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

All Rights Reserved
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)

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

All Rights Reserved
Factors Required for Successful
Technology Integration

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

All Rights Reserved
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

All Rights Reserved
Two Perspectives on
Technology Integration (cont.)

All Rights Reserved
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

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

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

All Rights Reserved
 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

All Rights Reserved
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

All Rights Reserved
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

All Rights Reserved
 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

All Rights Reserved
 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

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

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

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

All Rights Reserved
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

All Rights Reserved
Models based on theories

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

All Rights Reserved
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

All Rights Reserved
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

All Rights Reserved
 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

All Rights Reserved
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

More Related Content

Viewers also liked

Similar to Ch 2 pp2

Recently uploaded

Ch 2 pp2