The following is a summary of the main points covered in this chapter.
- Learning theories as bases for integration models: Two lines of learning theories have given rise to two kinds of integration models: directed and constructivist.
were shaped by objectivist theories: behaviorist (Skinner), information-processing, cognitive-behavioral (Gagné), and systems theories.
- Constructivist models
were shaped by constructivist theories: social activism (Dewey), scaffolding (Vygotsky), child development (Piaget and Bruner), and multiple intelligences (Gardner)theories. Review these learning theories at the EmTech and Theory Into Practice Database websites.
- The Technology Integration Planning Model: This model is designed to help teachers (especially those new to technology) plan for effective classroom uses of technology. The model consists of five phases:
- TIP Model Phase 1: Relative advantage — Deciding on instructional problems and whether or not a technology-based solution would be better than other ways of addressing the problems. (See five questions at the CARET web site that teachers can ask to determine if technology-based methods have potential for impact on student learning.)
- Tip Model Phase 2: Objectives and assessments
— Stating desired outcomes in terms of better student achievement, attitudes, and performance; matching appropriate assessment strategies to each outcome. (See especially from Kathy Schrock's Guide for Educators for good samples of assessment instruments.)
- TIP Model Phase 3: Integration strategies
— Deciding on teaching activities that incorporate technology resources to enhance student learning. (For some ideas for directed, constructivist, and combination strategies, look at the Blue Web 'N website, a collection of links to outstanding online lessons.)
- TIP Model Phase 4: Instructional environment
— Deciding on resources and conditions to put into place to support the activities.
- TIP Model Phase 5: Evaluation and revision
— Collecting achievement data and other information to determine if the activities were successful in meeting desired outcomes, and what could be improved next time.
- Essential conditions for technology integration: For technology to have the desired impact on improved teaching and learning, several conditions must be in place:
- Shared vision for technology integration — This requires coordinated school and district planning with teachers and other personnel at all levels, budgeting yearly amounts for technology purchases with incremental funding, emphasizing teacher training, matching technology to curriculum needs, and keeping current and building in flexibility.
- Standards and curriculum support
— Technology and content area standards are designed to support each other
- Required policies
— Policies are in place to ensure legal/ethical use, safe internet use, and equity.
- Access to hardware, software, and other resources
— There is adequate funding, purchasing procedures are organized and effective, and procedures are in place to set up and maintain technology resources.
- Trained personnel
— Staff development that includes hands-on, integration emphasis; training over time; modeling, mentoring, and coaching; and post-training access to technology resources.
- Technical assistance
— Continuing support for diagnostic and maintenance problems for teachers' and students' computers.
- Appropriate teaching and assessment approaches —
Teaching strategies that are matched to needs, and assessment strategies that are matched to the type of learning being measured. See the ISTE web site for more explanation of essential conditions for teachers' optimal use of technologies.
