This document discusses how to integrate technology in teaching under low-resourced environments. It defines integration as using technology as an inherent part of the curriculum, and distinguishes it from merely using technology as an additional tool. The document also outlines several principles that should guide technology integration, such as enhancing learning through tools that allow retrieval, reversal of concepts, and avoiding obsolescence.

1. IX

2. INTERGRATING
TECHNOLOGY
IN
TEACHING
TIIT
Gioko, A
Ph D Candidate
Coordinator
Professional
Development Centre
A K Academy
Mombasa

3. TITLE
HOW DO WE INTEGRATE TECHNOLOGY
IN TEACHING UNDER LOW RESOURCED
ENVIRONMENT.

4. ”If properly integrated, has
the potential to enhance the
teaching and learning
process”
(Apkan, 2002; Bork, 2003; Dwyer, Ringstaff, and Sandholtz, 1990;Kian-
Sam Hong, Abang Ahmad Ridzuan and Ming-Koon Kuek, 2003; Lee and
Dziuban, 2002;Thompson, 2003; Gioko, 2007).

5. INTRODUCTION
• Name
• School
• Position in school
• Subject taught
“A sentence explaining how
technology is integrated in my
school”

6. Session
“Essential Agreements”

7. Goal
Contextually relevant and innovative instructional approaches
and strategies in technology integration in teaching.
Learning opportunities
• Understanding the difference between integrating
and using technology in teaching
• Understanding how technology supports learning
• Identifying areas where technology could be
integrated in different subject at different levels
• Searching for a resource and planning on how to
integrate it in teaching.

8. A powerful tool to supplement teachers’
instruction in classroom.
If properly used by teachers, technology
can foster more interest in learning on the
part of students, and teachers can use it
in the instruction of their respective
subjects.
Technology has the potential to make
instruction easier, more challenging and
motivating for teachers.
(Jhurree, 2005).

9. Session outline
• Discussions
• Tasks
–Reviews
–Hands on
–Individual and Collaborative
Reflection
• Demonstration
• Hands On

10. How DO WE is integrated
in our schools
ACTIVITY

11. How DO WE is integrated
in our schools
PRESENTATION

12. A new society requires new skills: Due to the fact that
ICTs are the preeminent tools for information processing,
new generations need to become competent in their use,
should acquire the necessary skills, and therefore must have
access to computers and networks during their school life.
Productivity enhancement: Schools are knowledge-
handling institutions; therefore, ICTs should be fundamental
management tools on all levels of an educational system,
from classrooms to ministries.
A quest for quality learning: Schools should profoundly
revise present teaching practices and resources to create
more effective learning environments and improve life-long
learning skills and habits in their students.
Hepp, Hinostroza, Laval and Rehbein (2004)

13. INTERGRATE VS USE
What's the difference?

14. Definitions (English)
• transitive and intransitive verb make into whole:
to join two or more objects or make something
part of a larger whole, or be joined or made part
of a larger whole "integrating light rail into the
regional transportation plan"
• transitive verb benefit from something: to
benefit or get satisfaction from something

15. Technology
Information communication technology (ICT):
The term ICT encompasses the range of
hardware (desktop and portable computers,
projection technology, calculators, data-
logging, and digital-recording equipment),
software applications (Generic software such as
excel, access and multimedia resources such as
flash, video and power point), and information
systems (Intranet, Internet)

16. • …education that is organized in such as
way that it cuts across subject-matter lines,
bringing together various aspects of the
curriculum into meaningful association to
focus upon broad areas of study. It views
learning and teaching in a holistic way and
reflects the real world, Which is interactive?
Shoemarker(1989)

17. Integrate/Use
Integrating Use

18. ICT USE/INTEGRATE
• ICT Integration: • Adjunct use is the
Integration is using ICT use of
in teaching and learning, Technology as an
as part and parcel of the extra or addition
curriculum independent tool in teaching
of time and place. This and learning. It
could be as a tool or as
technology. means that if
technology is in
• if it is used to enhance isolation of the
the teaching and learning
content then it is
then it is integrated use
adjunct use.

19. Integration
• It is important to integrate technology
based on the four principles
– enhancement,
– retrieval,
– reversal,
– obsolescence.
• Integration should allow for enriching,
enhancing and maximizing learning.

20. Integration
• This short video was intergraded in a
science lesson identify aspects of the
video that bring about
enhancement,
retrieval,
reversal,
obsolescence.

21. How How it
Subject. Topic. technology is impacts
integrated. learning.
Areas of integration
ACTIVITY

22. How How it
Subject. Topic. technology is impacts
integrated. learning.
Areas of integration
PRESENTATION

23. WHAT INFLUENCES LEARNING
What the learner already knows – prior knowledge
Learner’s interest – motivation
Prior knowledge:
A determinant of WHAT further learning can
occur

24. Three Way Relationship
Phenomenon
Everyday Knowledge Educational
Everyday, common sense More formalized ways
way of talking and of talking and thinking
thinking Development and
Developed and reinforced vandalized by learning
by growing in a culture. communities
Learned and reinforced Learning through
subconsciously through explicit teaching (not
everyday communication these to be discovered)

25. Learning
• Influences the PROCESS
whereby learning occurs.
• Motivation: Learning styles and
Multiple Intelligences.
• Ausubel “rote learning
set/meaningful learning set”
central

26. Ausubel
• “If I was to reduce all of educational psychology
to just one principle, I would say this: the most
important single factor influencing learning is
what the learner already knows.” (1968)
• He argued that for “meaningful learning” the
learner must make a conscious effort to relate
new knowledge to existing knowledge, to
identify key conceptions in the new knowledge
and relate these to other key ideas.

27. Meaningful Learning
Meaningful Rote
existing
New
new Learning
existing new
knowledge
knowledge learning
learning

28. Meaningful Learning
• Degree of meaningful learning depends on the
NATURE of existing knowledge and HOW it
interacts with new learning
• Those aspects of existing knowledge which
provide these interactions are “subsumers”
• Logically meaningful materials DO NOT
AUTOMATICALLY mean psychologically
meaningful learning
• Advanced organizers – an approach to assisting
learning when there are no “subsumers”
(existing knowledge to allow appropriate
linkages

29. INFORMATION PROCESSING
The conversion of latent information into manifest information
SOME KEY IDEAS IN THIS VIEW OF LEARNING
• SELECTING
• CHUNKING THINGS EVERYBODY DOES
• PROCESSING
OR
• INTEGRATING
• EXTENDING THINGS GOOD LEARNERS DO
• MONITORING

30. Information Processing in Classroom
Teaching
1. Gain the students' attention.
2. Bring to mind relevant prior learning.
3. Point out important information.
4. Present information in an organized manner
5. Show students how to categorize (chunk)
related information.

31. Information Processing in Classroom
Teaching
6. Provide opportunities for students to elaborate
on new information.
7. Show students how to use coding when
memorizing lists.
8. Provide for repetition of learning.
9. Provide opportunities for over learning of
fundamental concepts and skills.

32. Teaching
Three types of Learning theories that
have impacted teaching and learning
with ICT.
Tutor, Tutee and Tool.
– Computer as tutor
– Computer as Tutee.
– Computer as Tool.

33. TPCK

34. What is
AFFORDANCE

35. Identifying Affordance
1. What is the affordance i.e.
opportunities for learning
2. What is facilitating the affordance or
providing the opportunity.
3. What is promoting the degree of
affordance?
4. What is the source of information?

36. Activity
While integrating technology you need to review affordance based
on elements that support affordance
Affordance for Elements that Elements that may Elements that
students Provide increase degree provide
affordance of information about
Affordance affordance
Observe the Experiments and fill in the table

37. Affordance
Affordance for Provided by Factors that may Elements that
students increase degree of provide
affordance information about
affordance
Selecting the Software Teacher prompts The teacher and
variables to and inquiry the Guiding
change questions questions
Instant results Software The graphics. Worksheets
Teacher prompt
Multiple trials Simulation Ability to repeat Time, Less
and within a short movement, Instant
understandi interval results
ng trends

38. Searching for information
Search engines are used
Google
MSN
Yahoo

39. Key Words are used to Search
To find a demonstration of how volcano's
erupt for your science class.
Key words Demonstration and Volcano and
Erupt

41. Watch your resource and copy for use

42. PRACTICUM
LET GET TO THE LAB AN GET OUR
RESOURCES

43. REFLECTION
HOW WAS THE EXPERIENCE

44. Workshop Feedback
FILL IN THE WORKSHOP FEEDBACK
FORM

45. Goal
Contextually relevant and innovative instructional approaches
and strategies in technology integration in teaching.
Learning opportunities
• Understanding the difference between integrating
and using technology in teaching
• Understanding how technology supports learning
• Identifying areas where technology could be
integrated in different subject at different levels
• Searching for a resource and planning on how to
integrate it in teaching.

46. The beginning