1. Foundations for effective technology integration

2. Objectivism/Constructivism
 Pg. 36

4. Theories Underlying Directed
Technology
 Behaviorist
 Information-processing
 Cognitive-behavioral
 Systems theory & systematic instructional design
 Objectivist learning theories shape directed learning
strategies

5. Behaviorist: Skinner
Learning as:
 stimulus-response chains
 an activity that occurs inside the mind, can be inferred
only by observed behaviors
 http://youtu.be/yBPaQ9ctAwA
 Behaviors are shaped by “contingencies of
reinforcement” to shape desired responses

6. Info-Process: Atkinson & Shiffrin
The mind as computer
 Sensory register  short term memory  long term
memory
 Learning is encoding information into human
memory
 http://youtu.be/O0oOGbt__dI

7. Cognitive-behavioral: Robert
Gagne
Providing conditions
for learning
 Learning is
shaped by providing
optimal instructional
conditions
 Different kinds of
skills require different
learning conditions

8. Systems theory & systematic
instructional design
Managing the complexity of teaching
 Learning: using a system of instruction based on
behaviorist information processing & cognitive
behaviorist theories
 Stating goals and objectives; task analysis/learning
sequence, matching assessment/instruction to
objectives, creating materials, field testing and
revising materials

9. What does this look like?
 Cool math – practice
(information-
processing)
 Wii fit biggest loser
(behavioral)
reinforcement: achieve
desired response via
weight loss
 Other examples
anyone?

10. Choose directed tech strategies
when
 Skills & content to be learned are clearly defined,
concrete & unambiguous (specific behavioral response
can indicate learning)
 Students need individual tutoring/practice to learn
and demonstrate prereq. skills
 Students need to acquire skills as quickly and
efficiently as possible

11. Theories Foundations of
Constructivist Integration Models
 Social activism theory
 Social cognitive theory
 Scaffolding theory
 Child development theory
 Discovery learning
 Multiple intelligences theories
 Constructivist learning theories shape inquiry based
integration strategies

12. Social Activism Theory (Dewey)
Learning as social experience
 individual growth via social experiences (hands-on
activities connected to real world issues and problems)
 curriculum should arise from student interest (taught
as integrated topics rather than as isolated skills)

13. Social Cognitive: Albert Bandura
Social influences on learning
 Learning is an information processing activity
resulting from interactions among
behaviors, environment and student factors
 Learn through actions they take or observing others
step and repeat

14. Scaffolding: Lev Vygotsky
Learning as a cognitive building process
 Learning is shaped by individual differences and the
influence of culture
 Adults supporting learning through
scaffolding, helping children build on what they
already know
The anti-example

15. Child Development: Jean Piaget
Stages of development
 Learning is cognitive growth through neurological and
social maturation
 Progress by interacting with their environment
 When confront unknown they respond with
assimilation (fitting into their views) or
accommodation (changing their views)
1 min skip

16. Discovery: Jerome Bruner
Instructional support for child development
 cognitive growth through interaction with the
environment
 more likely to understand & remember concepts that
they discover during interaction with environment
 Teachers provide opportunities for exploring &
manipulating objects/doing experiments
shadow play

17. Multiple intelligences: Howard
Gardner
The role of intelligence in learning
 Linguistic
 Musical
 Logical-Mathematical
 Spatial
 Bodily-kinesthetic
 Intrapersonal
 Interpersonal
 Naturalist

18. What does this look like?
 Visual presentations such as prezi or student made
videos/propaganda (social activism)
 Student centered websites (discovery)
 Electronic manipulatives (child development)
 Studying subjects from individualized
perspectives/interests (scaffolding)
http://www.loc.gov/topics/americanhistory.php

19. Choose Inquiry Based Tech. When:
 Concepts to be learned are abstract &complex
 visual activities are essential
 teachers want to encourage
collaboration and/or allow
alternative ways of learning/
showing competence
 increase motivation to learn

20. Cherry picking
Tables on
 Pg.47
 Pg.49
 Pg.50
 Pg.51
Provide great comparisons to help us better understand
the benefits and strengths of both strategies & theories
in various situations

21. TIP model
Technology Integration Planning model
 Figure 2.8 pg.53
 Take all these factors and decide how we want to
integrate pieces into our lesson plans – to be
effective, follow the model!
 There’s no one ‘right’ way to integrate technology into
our classrooms, because as we’ve learned, we all have
different perspectives/ideas

22. When Technology Works Best
 Figure 2.10 pg. 65
 Funding sources figure 2.11
pg. 67

23. Activity
 Centers
 Your job is to figure out what environment and
learning style/activity best suits each student (online
resource) & fill out the mini-reflections at each station
 You must sample/try/participate at each station so you
can best understand the potential and limits of each
‘environment’

24. ?
 Can objectivist and constructivist personalities be
better suited for certain subjects? Grade levels? Why?
How?

25. Results
 Share answers/reflections
 How can we create digital
environments within our
particular classrooms to
address the needs of students?

26. Tricky!
 minute 150
 the variable is YOU! Each one of us learns/thinks
differently and thrive in different
environments, therefore, the way in which we
approach these students is always going to be different
– one size clearly does not fit most
 It’s all about perception and perspective