This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).

1. Integrating Educational Technology into Teaching (Fifth Edition) Chapter 2: Foundations of Effective Technology Integration Models: Theory and Practice Presentation by: Amy Johnson

6. Ingredient 1: 2 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

7. Ingredient 1: 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” (ie pos/neg/punsihment etc. Information-Processing Atkinson and 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 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

11. Ingredient 1: 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 (p 40). -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 experiments. Multiple Intelligences Howard Gardner -Learning is shaped by innate multiple intelligences (p 41) -Linguistic, musical, logistical/mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalist

14. Ingredient 1: 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 -Eschews 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.)