The document discusses different learning theories that underlie directed and constructivist approaches to technology integration. Directed approaches are based on behaviorist, information processing, and cognitive behavioral theories and aim to clearly define skills and content. Constructivist approaches are based on social activism, social cognitive, scaffolding, child development, discovery, and multiple intelligences theories and focus on abstract concepts through collaboration and alternative demonstrations of competence. The document provides examples of how different technologies can be used based on these theories and when each approach is best suited.

1. Foundations for effective technology integration

2. Objectivism/Constructivism
 Pg. 36

4. Theories Underlying Directed
Technology
 Behaviorist
 Information-processing
 Cognitive-behavioral
 Systems theory & systematic instructional design
 Objectivist learning theories shape directed learning
strategies

5. Behaviorist: Skinner
Learning as:
 stimulus-response chains
 an activity that occurs inside the mind, can be inferred
only by observed behaviors
 http://youtu.be/yBPaQ9ctAwA
 Behaviors are shaped by “contingencies of
reinforcement” to shape desired responses

6. Info-Process: Atkinson & Shiffrin
The mind as computer
 Sensory register  short term memory  long term
memory
 Learning is encoding information into human
memory
 http://youtu.be/O0oOGbt__dI

7. Cognitive-behavioral: Robert
Gagne
Providing conditions
for learning
 Learning is
shaped by providing
optimal instructional
conditions
 Different kinds of
skills require different
learning conditions

8. Systems theory & systematic
instructional design
Managing the complexity of teaching
 Learning: using a system of instruction based on
behaviorist information processing & cognitive
behaviorist theories
 Stating goals and objectives; task analysis/learning
sequence, matching assessment/instruction to
objectives, creating materials, field testing and
revising materials

9. What does this look like?
 Cool math – practice
(information-
processing)
 Wii fit biggest loser
(behavioral)
reinforcement: achieve
desired response via
weight loss
 Other examples
anyone?

10. Choose directed tech strategies
when
 Skills & content to be learned are clearly defined,
concrete & unambiguous (specific behavioral response
can indicate learning)
 Students need individual tutoring/practice to learn
and demonstrate prereq. skills
 Students need to acquire skills as quickly and
efficiently as possible

11. Theories Foundations of
Constructivist Integration Models
 Social activism theory
 Social cognitive theory
 Scaffolding theory
 Child development theory
 Discovery learning
 Multiple intelligences theories
 Constructivist learning theories shape inquiry based
integration strategies

12. Social Activism Theory (Dewey)
Learning as social experience
 individual growth via social experiences (hands-on
activities connected to real world issues and problems)
 curriculum should arise from student interest (taught
as integrated topics rather than as isolated skills)

13. Social Cognitive: Albert Bandura
Social influences on learning
 Learning is an information processing activity
resulting from interactions among
behaviors, environment and student factors
 Learn through actions they take or observing others
step and repeat

14. Scaffolding: Lev Vygotsky
Learning as a cognitive building process
 Learning is shaped by individual differences and the
influence of culture
 Adults supporting learning through
scaffolding, helping children build on what they
already know
The anti-example

15. Child Development: Jean Piaget
Stages of development
 Learning is cognitive growth through neurological and
social maturation
 Progress by interacting with their environment
 When confront unknown they respond with
assimilation (fitting into their views) or
accommodation (changing their views)
1 min skip

16. Discovery: Jerome Bruner
Instructional support for child development
 cognitive growth through interaction with the
environment
 more likely to understand & remember concepts that
they discover during interaction with environment
 Teachers provide opportunities for exploring &
manipulating objects/doing experiments
shadow play

17. Multiple intelligences: Howard
Gardner
The role of intelligence in learning
 Linguistic
 Musical
 Logical-Mathematical
 Spatial
 Bodily-kinesthetic
 Intrapersonal
 Interpersonal
 Naturalist

18. What does this look like?
 Visual presentations such as prezi or student made
videos/propaganda (social activism)
 Student centered websites (discovery)
 Electronic manipulatives (child development)
 Studying subjects from individualized
perspectives/interests (scaffolding)
http://www.loc.gov/topics/americanhistory.php

19. Choose Inquiry Based Tech. When:
 Concepts to be learned are abstract &complex
 visual activities are essential
 teachers want to encourage
collaboration and/or allow
alternative ways of learning/
showing competence
 increase motivation to learn

20. Cherry picking
Tables on
 Pg.47
 Pg.49
 Pg.50
 Pg.51
Provide great comparisons to help us better understand
the benefits and strengths of both strategies & theories
in various situations

21. TIP model
Technology Integration Planning model
 Figure 2.8 pg.53
 Take all these factors and decide how we want to
integrate pieces into our lesson plans – to be
effective, follow the model!
 There’s no one ‘right’ way to integrate technology into
our classrooms, because as we’ve learned, we all have
different perspectives/ideas

22. When Technology Works Best
 Figure 2.10 pg. 65
 Funding sources figure 2.11
pg. 67

23. Activity
 Centers
 Your job is to figure out what environment and
learning style/activity best suits each student (online
resource) & fill out the mini-reflections at each station
 You must sample/try/participate at each station so you
can best understand the potential and limits of each
‘environment’

24. ?
 Can objectivist and constructivist personalities be
better suited for certain subjects? Grade levels? Why?
How?

25. Results
 Share answers/reflections
 How can we create digital
environments within our
particular classrooms to
address the needs of students?

26. Tricky!
 minute 150
 the variable is YOU! Each one of us learns/thinks
differently and thrive in different
environments, therefore, the way in which we
approach these students is always going to be different
– one size clearly does not fit most
 It’s all about perception and perspective