1. Integrating Technology into
Teaching & Learning
1st
Semester, SY 2013-2014
MSBandolon

2. “Technology…is a queer thing, It brings you
great gifts with one hand, and it stabs you in the
back with the other” – C.P. Snow (1971)

3. Activity
Recall the lessons you had when you were in high
school. Think about:
a. ICT tools used in the class (teacher and students)
b. How were the ICT tools used?
c. In what ways were the ICT tools used beneficial
to the attainment of the lesson?
d. What other skills were developed during the
lesson?

4. July 11, 2012
Objectives:
1. Define ICT Integration
2. Discuss the rationale behind ICT integration
3. Discuss the Traditional and New views of
learning
4. Discuss & compare the traditional and new
classrooms
5. Define instruction for the 21st
century skills
6. Discuss the model of teaching style in he 21st
century classroom
7. Identify and discuss the barriers and
facilitating factors in ICT integration in
teaching and learning

5. "
ICT"is the Information and Communication Technologies. "ICT in
Education" means "Teaching and Learning with ICT".
http://www.elmoglobal.com/en/html/ict/01.aspx
Educational ICT Tools can be divided into 3 groups
1.Input source – visualizer, document camera, pc’s,
application systems, tablets
2.Output Source – projector, interactive whiteboard,
display monitors, television, etc
3. Others – digital camera, digital recorder, switchers,
other technology

6. ICT integration is defined by Bruniges (2003) as a
strategy to integrate information and communications
technology into all facets of education and training, including
the administrative functions and e-business models required
to support learning
The purpose of integrating ICT is to improve and
increase the quality, accessibility and cost-efficiency of the
delivery of education, while taking advantage of the benefits
of networking learning communities together to equip them
to face the challenges of global competition

7. ICT Integration is the seamless incorporation
of technology to support and enhance student
engagement in meaningful learning and for the
attainment of curriculum objectives (Makoba, K. &
Smulders, M., 2010)

8. Why ICT Integration?
1.The teacher today has to meet the multiplicity of
the challenges of the modern society. He is
expected to be traditional yet use modern
technology to maintain his/her dynamism in the
profession
2.ICT is a teaching tool and a professional
development tool

9. Why use ICT integration?
4.ICT integration is the need of the day. Learners must be:
a. equipped with knowledge that goes beyond the
boundaries of the academics, and
b. Develop life skills such as:
*media literacy (ability to use and analyze the
media to find information)
*self management – self reliance and independence
*metacognition – the skill of knowing how we learn
and our peculiar learning styles

10. The Basic Principles and Theories Related to
ICT Integration in Teaching & Learning
(by Dr. Charles Graham, Birmington Universisty)
Basic Principles in Technology Integration
1.Effective technology integration typically involves students (as
opposed to teachers only) in actively using technology
*Who is using the technology?
*Does the use of technology promote active or passive
learning?

11. 2. Effective technology integration is essential not peripheral to
the learning activity.
Questions:
*Is technology an add-on to the real learning activity?
*Is technology added as a convenience or solely as a
motivational factor?
*How does technology impact classroom management?

12. 3. Effective technology integration focuses on the learning
task and not the technology.
Questions:
*Is the technology the focus or learning in the subject
area the focus?
* Is technology being used as a tool to help achieve the
learning task?
*How much time will it take for the students to learn
to use the technology as compared to the
benefit from using the technology tool?

13. 4. Effective technology integration facilitates learning
activities that would be more difficult or impossible
without the technology.
Questions:
*Would it be easier to do without technology?
*What is the added value to the learning process by using
technology?
*What was the teacher able to do because she/he had the
technology that wouldn’t have been possible without
the technology?

14. Constructivist-Inquiry based
Learning
-knowledge is constructed,
not transmitted. Let
students do the activities
that help them generate
their own knowledge
-directed instruction is
teacher centered; hands on
instruction is student
centered
-students show learning in
many ways and modes
The Basic Learning Theories Related to ICT Integration
Directed Instruction
(Objectivism)
-learning is transmitted
knowledge.
-Teaching should be
directed, systematic and
structured
-standardization means
accountability (students
should all pass the same test
-inquiry approaches are too
slow to be practical; learning
must be teacher directed

15. Objectivist approach
Knowledge Experience

16. Student Centered
Learning

17. Note:
1. Objectivist strategies are used when students need an
efficient way to learn a specific skill that must be assessed
through traditional tests
2. Constructivist strategies are used when students need to
develop skills and insights overtime (cooperative group skills,
solving problem) and when learning maybe assessed with
alternative measures such as portfolios and group work
(Roblyer, 2010)

18. Objectivist Behavioral Theories:
1.Skinner’s Behaviorist Theories of Learning : Building on the S-R
connection
2.Information Processing Theory: The Mind as the Computer-
Cognitivism (Integrating Technology into Teaching and Learning by
Dr. Michael D. Williams, 2000)
3. Robert Gagne’s 9 Events of Instruction
3.Systems Theory & Systematic Instructional Design

19. 1. Skinner’s Behaviorist Theories of Learning : Building on the S-R
connection
A. Basic Teachings/Principles:
*internal processes involved in learning could not be seen directly
*human behavior could be shaped by “contingencies of reinforcement”
or situations in which reinforcement for learning is provided on a
desired response
*three kinds of situations that can shape behavior:
-positive reinforcement
-negative reinforcement
-punishment

20. *Behavior that is positively reinforced will reoccur; intermittent
reinforcementis particularly effective
*Information should be presented in small amounts so that
responses can be reinforced ("shaping")
*Reinforcements will generalize across similar stimuli
("stimulus generalization") producing secondary
conditioning
References: Markle, S. (1969). Good Frames and Bad (2nd ed.). New York: Wiley.
Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216.
Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.

21. B. Implications to Education
*teaching is a process of arranging contingencies of reinforcement
effectively to bring about learning
*high level capabilities as critical thinking and creativity could be
taught by reinforcements
*learning is simply a matter of establishing chains of behavior
through principles of reinforcement
*programmed instruction is the most efficient means available for
leaning skills
*Practice should take the form of question (stimulus) - answer
(response) frames which expose the student to the
subject in gradual steps
* Require that the learner make a response for every frame and
receive immediate feedback
* Try to arrange the difficulty of the questions so the response is
always correct and hence a positive reinforcement
* Ensure that good performance in the lesson is paired with
secondary reinforcers such as verbal praise, prizes and
good grades.

22. Implications to Technology Integration (ICT Tools with
Behaviorist Orientation)
1. Drill and Practice Software
Most drill and practice software were based on
Skinner’s reinforcement principle. These are often used to
help students memorize important and basic information.
The purpose of using these software is to increase the
frequency of correct answers in response to stimuli.

23. Integration strategies for drill and practice programs:
a. Use drill and practice programs for basic knowledge
& skills where rapid or automatic student
response is desired (multiplication table, word
recognition, etc)
b. The use must be consistent with the curriculum
c. Introduce content prior to students’ use of drill and
practice program
d. Use competitions o make the drill more fun
e. Design both individual & group drill & practice
activities
f. Maybe used for one or several independent student
practice to assist students with identified
weakness of the basic skill or knowledge

24. Let’s reflect!
Think about the situations below.
*Does each situation demonstrate effective
Use of drill and practice software?
*In what way does each ICT integration
practice relate to behaviorsim?
a.After teaching addition skill. Ms. Tizon allows her primary pupils
individually practice their skills by using Math Workshop software. She
instructs her students to list on paper he particular drill items they have
difficulty with.
b. After introducing the trigonometric ratios of right-angled triangles,
Mr. Jison demonstrates to the whole class how to use Multimedia:
Trigonometry. After the software demonstration, he paired up
students to work with the program in a competition he had prepared.

25. 2. Information Processing Theory (Atkinson & Schiffrin)
www2.hawaii.edu/.../i

26. Basic Teachings:
*The mind as computer
*based on a model of memory & storage
*The brain contains certain structures that process
information like a computer
*The human mind has three kinds of memory storage:
-sensory register
-short term memory (STM)
-long term memory (LTM)
*Has 4 main assumptions about the mind:
-Limited Capacity
-Serial processing system
-Procedural vs declarative knowledge
-Automatic vs effort

27. Declarative and procedural knowledge
 2 types of declarative knowledge (episodic, semantic)
 Procedural knowledge is more for motor sequences,
unconscious activities
 Both types are shown to be distinct
 Can show loss of episodic memory, but not of procedural, and
other way around

28. Automatic vs effortful
Some things come easily, and some do not…
Blinking VS holding your eyes open
Some things can start out difficult and end up being
automatic or effortless, eg standard driving, reading
Executive functioning allocates our resources to
various tasks

29. Influence of Information Processing Theory to Education
*basis for many classroom practices, eg:
-teachers ask interesting questions & display eye-
catching materials to increase the likelihood that
students will pay attention o the new topic
-while presenting information they give instruction that
emphasizes important points & characteristics in
the new material & suggests methods of
encoding or remembering them by liking them to
information students already know
-teachers provide students practice exercises to ensure
the transfer of information from short term to
long term memory
-make use of Gagne’s Bottom’s Up approach –students
learn lower skills first

30. *teachers provide advance organizers or overviews of the
way how information will be presented (cognitive
tools) to help students develop mental framework
on which to place the information – “Ausubel’s Top-
Down Approach”
*many of the drill and practice softwares are designed to
help students encode and store newly learned
information into LTM

31. Gagne’s 9 Instructional Events….Tools for Teachers
Ding
Basic Teachings:
*built on the work of behavioral processing theories by
translating principles from their learning theories into
practical instructional strategies that teachers could
employ with directed instruction
*9 Events of Instruction:
1. gaining attention
2. informing learner of Lesson Objective
3. Stimulating recall of instructional objective
4. Presenting new material
5. Providing learning guidance
6. eliciting performance
7. providing feedback about correctness
8. assessing performance
9. enhancing retention and recall

32. Influence of Gagne’s 9 Events of Instruction to Education
*The development of intellectual skills requires learning that
amounts to a building process
*lower level skills provide necessary foundations for higher level
ones
*to teach a skills, a teacher must first identify its prerequisite
skills and make sure that students possess them
*the events of instructions have been widely used to develop
systematic instructional design principles
*used as basis in planning lessons using each kind of soft
software (drill, tutorial, simulation)
-drill and simulation require teacher led activities to
accomplish events before and after use of the
software
-tutorial software could stand by itself and accomplish
all necessary events of instruction

33. *Tutorial software
-is based on the idea of programmed instruction and gives
the student an efficient path through concepts
they want to learn
-used to enable the student to learn the topic a their own
pace, usually without any help or other materials
other than the software
-intends to teach new concepts to the students
Williams, 2000

34. Integration of tutorial software with lessons
-can be used to introduce a new lesson, for
remediation, review or enrichment
-must be used to help students achieve the
lesson objective
-prerequisite knowledge & skills needed before
beginning the tutorial program
-provide orientation on the use
-regularly monitor to ensure that students stay
on task
-provide alternative & related activities for
students who complete the computer-based activities
early
-encourage students to ask questions
-ask follow up questions to stimulate thinking

35. Let’s reflect!
Think about each of the teaching practices:
*Does each practice demonstrate effective use
of tutorial software?
*In what way does each ICT integration practice relate to
cognitivism and , Gagne’s 9 instructional events?
a. Jessie was absent in Mrs. de Leon’s math class yesterday,
so she tells him to go through a software on “Linear
Equations “ to learn how to solve simple linear equation
problems which was covered in yesterday’s lesson.
b. Mr. Rios uses “Earth Quest” to introduce to his classs new
information on the parts of a volcano. The teaching objective
of his lesson is that the students will be able to label the
different parts as well as their functions.

36. 4. Systems Approaches and the Design of Instruction
(Reiser & Dick, 1996)
Identify
Instructional
Goals
Analyze
Learners
Identify
Objectives
Plan
Instructional
Activities
Choose
Instructional
Media
Develop
Assessment
Tools
Implement
Instruction
Revise
Instruction
Source: Adapted from Reiser,
R.A. & Dick, W (1996),
Insructional Planning: A Guide
for Teachers (2nd
ed),
(Fu=igure 1-1, p. 5, MA: Aillyn
& Bacon

37. Basic Teachings of Systematic Approach to Teaching
*ensures that what is planned:
-serves a purpose
-meets the needs of the learners
-is attractive & well organized
-is delivered in an appropriate mode
-is continually evaluated & improved & teacehrs
become better equipped to create high
quality student centered lessons and adapt
commercial materials or create their own
original materials to fit their course needs

38. Influences of The Systems Approach to Teaching
to ICT Integration
*utilization of performance objectives and sequences for
instructional objectives are widely used in teaching
*Teachers still set objectives for a lesson, then develop a
sequence of activities
*selection of a software package or an on line activity to carry
out part of the instructional sequence based on the lesson
objective is still practiced in schools

39. Decisions made during planning have a profound
influence on teachers’ classroom behavior and on the nature
and outcomes of education children receive………
(Shavelson, 1987)