education

1/26/2014

1

Chapter 2 Theory into Practice: Foundations for Effective Technology Integration This multimedia product and its contents are protected under copyright law. The following are prohibited by law:  any public performance or display, including transmission of any image over a network:  preparation of any derivative work, including the extraction, in whole or in part, of any image;  any rental, lease, or lending of the program.

© 2013 Pearson Education, Inc. All rights reserved.

1. Three factors for successful technology integration

2. Directed theories and integration models

3. Constructivist theories and integration models

Chapter 2: Main Concepts

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.2

4. Directed and constructivist strategies and how the two work together

5. Three phases of Technology Integration Planning

6. Essential conditions for technology integration

Chapter 2: Main Concepts

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.3

1/26/2014

2

Technology Integration in Action: The Role of Context

Phase 1 Analysis of Needs Phase 2 Planning for Integration Phase 3 Post-instruction analysis/revisions

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.4

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.5

1. Three factors required for successful technology integration

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.6

2. Overview of learning theory foundations: Two Perspectives

Directed Constructivist

1/26/2014

3

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.7

 Learning is shown in change in behaviors

 Behaviors are shaped by contingencies of reinforcement

3. Learning theory foundations: Directed integration models

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.8

3. Learning theory foundations: Directed integration models

 Learning is encoding information in memory

 Three kinds of memory stores: sensory registers, short-term, and long-term

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.9

3. Learning theory foundations: Directed integration models

 Learning shaped by optimal conditions  Different kinds of skills require different

conditions  Conditions include Nine Events of

Learning and learning in hierarchies

1/26/2014

4

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.10

3. Learning theory foundations: Directed integration models

 Learning is fostered by systems of instruction

 Instructional systems: goals/objectives matched to assessment and instruction; field- tested/revised

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.11

4. Learning theory foundations: Constructivist integration models

 Learning is shaped by individual experiences

 Learning requires hands-on, real-world activities

 Curriculum should be integrated topics

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.12

4. Learning theory foundations: Constructivist integration models

 Learning results from interactions of behaviors, environment, personal factors

 Students learn through their own actions or seeing others model them

 Motivation is shaped by self-efficacy

1/26/2014

5

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.13

4. Learning theory foundations: Constructivist integration models

 Learning is cognitive development shaped by individual experience & culture

 Adults and children perceive the world differently; difference is Zone of Proximal Development

 Adults help children learn by scaffolding

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.14

4. Learning theory foundations: Constructivist integration models

 Learning is cognitive growth through maturation

 Children go through stages of cognitive development

 Children learn by assimilation, accommodation

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.15

4. Learning theory foundations: Constructivist integration models

 Learning is cognitive growth through interaction with the environment

 Children remember better when they discover concepts themselves

 Teachers support discovery learning by providing opportunities

1/26/2014

6

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.16

4. Learning theory foundations: Constructivist integration models

 Learning is shaped by innate intelligences  Nine kinds if intelligence include:

linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.17

4. Learning theory foundations: Models based on theories

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.18

5. Phases of the TIP Model: Overview

1/26/2014

7

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.19

5. Phases of the TIP Model: Phase 1–Analysis – Step 1

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.20

5. Phases of the TIP Model: Phase 1–Analysis – Step 2

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.21

5. Phases of the TIP Model: Phase 2–Planning

1/26/2014

8

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.22

5. Phases of the TIP Model: Phase 3–Post-instruction revision

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.23

6. Essential conditions for technology integration An Overview

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.24

 Coordinated school and district planning, and involve teachers and other personnel at all levels

 Budget yearly amounts for technology purchases and plan for sustainability

 Emphasize teacher training  Match technology to

curriculum needs  Keep current and build in

flexibility

6. Essential conditions for technology integration: A shared vision

1/26/2014

9

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.25

Curriculum must address & align with:  NETS for

Students  21st Century

Student Outcomes

 ICT Framework

6. Essential conditions for technology integration: Standards and Curriculum support

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.26

 Internet use (AUP)

 Legal/ethical use  Policies to insure

equity  Financial

assistance, incentives, and accountability

6. Essential conditions for technology integration: Required Policies

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.27

 Finding funding

 Purchasing hardware and software

 Setting up and maintaining physical facilities

6. Essential conditions for technology integration: Access to resources

1/26/2014

10

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.28

 Hands-on, integration emphasis

 Training over time

 Modeling, mentoring, and coaching

 Post-training access

6. Essential conditions for technology integration: Skilled personnel

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.29

 Teachers trained in troubleshooting procedures

 Teachers not expected to address complicated diagnostic and maintenance problems

 Schools must support teachers by replacing and repairing equipment

6. Essential conditions for technology integration: Technical assistance

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.30

 Teachers should be encouraged to use a variety of technology integration models

 Teaching strategies must be matched with appropriate assessment strategies

6. Essential conditions for technology integration: Appropriate teaching

1/26/2014

11

M. D. Roblyer Integrating Educational Technology into Teaching, 6/E Copyright ©2013 by Pearson Education, Inc. All rights reserved. 2.31

 Partnerships are encouraged between schools, business, corporations and individuals

 Partnerships typically benefit all partners

6. Essential conditions for technology integration: Engaged communities