Ict integration

Integrating Technology into Teaching & Learning

1st Semester, SY 2013-2014

MSBandolon

“Technology…is a queer thing, It brings you great gifts with one hand, and it stabs you in the back with the other” – C.P. Snow (1971)

Activity Recall the lessons you had when you were

in high school. Think about:a. ICT tools used in the class (teacher and

students)b. How were the ICT tools used?c. In what ways were the ICT tools used

beneficial to the attainment of the lesson?

d. What other skills were developed during the lesson?

July 11, 2012

Objectives:

1. Define ICT Integration2. Discuss the rationale behind ICT

integration3. Discuss the Traditional and New

views of learning 4. Discuss & compare the traditional

and new classrooms5. Define instruction for the 21st

century skills6. Discuss the model of teaching style

in he 21st century classroom7. Identify and discuss the barriers

and facilitating factors in ICT integration in teaching and learning

" 

ICT"is the Information and Communication Technologies. "ICT in Education" means "Teaching and Learning with ICT".http://www.elmoglobal.com/en/html/ict/01.aspx

Educational ICT Tools can be divided into 3 groups1.Input source – visualizer, document camera, pc’s, application systems, tablets

2.Output Source – projector, interactive whiteboard, display monitors, television, etc

3. Others – digital camera, digital recorder, switchers, other technology

ICT integration is defined by Bruniges (2003) as a strategy to integrate information and communications technology into all facets of education and training, including the administrative functions and e-business models required to support learning

The purpose of integrating ICT is to improve and increase the quality, accessibility and cost-efficiency of the delivery of education, while taking advantage of the benefits of networking learning communities together to equip them to face the challenges of global competition

ICT Integration is the seamless incorporation of technology to support and enhance student engagement in meaningful learning and for the attainment of curriculum objectives (Makoba, K. & Smulders, M., 2010)

Why ICT Integration?

1.The teacher today has to meet the multiplicity of the challenges of the modern society. He is expected to be traditional yet use modern technology to maintain his/her dynamism in the profession

2.ICT is a teaching tool and a professional development tool

Why use ICT integration?

4.ICT integration is the need of the day. Learners must be:

a. equipped with knowledge that goes beyond the boundaries of the academics, and

b. Develop life skills such as:*media literacy (ability to use

and analyze the media to find information)*self management – self reliance and independence *metacognition – the skill of knowing how we learn and our peculiar learning styles

The Basic Principles and Theories Related to ICT Integration in Teaching & Learning

(by Dr. Charles Graham, Birmington Universisty)

Basic Principles in Technology Integration

1.Effective technology integration typically involves students (as opposed to teachers only) in actively using technology

*Who is using the technology?*Does the use of technology promote active or passive

learning?

2. Effective technology integration is essential not peripheral to the learning activity.

Questions: *Is technology an add-on to the real learning activity? *Is technology added as a convenience or solely as a

motivational factor? *How does technology impact classroom

management?

3. Effective technology integration focuses on the learning task and not the technology.

Questions: *Is the technology the focus or learning in the

subject area the focus?* Is technology being used as a tool to help achieve

the learning task? *How much time will it take for the students to

learn to use the technology as compared to the benefit from using the technology

tool?

4. Effective technology integration facilitates learning activities that would be more difficult or impossible without the technology.

Questions:

*Would it be easier to do without technology? *What is the added value to the learning process by using

technology? *What was the teacher able to do because she/he had the

technology that wouldn’t have been possible without the technology?

Constructivist-Inquiry based Learning

-knowledge is constructed, not transmitted. Let students do the activities that help them generate their own knowledge

-directed instruction is teacher centered; hands on instruction is student centered

-students show learning in many ways and modes

The Basic Learning Theories Related to ICT Integration

Directed Instruction (Objectivism)

-learning is transmitted knowledge.

-Teaching should be directed, systematic and structured

-standardization means accountability (students should all pass the same test

-inquiry approaches are too slow to be practical; learning must be teacher directed

Objectivist approach

Knowledge Experience

Student Centered Learning

Note:

1. Objectivist strategies are used when students need an efficient way to learn a specific skill that must be assessed through traditional tests

2. Constructivist strategies are used when students need to develop skills and insights overtime (cooperative group skills, solving problem) and when learning maybe assessed with alternative measures such as portfolios and group work (Roblyer, 2010)

Objectivist Behavioral Theories:

1.Skinner’s Behaviorist Theories of Learning : Building on the S-R connection2.Information Processing Theory: The Mind as the Computer-Cognitivism (Integrating Technology into Teaching and Learning by Dr. Michael D. Williams, 2000)3. Robert Gagne’s 9 Events of Instruction3.Systems Theory & Systematic Instructional Design

1. Skinner’s Behaviorist Theories of Learning : Building on the S-R connection

A. Basic Teachings/Principles:

*internal processes involved in learning could not be seen directly

*human behavior could be shaped by “contingencies of reinforcement” or situations in which reinforcement for learning is provided on a desired response

*three kinds of situations that can shape behavior:-positive reinforcement-negative reinforcement-punishment

*Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective

*Information should be presented in small amounts so that responses can be reinforced ("shaping")

*Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning

References: Markle, S. (1969). Good Frames and Bad (2nd ed.). New York: Wiley.Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216.Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.

B. Implications to Education*teaching is a process of arranging contingencies of reinforcement

effectively to bring about learning

*high level capabilities as critical thinking and creativity could be taught by reinforcements

*learning is simply a matter of establishing chains of behavior through principles of reinforcement

*programmed instruction is the most efficient means available for leaning skills

*Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps

* Require that the learner make a response for every frame and receive immediate feedback

* Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement

* Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.

Implications to Technology Integration (ICT Tools with Behaviorist Orientation)

1. Drill and Practice SoftwareMost drill and practice software were based on

Skinner’s reinforcement principle. These are often used to help students memorize important and basic information.

The purpose of using these software is to increase the frequency of correct answers in response to stimuli.

Integration strategies for drill and practice programs:a. Use drill and practice programs for basic knowledge

& skills where rapid or automatic student response is desired (multiplication table, word recognition, etc)

b. The use must be consistent with the curriculumc. Introduce content prior to students’ use of drill and

practice programd. Use competitions o make the drill more fune. Design both individual & group drill & practice

activities f. Maybe used for one or several independent student

practice to assist students with identified weakness of the basic skill or knowledge

Let’s reflect! Think about the situations below.

*Does each situation demonstrate effectiveUse of drill and practice software?

*In what way does each ICT integrationpractice relate to behaviorsim?

a.After teaching addition skill. Ms. Tizon allows her primary pupils individually practice their skills by using Math Workshop software. She instructs her students to list on paper he particular drill items they have difficulty with.

b. After introducing the trigonometric ratios of right-angled triangles, Mr. Jison demonstrates to the whole class how to use Multimedia: Trigonometry. After the software demonstration, he paired up students to work with the program in a competition he had prepared.

2. Information Processing Theory (Atkinson & Schiffrin)

www2.hawaii.edu/.../i

Basic Teachings:*The mind as computer*based on a model of memory & storage*The brain contains certain structures that process information like a computer *The human mind has three kinds of memory storage:

-sensory register-short term memory (STM)-long term memory (LTM)

*Has 4 main assumptions about the mind:-Limited Capacity-Serial processing system-Procedural vs declarative knowledge-Automatic vs effort

Declarative and procedural knowledge2 types of declarative knowledge (episodic,

semantic)Procedural knowledge is more for motor

sequences, unconscious activities Both types are shown to be distinct Can show loss of episodic memory, but not of

procedural, and other way around

Automatic vs effortfulSome things come easily, and some do not…

Blinking VS holding your eyes openSome things can start out difficult and end up being automatic or effortless, eg standard driving, readingExecutive functioning allocates our resources to various tasks

Influence of Information Processing Theory to Education*basis for many classroom practices, eg:

-teachers ask interesting questions & display eye-catching materials to increase the likelihood that students will pay attention o the new topic

-while presenting information they give instruction that emphasizes important points & characteristics in the new material & suggests methods of encoding or remembering them by liking them to information students already know

-teachers provide students practice exercises to ensure the transfer of information from short term to long term memory

-make use of Gagne’s Bottom’s Up approach –students learn lower skills first

*teachers provide advance organizers or overviews of the way how information will be presented (cognitive tools) to help students develop mental framework on which to place the information – “Ausubel’s Top-Down Approach”

*many of the drill and practice softwares are designed to help students encode and store newly learned information into LTM

Gagne’s 9 Instructional Events….Tools for TeachersDing Basic Teachings:*built on the work of behavioral processing theories by translating principles from their learning theories into practical instructional strategies that teachers could employ with directed instruction*9 Events of Instruction:

1. gaining attention2. informing learner of Lesson Objective3. Stimulating recall of instructional objective4. Presenting new material5. Providing learning guidance6. eliciting performance7. providing feedback about correctness8. assessing performance9. enhancing retention and recall

Influence of Gagne’s 9 Events of Instruction to Education

*The development of intellectual skills requires learning that amounts to a building process

*lower level skills provide necessary foundations for higher level ones

*to teach a skills, a teacher must first identify its prerequisite skills and make sure that students possess them

*the events of instructions have been widely used to develop systematic instructional design principles

*used as basis in planning lessons using each kind of soft software (drill, tutorial, simulation)

-drill and simulation require teacher led activities to accomplish events before and after use of the software

-tutorial software could stand by itself and accomplish all necessary events of instruction

*Tutorial software-is based on the idea of programmed instruction and gives

the student an efficient path through concepts they want to learn

-used to enable the student to learn the topic a their own pace, usually without any help or other materials other than the software

-intends to teach new concepts to the students

Williams, 2000

Integration of tutorial software with lessons-can be used to introduce a new lesson, for

remediation, review or enrichment-must be used to help students achieve the

lesson objective-prerequisite knowledge & skills needed before

beginning the tutorial program-provide orientation on the use-regularly monitor to ensure that students stay

on task-provide alternative & related activities for

students who complete the computer-based activities early

-encourage students to ask questions -ask follow up questions to stimulate thinking

Let’s reflect!

Think about each of the teaching practices:*Does each practice demonstrate effective use

of tutorial software?*In what way does each ICT integration practice relate to cognitivism and , Gagne’s 9 instructional events?

a. Jessie was absent in Mrs. de Leon’s math class yesterday, so she tells him to go through a software on “Linear Equations “ to learn how to solve simple linear equation problems which was covered in yesterday’s lesson.

b. Mr. Rios uses “Earth Quest” to introduce to his classs new information on the parts of a volcano. The teaching objective of his lesson is that the students will be able to label the different parts as well as their functions.

4. Systems Approaches and the Design of Instruction (Reiser & Dick, 1996)

Identify Instructional Goals

Analyze Learners

Identify Objectives

Plan Instructional Activities

Choose Instructional Media

Develop Assessment Tools

Implement Instruction

Revise Instruction

Source: Adapted from Reiser, R.A. & Dick, W (1996), Insructional Planning: A Guide for Teachers (2nd ed), (Fu=igure 1-1, p. 5, MA: Aillyn & Bacon

Basic Teachings of Systematic Approach to Teaching

*ensures that what is planned:-serves a purpose-meets the needs of the learners-is attractive & well organized-is delivered in an appropriate mode-is continually evaluated & improved & teacehrs

become better equipped to create high quality student centered lessons and adapt commercial materials or create their own original materials to fit their course needs

Influences of The Systems Approach to Teaching to ICT Integration

*utilization of performance objectives and sequences for instructional objectives are widely used in teaching

*Teachers still set objectives for a lesson, then develop a sequence of activities

*selection of a software package or an on line activity to carry out part of the instructional sequence based on the lesson objective is still practiced in schools

Decisions made during planning have a profound influence on teachers’ classroom behavior and on the nature and outcomes of education children receive………

(Shavelson, 1987)