ICT INTEGRATION

2. What comes into
your mind when you
hear “21st Century
Skills”?

3. It is generally used to refer to certain
core competencies such as
collaboration, digital literacy, critical
thinking and problem solving that
advocates believe schools need to
teach to help students thrive in
today’s world.

4. Learning theories have been developed based on perceptions and
beliefs regarding how humans learn. Theories – particularly behaviorism,
cognitivism and constructivism – have provided the main influences in
learning for a number of decades. Their contributions to education have been
significant, and effects of their influence are still prevalent. However, in
conforming to twenty-first century educational standards, other learning
theories need to be examined to support the type of learning that is advocated.
Learning in the twenty-first century involves the learner in a more active and
rigorous way. New models and theories emerge alongside some traditional
ones. Among the strong traditional theories that are relevant in this study are
cognitivism, constructivism, reflectivism, and connectivism, as there are
elements in these theories that support the teaching and learning principles.

5. The cognitive learning theory is credited to Jean Piaget. Cognitivism
is based on the thinking process underlying a behaviour. This theory postulates
that humans process the information they receive, rather than merely responding
to stimuli. Cognitive information processing is used when the learner is actively
involved in finding ways to understand and process information that he or she
receives and relate it to what is already known and stored in the memory. In the
classroom this theory is applied when the learner engages in activities such as
discussion and problem solving. Problem-based tasks are given to students with
the teacher assuming a facilitative role. The teacher coaches' students to ask
questions to gather information and analyze them to draw conclusions. Students
are encouraged to think critically. The activities are generally student-centered
and are accomplished through active discovery learning (Singh et al., 2020).

6. Vygotsky (1978), a proponent of this theory, claims that social interaction and
social context are essential for cognitive development. Constructivism is based on the belief
that learners work to create, interpret, and reorganise knowledge. Learners participate
actively to reconcile the information they receive in the classroom with their existing
knowledge, within the cultural and social contexts in which the ideas occur. Learners interact
with people who are more knowledgeable than they are to increase their knowledge. These
people include the teacher and the more knowledgeable students. Classroom activities which
are normally organised in groups foster active learning. Students work cooperatively to
effectuate meaningful learning. The activities require learners to obtain knowledge through
processes namely of inquiry, interpretation and creation. Gordon (2009) believes that
knowledge is derived from integrating thinking and doing, and from reflecting on what was
done. Gordon (2009) maintains that learning, mental development and knowledge are
embedded in a particular social and cultural context, when learners work with peers under
teacher supervision.

7. Reflectivism is not totally different from constructivism. In
fact, it is also embedded in constructivism, and it extends constructivism
a bit further. Reflection refers to a process in which past experience is
recalled and all information regarding the situation is considered and
evaluated in order to arrive at a decision. Reflection involves critical
thinking about past or current experience in the classroom. It involves
questions regarding what was good or bad, what worked or did not
work, what motivated students and the like that affects teaching and
learning. Constructivism deals more with learning, while reflectivism is
more about teaching. Through inquiry, reflectivism brings about
flexibility in teaching by helping the teacher examine the successes and
failures in facilitating the learner’s knowledge construction.

8. The cognitive, constructive, and reflective theories deal with processes within
the individual that promote learning. These theories do not deal with learning that occurs
outside the individual, that is, learning that is affected by technology. Technology has
performed many operations previously performed by the learner, such as information storage
and retrieval. The processes handled by the former learning theories are now supported by
technology. Globalisation has widened the scope of knowledge. Learners are now faced with
a wide spectrum of knowledge. With the rapid increase in knowledge, learners need to assess
the worthiness of what is learned. The ability to synthesise and recognise connections in
differing fields of knowledge is important. Learners need to form connections between
sources of information and create useful information patterns in order to learn. According to
Siemens (2005), “our ability to learn what we need for tomorrow is more important than
what we know today” (p. 8). When knowledge is needed but the learner does not know what
to obtain, the ability to exploit various sources is a vital skill. The learner not only uses
internal networks (the mind) but also external networks (e.g. the Internet) to obtain
information. An increase in the ability to communicate and collaborate has occurred with the
emergence of new information and communication technologies. Learners are involved in
active learning, looking for information and collaborating through networking.

9. The 21st century advocates the importance of deep meaning
rather than surface meaning. Teachers have a crucial role to play in
facilitating a teaching and learning programme that progresses from
surface learning to deep learning. Surface learning involves recalling of
information while deep learning requires learners to relate or extend
ideas, to form judgments and think critically. Hence deep learning
enables the learners to construct knowledge by adding new information
to existing knowledge. Deep learning is further enhanced through
technology.

10. The theories presented in this section offer teachers choices in their instructional strategies. They can subscribe to one
theory strictly or combine elements from various theories. The choice of the latter would definitely enhance their
teaching. All the theories discussed in this section have common elements such as collaboration, problem solving and
critical thinking. The use of these theories will enable teachers to develop better instructional strategies to engender
deep learning by the students. Teachers thus need to develop deep understanding of the concepts underlying these
theories to foster deep and active learning.

11. A. KNOWLEDGE (goes beyond the boundaries of
academics)
B. LIFE SKILLS
Media Literacy ( ability to use and analyze the
media to find information)
 Self Management (to foster self reliance and
independence in learners)
 Meta-cognition (skills of knowing how we
monitor and control our style of learning)

12. Learning is a process of information
transfer and reception
Learning is facilitated by breaking
contents into isolated units
Learning is a linear process

13. • Relevant to students outside the classroom
• Student is highly engaged
• Student has a choice and voice in his/her
learning
• Student takes ownership for own learning
• Includes higher order thinking skills, creativity
and innovation

14. 20
th
Century Classroom 21
st
Century Classroom
 Teacher centered  Student centered
 Textbook driven  Research driven
 Focus is on memorization of
facts
 Focus is on what students
know and can do
 Learners work in isolation  Learners work in collaboration
 Literacy in 3Rs: Reading,
Writing and Mathematics
 Literacy in 3Cs – critical
thinking , creativity and
communication skills

15. Instruction for 21st Century Skills
20
th
Century Classroom 21
st
Century Classroom

Prints is the primary vehicle of
learning and assessment

Multiple forms of media and
projects are used for learning
and assessment

Lesson is focused on lower
level of Bloom’s Taxonomy –
knowledge, comprehension
and application

Lesson is focused on lower
level of Bloom’s Taxonomy –
analysis, synthesis and
evaluation

Little or no freedom to the
student

Great deal of freedom to the
students

18. ICT stands for information and
communication technology which
include digital technology such as
computer and internet which are the
potential powerful tools for
educational change and reform.
UNESCO

21. ICT integration is the seamless incorporation
of technology to support and enhance
student engagement in meaningful learning
and for the attainment of curriculum
objectives.

22. Personal and social responsibility
Planning, critical thinking, reasoning and
creativity
Strong communication skills both for
interpersonal and presentation needs
Visualizing and decision- making
Knowing how and when to use technology and
choosing the most appropriate tool for the task.

23. 1. Simple Integration
• Example: Showing pictures in the class using
computer projector

24. 2. Middle Integration
There is purposeful use of technology to support key
learning areas and the students can manipulate technology.
Examples:
• Teaching graphic
designing
• Reporting
• Showing videos

25. 3. High Integration
Technology is the center of instructional tool.

26. 1. Input source – visualizer, document camera, pc’s,
application system, tablets

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

28. Educational ICT tools can be divided into 3 groups
3. Others – digital camera, digital recorder, switchers,
other technology

29. • lack of computers or ICT equipment
• lack of quality software
• lack of time
• technical problems
• teachers' attitudes towards computers
• poor funding
• lack of teacher confidence
• resistance to change

30. How to use ICT Effectively
The effective use of ICT in
lessons depends on the
awareness of teachers of the
potential of ICT in teaching and
learning process.

31. 1. ICT Operations and Concepts – teachers
demonstrate a sound understanding of ICT
operations and concepts
2. Planning and Designing Learning
Environments and Experiences – teachers plan,
and design effective learning environment
supported by ICT

32. 3. Teaching, Learning and the Curriculum –
teachers implement curriculum plans that
includes methods and strategies for applying
ICT
4. Assessment and Evaluation – teachers apply
ICT to facilitate a variety of effective
assessment

33. 5. Productivity and Professional Practice –
teachers use ICT to enhance their productivity
and professional practices
6. Social, Ethical, Legal and Human Issues –
teachers understand the social, ethical, legal
and human issues surrounding the use of ICT
in instruction.

35. Sample Apps for Interactive Learning
 www.mentimeter.com
 Gimkit.com
 www.quizizz.com.
 Bamboozle.com
 Kahoot.com
 Annatate.net
 Meeting Pulse
 Slido.com
 Socrative.com
 Wooclap.com
 Educandy.com
 Google Jamboard
 Google Forms
 Microsoft Poerpoint