ch 2 pp2

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved

Integrating Educational Technology into Teaching (7e)

M. D. RoblyerChapter 2

Theory into Practice:

Foundations for Effective Technology

IntegrationDeveloped by:

M. D. Roblyer andPaige 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



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)



Technology Integration in Action:The Role of Context

Phase 1: Analysis of needsPhase 2: Planning for integrationPhase 3: Post-instruction revisions



Factors Required for Successful Technology Integration



Two Perspectives on Technology Integration

Directed instruction – Transmit information to students through teacher-organized activities (based on objectivism, grounded in behaviorist, information processing theories)



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



Two Perspectives on Technology Integration (cont.)



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



Information-Processing Theory: Atkinson and Shiffrin

Learning is encoding information in memory

Memory stores: Sensory registers, short- and long-term




Cognitive-Behavioral Theory: Robert Gagné

Learning shaped by optimal conditions

Different skills > different conditions

Nine events of instruction

Courtesy of Robert Gagne




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




Learning Theory Foundations:Directed integration models -5-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



Learning Theory Foundations: 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




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




Lev Vygotsky: Scaffolding Theory

Learning is cognitive development shaped by experience, culture

Adults help children bridge Zone of Proximal Development through scaffoldingCourtesy of the Library of Congress




Jean Piaget: Child Development Theory

Learning requires cognitive growth, maturation

Children go through stages of cognitive developmentCorbis/Bettman




Jerome Bruner: Discovery Learning

Learning is cognitive growth through interaction with the environment

Children remember better with discovery learning

Corbis/Bettman




Howard Gardner: Multiple Intelligences Theory

Learning shaped by nine types of innate intelligences

Courtesy Howard Gardner



Learning Theory Foundations:Constructivist integration models -6-

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



Learning Theory Foundations:Models based on theories



Phases of the Technology Integration Planning (TIP) Model

Phase 1: Analysis of Needs Step 1: Determine relative

advantage Step 2: Assess required

resources & skills



Phases of the Technology Integration 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



Phases of the Technology Integration Planning (TIP) Model (cont.)

Phase 3: Post-instruction analysis and Revisions

Step 6: Analyze lesson results, impact

Step 7: Make revisions, based on results



Essential Conditions for Technology Integration: Overview



Essential Conditions for Technology 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



Curriculum must address and align with: ISTE Standards 21st Century Student

Outcomes ICT Framework

Essential Conditions for Technology Integration: Standards, support



Online use (AUP) Legal/ethical use Policies to insure equity Financial assistance,

incentives, and accountability

Essential Conditions for Technology Integration: Required policies



Essential Conditions for Technology Integration: Access to resources

Finding funding Purchasing

hardware and software

Setting up and maintaining physical facilities



Hands-on, integration emphasis

Training over time Modeling,

mentoring, and coaching

Post-training access

Thomas Barrat/Shutterstock

Essential Conditions for Technology Integration: Skilled personnel



Teachers trained in troubleshooting procedures

Teachers not expected to address complicated diagnostic and maintenance problems

Schools support teachers by replacing and repairing equipment

Essential Conditions for Technology Integration: Technical assistance



Essential Conditions for Technology 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



Partnerships are encouraged between schools, business, corporations and individuals

Partnerships typically benefit all partners

Essential Conditions for Technology Integration: Engaged community