The benefits of integrating technology into a constructivist classroom are discussed, including increased student engagement, deeper understanding, and empowerment. However, threats like costs and teacher unwillingness are also identified. Overall, the presentation argues that applying constructivist pedag

1. Assignment 1 – Into multimodality
Cherie Phillips –ID 11203519
Script – Theory of Technology integration
Slide 1 – The purpose of this presentation is to identify a theory of technology integration.
TPACK has been identified to be most suited to your integration needs.
Slide 2 – My work colleagues are interested in further developing their technology systems
within the International school, moving away from some of the older technologies to new
technologies.
Slide 3 – What is TPACK? TPACK is a theory that explores technology integration. It provides a
framework of three specific areas concerning the nature of knowledge within the learning
environment. The identified areas are technological knowledge, pedagogical knowledge and
content knowledge.
Let’s explore this together.
Slide 4 – Technology, Pedagogy and Content: Are a dynamic concept of the learning process,
working together to address the concepts of teachers knowledge and pedagogy, the appropriate
technology support and importantly the content of the subject matter.
Content: The selected core curriculum, subject and lesson material to be taught: phonics,
grammar, comprehension, language skills, reading, writing.
Pedagogy: How will we deliver this information to make the learning process more meaningful
and accessible for teachers and students?
Slide 5 – Technology: What technology is needed to support the features that will we select?
That is: what tools will we use for the task at hand. The selection of the tool will make the
content accessible to both the teacher and students, while supporting the teacher and pedagogy
strategies. The technology will help deliver the content of information to reach and attain
expected outcomes.

2. Slide 6 – Pedagogical Content Knowledge (PCK) – The knowledge of how to combine pedagogy
ad content knowledge. In the understanding of which teaching method best facilitates the
delivery and learning of course content, Pedagogy + method, Content + material. In essence
being able to make the subject material (content) understandable and identifiable to the student
(pedagogy), this is influenced by the perception of the student, how difficult the subject is
(easy/difficult) and the factors influencing this concept. Past knowledge and experiences of the
students, the learners needs.
Slide 7 – Technology Content Knowledge (TCK) – refers to the knowledge about how
technology can be integrated and used to provide new ways of teaching the content. (Mind-
games, audio-software, visual-software, animations) The subject material can be further
enhanced by the particular program, giving further concise information. Unfortunately what
enhances the learning environment can also constrain content material – Choose your
Technology wisely.
Slide 8 – Technology Pedagogical Knowledge (TPK) – An understanding of how teaching and
learning can change when technologies are implemented in different ways. It is important to
identify affordances and constrains of technology that affects different teaching approaches.
“Technology drives the kinds of decisions that we make about content and pedagogy” (Mishra &
Peruski (2004)
Slide 9 – TPACK – Refers to the understanding of the three concepts, interlinking and
complementing each other when integrating technology into the teaching and learning
environment. The theory identifies the complexities between the environment, student and
teachers plus the content practices and technology. The essence of TPACK integration theory is
that teachers can change the technology to meet their current teaching and learning needs.
Slide 10 – Context: The model of TPACK is further expanded to include and outer circle that
represents how technology maybe used within the classroom and how it implies upon the
teacher, student and the environment.

3. Slide 11 – To successfully integrate technologies into the learning environment, an analysis of
the integration theory and a learning theory is essential. We have looked at the integration theory
– TPACK, now we will explore the learning theory – Constructivist learning theory.
Slide 12 – What is constructivism? Constructivist theory is based on observations and scientific
study, about how people learn. The major tenet is that students construct their own understanding
and knowledge of gathered information through experiencing new concepts and then reflecting
upon the experience. Thus with the new information, previously known information is
restructured: either up-graded, left the same or discarded.
The student’s learn by doing rather than observing
Slide 13 – In the classroom students are encouraged to use a variety of active techniques of
critical thinking and problem solving to assist in their knowledge building.
The teacher plays the role of facilitator, offering advice and gently guiding the students who are
disruptive or who move off track.
Slide 14 – Students are encouraged to constantly assess their progress in understanding. In a
constructivist classroom the students become the expert learners. Their knowledge bank for
learning is ever expanding with multiple tools of technology to use. In a well-planned classroom
environment “students learn how to learn”
Slide 15 – Spiral diagram – When students continuously reflect on their experiences and
knowledge, their ideas gain in complexity and understanding. As this spiral pattern of
information becomes stronger, the students are able to access more information and integrate
new knowledge.
For example: The grade two class are exploring the difference in phonics sounds after having
instruction time with the teacher, they then go off and find the answers. The teacher’s role is a
facilitator, she knows the answers but she focuses on helping the students restate the questions
and reflect upon the knowledge. Afterwards the student(s) and teacher discuss and follow up to
help the student clarify and better understand the concepts of the lesson.

4. Constructivism transforms the student from a passive receiver of information to an active
participant. It helps the student to tap into and trigger their innate curiosity and knowledge of
information.
In a constructivist classroom: Learning is constructed
Slide 16 - In the classroom the teacher poses the questions and problems to be identified,
researched and then reflected upon. “Helping students learn how to learn” through collaboration,
inquiry process and multiple intelligences.
Slide 17 - Technology enhances creativity, high lighting the constructivist principle “students
learn by doing” Most importantly with the student’s increased ability to use the technology:
comes empowerment, motivation, success and increased confidence.
Slide 18 – The benefits of integrating technology within the classroom are numerous and varied;
1) reducing group size for instruction and discussion, students are more active and engaged, the
teacher has more time to work with students individually, collaboration among students.
Slide 19 – SWOT – An in-depth analysis is recommended to critically evaluate technology
integration, to decide if the expected or desired outcomes are achieved.
STRENGTHS: 1) The students would have increased exposure and access to usage of the
English language, 2) Students will be given more time to understand and comprehend language
skills, 3) The Teacher would have more time to provide explanation and move around the class
to individual students – while the others worked 4) Evaluation and feedback is provided during
class time, enabling the students to refine their understanding.
Slide 20 – WEAKNESSES: 1) If the students are not facilitated adequately, they will lose
interest and become disruptive and distracted, hence the learning opportunity will be lost 2)
Some students will need more time to adjust to using software and hardware 3) This also applies
to the teachers’ confidence in familiarity with lessons and available material.
Slide 21 – OPPORTUNIY: 1) The implemented technology provides students with the
opportunity to build deeper understanding 2) Teachers have the opportunity to enhance their own
technology skills 3) Students can be provided with up to date programs of information content

5. Slide 22 – THREATS: 1) Costing maybe an issue in providing multiple devices, plus the outlay
to keep abreast of current software technologies 2) The teachers unwillingness to become
familiar with the usage of the software, how to structure the classroom and use classroom
appropriately to benefit the students 3) The organisations failure to provide training to the
teachers
Slide 23 – The benefits of integrating technology into the constructivist classroom are numerous,
the major effect is the way in which knowledge and information is obtained and retained.
The students are responsible for and engaged in positive, meaningful and constructed activities
centred on their language needs, not the teachers. When applied together constructivist pedagogy
and technology integration offer benefits of educational discovery and enhancing learning
outcomes.
I hope this presentation was insightful and that you will give great consideration in integrating
some aspect of technology into you education environment.
Slide 24 – Thank you