basic concepts on integrating technology in instruction

Reference :

Educat iona l Techno logy 2 (Se lec t ion , Product ion and Ut i l i za t ion o f Appropr ia te Techno logy Too ls fo r Ins t ruc t ion

By Paz I . Luc iado Ph .D.

BASIC CONCEPTS ON INTEGRATING

TECHNOLOGY IN INSTRUCTION

ANONG KONEK NG BIKE?

BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION

Traditional Instruction IT-Integrated Instruction

“… there is no INTEGRATIVE PROCESS if for example, the teacher makes students play computer games to give them a rest

period during classes.”

“There is a lingering issue on how educational technology is integrated in the teaching-learning process. This is due to the fact that the mere use of a

computer does not mean technology has already been integrated in instruction.”

“Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and

extend skills…

…The difference between the classrooms of exemplary users of technology and

technology users is the way their classes are conducted. In the exemplary classrooms,

student use of computers is woven integrally into the patterns of teaching; software is a

natural extension of student tools”

Pispia (1994)

and so therefore,

“… there is no INTEGRATIVE PROCESS if for example, the teacher makes students play computer games to give them a rest

period during classes.”

Eh paano po ba talaga makikita na

naiintegrate ang educational technology

sa instruction?

External manifestations of technology integration into instruction:

There’s a change in the way classes are traditionally conducted.

The quality of instruction is improved to a higher level in such away that could not have been achieved without educational technology.

There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process.

The teacher sets instructional strategies to address specific instructional issues/problems.

The use of technology provides the opening of opportunities to respond to these instructional issues/problems.

In sum, technology occupies a position (is a simple or complex way) in the instructional process.

Three (3) types of integration:

1. Simple/Basic Integration

2. Middle Level Integration

3. Technology as a Central Instructional Tool

Simple/Basic Integration

Ms. Cruz wants to show photos in her social studies class, but the pictures are small. She decides to use the computer, scan the photos for a computer projection to the class (a presentation software package)

Result: Good class presentation followed by a discussion.

Simple/Basic Integration

Mr. Alonzo thinks it is tedious to do paper and pen Match worksheets. He decided to use the computer to put the worksheets into a spreadsheet form. He then asked students to submit their completed worksheet to him by e-mail.

Result: More active student activity.

In Simple/Basic Integration,

“There is no substantial change in the teaching-learning process from previous method. While technology helps, it does

not play a pivotal role.”

Middle Level IntegrationGeography teacher, Ms. Sioson finds it difficult to motivate her students to learn about other countries. Her supervisor suggested an instructional simulation software in which students play detectives to solve mysteries related to Geography. Ms. Sioson used the computer-based material, also designed worksheets and question-answer sheets to find out the students’ experience in the learning process.

Result: An exciting group learning activity

Middle Level Integration

Mr. Roxas uses a computer-based Trigonometry software, projected to the class using a projector to supplement his teacher centered class presentation.

Result: An interactive class using a software.

English teacher, Ms. Santos, used computer-based activities (software) which students can go through during library time.

Result: Enrichment activity; record-keeping features of software allows checking of progress of student learning.

Ms. Yu asks her students to find information on H-Fever in the internet. Students are to create an information leaflet giving a family health tips on H-fever.

Result: Creative skills employed by students.

In Middle Level integration,

“there is a purposeful use of technology to support key learning areas.”

High Level Integration

To dish out information on the ASEAN Region, Mr. Lopez assigned newsletter computer production by group.

Result: increased social skills through group work; planning, creativity, computer skills.

High Level Integration

The Rizal school has a partner school in the U.S. A joint Science project allows the Philippine and U.S. schools to exchange information on indigenous herbal plants in both countries. Video conferencing is held involving students of both schools. Result: A more sophisticated

technology supported project demonstrating global communication and socially relevant research.

In High Level integration,

“technology is the central instructional tool.”

In High Level integration,

“technology is the central instructional tool.”

Reference :

STATE OF THE ART E.T. APPLICATION

PRACTICES

“… don’t invest in technology hardware/system that may become a white elephant in a few years time.”

STATE OF THE ART E.T. APPLICATION PRACTICES

“Recent changes occurred in the area of pedagogical theory and practice. It is now accepted that the contribution of

the computer to pedagogy makes up for “good instruction”.

Owing to the development, teachers must acquire or improve on their computer skills, as well as their

“computer-in-the-classroom” skills.”

The following trends should be recognized by the educators:

Through school or training center computer courses, present-day students have become computer literate. They send e-mails, prepare computer encoded class reports, even make power point presentation sometimes to the surprise of their media tradition-bound teachers.

Following the call for developing critical thinking among students, teachers have deemphasized rote learning and have spent more time in methods to allow students to comprehend/internalize.

Shifting focus from lower-level traditional learning outcomes, student assessment/examinations have included measurement of higher level learning outcomes such as creative and critical thinking skills.

Recent teaching-learning models (such as constructivism and social constructivism) have paved the way for instructional approaches in which students rely less on teachers as information-givers, and instead more on their efforts to acquire information, build their own knowledge, and solve problems.

In sum,

The aforementioned trends and new levels of learning require the appropriate use of state-of-the art instruction with the use of

IT, tapping the computer’s information and communication tools (such as: word

processors, databases, spreadsheets, presentation software, e-mail, social

media and internet conferencing).

Reference :

I.T. ENTERS A NEW LEARNING

ENVIRONMENT

“… effective teachers best interact with students in innovative learning activities,

while integrating technology to the teaching-learning process.”

I.T. ENTERS A NEW LEARNING ENVIRONMENT

Conceptual Models of Learning

Meaningful LearningDiscovery Learning

Generative LearningConstructivism

Meaningful Learning

If the traditional learning environment gives stress to rote learning and simple memorization, meaningful learning gives focus to new experience that is related to what the learner already knows.

New experience departs from the learning of a sequence of words but gives attention to meaning.

Meaningful Learning

assumes that:

Students already have some knowledge that is relevant to new learning.

Students are willing to perform class work to find connections between what they already know and what they can learn.

Meaningful Learning

“In the learning process, the learner is encouraged to recognize relevant

personal experiences.”

Discovery Learning

“… is differentiated from reception learning in which ideas are presented directly to students in a well-organized way such as through a detailed set of instructions to complete an experiment or task.”

… in Discovery Learning,

“… students perform tasks to uncover what is to be learned. New ideas and new decisions are generated in the learning process regardless of the need to move on and depart from organized set of activities.”

“… it is important that the student become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.”

basic concepts on integrating technology in instruction

central instructional

high level

middle level

learning environmentmeaningful

simplebasic

learning environment

discovery

learning process

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