories and Directed Technology
Integration Strategies
 Research indicates that directed (Objectivist) methods
work well for solving certain types of teaching/learning
problems
 More effective and efficient than minimally guided
instruction when learners do not have enough prior
knowledge to be self-guided
 Minimally guided instruction ignores the fundamentals of
human cognitions and overloads a working memory
 Directed drill and practice can help teach basic reading
and mathematical skills
 Teacher-directed techniques are effective in teaching
problem-solving and higher order thinking skills to at-
risk students
 Claim that “one month of explicit (directed) learning can
be more effective than a month of implicit (exploratory)
learning
 Objectivists focus
primarily on technology
integration strategies that:
 Systematically
designed, structured
learning products such
as drills, tutorials, and
integrated learning
systems
 And when using more
open-ended materials
the strategies are very
structured, providing a
step-by-step sequence
of activates match to
specific performance
objectives.

8. Cognitive-Behavioral: 9 Events of Instruction
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating the recall of prerequisite learning
4. Presenting the stimulus material
5. Providing a learning audience
6. Eliciting the performance
7. Providing feedback about performance and correctness
8. Assessing the performance
9. Enhancing retention and transfer

9. Constructivist Behavioral Theories
Social Activism
John Dewey
-Learning is
individual growth
that comes from
social experiences
-Growth is
fostered through
hands-on
activities
-Curriculum
should arise from
student interests
and taught as
integrated topics
rather than
isolated skills
Scaffolding Theory
Lev Vygotsky
-Learning is
cognitive
development shaped
by individual
differences and
influence of culture
-Adults and Children
perceive the world
differently (zone of
proximal
development)
-Adults support
through scaffolding,
or helping children
build on what they
know
Child Development
Theory Jean Piaget
-Learning is cognitive
growth through
neurological and social
maturation
-states of cognitive
development-
interacting with
environments .
-When faced with
unknown children
experience
disequilibrium, they
respond with
assimilation (fitting it
into their views) or
accommodation
(changing their views).
Discovery Learning
Jerome Bruner
-Learning is cognitive
growth through
interaction with
environment
-Children are more
likely to understand and
remember concepts that
they discover during
interaction with
environment
-Teachers support
discovery learning by
providing opportunities
for exploring and
manipulating objects
and doing experiment
Multiple
Intelligences
Howard Gardner
-Learning is
shaped by innate
multiple
intelligences
-Linguistic,
musical,
logistical/mathem
atical, spatial,
bodily-
kinesthetic,
intrapersonal,
interpersonal,
naturalist

10. Constructivist Learning Theories
and Directed Technology Integration Strategies
 Constructivist methods are
designed to make learning
more visual and experiential
and to allow students more
flexibility in how they learn
and demonstrate learning.
 This addresses inert
knowledge: skills that
students learned but did not
know how to transfer later to
problems that required them
 Constructivists advocate
cognitive apprenticeships:
activities that called for
authentic problem solving
(solving problems in settings
that are familiar and
meaningful to students)
 Constructivists focus primarily on technology
integration strategies that:
 Provide learning environments that reflect
situated cognition, or instruction anchored in
experiences considered authentic by children
because they emulated the behavior of adults
 Enable teachers and adults to help students to
scaffold from experiences they already had to
generate their own knowledge in an active,
hands-on way, rather than receive it passively.
 Focus on having students use data-gathering
tools (like laptops etc) to study problems and
issues in their locale and on creating multimedia
products to present their new knowledge and
insights.

11. Conflicting Views for Different Learners
Objectivist Constructivist
•Stress individual work
•Traditional teaching methods
•Designed to address accountability
and quality assurance in education
•Require clear, easily observable
evidence that students have mastered
skills (tests, rubrics, grading criteria
•Stress cooperative work
•Non-traditional exploration teaching
methods designed to help students think
on their own
•Group work, connection to daily life
•Avoids traditional assessment strategies
as being too limiting to measure real
progress in complex learning instead use
project assignments to assess (web
pages, multi-media projects etc.)

12. 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

13. Merging Objectivist and Constructivist Technology Integration
Approaches
 Essentially both methods can be used to reach all learners
 Objectivist approaches are typically used to convey the most
meaningful information (foundation skills)
 Constructivist approaches can be used to motivate students and to
provide cooperative learning activities, and to demonstrate student
abilities to transfer mastered skills to new problems (developing
global skills)
 Teachers must discern which approaches will best serve the specific
needs of their students/classrooms

14. Technological Pedagogical Content Knowledge (TPCK)
 Historically, teacher education has focused on content knowledge and
pedagogy.
 Recently, teacher education is beginning to investigate how content
knowledge and pedagogy work together rather than separately.
 Today, teacher education is expanding to include technology.
 An understanding that emerges from an interaction of content,
pedagogy, and technology knowledge.

15. Technological Pedagogical Content Knowledge (TPCK)
 What does TPCK really mean?
The TPCK framework is a metacognitive tool teachers can use to
enhance technology integration into their classrooms by helping them
to visualize how their technology knowledge and skills work in cycle
with other knowledge domains about teaching and learning

16. Phase 1
Determine
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 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 5
Evaluate &
revise integration
strategies
Phase 2
Decide objectives
and assessments
Phase 4
Prepare the
instructional
environment
Phase 3
Design integration
strategies

17. Phase 1
Determine
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 2
Decide objectives
and assessments
Phase 4
Prepare the
instructional
environment
Phase 3
Design integration
strategies

18. Phase 1
Determine
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 5
Evaluate &
revise integration
strategies
Phase 2
Decide objectives
and assessments
Phase 4
Prepare the
instructional
environment
Phase 3
Design integration
strategies

19. Phase 1
Determine
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 2
Decide objectives
and assessments
Phase 4
Prepare the
instructional
environment
Phase 3
Design integration
strategies

20. Ingredient 4: Essential Conditions for Technology Integration

21. 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
Standards and Curriculum Support
•Internet use policies
•Acceptable Use Policy (AUP)
•Legal/ethical use policies
•Policies to insure equity

22. Access to Hardware, Software, and Other Resources
• Finding funding
• Purchasing hardware and software
• Setting up and maintaining physical facilities
Trained Personnel
• Hands-on, integration emphasis
• Training over time
• Modeling, mentoring, and coaching
• Post-training access
Technical Assistance
• Appropriate Teaching Approaches
• Appropriate Assessment Approaches

23. Ingredient 4: Essential Conditions for Technology Integration
 A shared vision for technology integration
 Empowered leaders
 Standards and curriculum support
 Required policies
 Children’s Internet Protection Act
 Students sign acceptable use contract to use internet
 Firewalls
 Equitable access
 Financial assistance for purchasing/professional development
 Access to hardware, software, and other resources for sustainable integration
 Finding funding (grants)
 Purchasing hardware and software (input from teachers)
 Setting up and maintaining facilities
 sustainability
 Skilled personnel and opportunities for professional development
 Hands-on integration emphasis
 Training over time
 Modeling, mentoring, and coaching
 Post-training access
 Technical assistance
 Appropriate teaching and assessment approaches
 Engaged Communities