CHAPTER 2: Integration of Technology in Instruction

TECHNOLOGY FOR TEACHING AND LEARNING IN ELEMENTARY GRADES
CHAPTER II
CHAPTER 2: Integration of Technology in

Instruction
OBJECTIVES
Intended Learning Outcomes: At the end of the unit, the students shall be
able to:
a. Differentiate the roles of teachers and students in the earlier years and the
21st Century
b. Design a plan in assisting teachers in the integration of technology in
instruction
c. Design technology integration that supports students learning
INTRODUCTION
Introduction:
Technology, when integrated into the curriculum, transforms the learning
process. More and more studies show that technology integration in the
curriculum increases students' learning processes and outcomes. Teachers who
recognize computers as problem-solving tools change the way they teach. They
move from a behavioral approach to a more constructivist approach.
Technology and interactive multimedia are more conducive to project -
based learning. Students are engaged in their learning using thes e
powerful tools, and can become creators and critics instead of just
consumers.
DISCUSSIONS
Teachers and Students in the Digital Technology and Media

Digital Age Literacy
Technology in Teaching and

Learning
1
MARILYN T. GALO – INSTRUCTOR – (ANY MEANS OF REPRODUCTION OF THIS MODULE WITHOUT THE PERMISSION OF THE COMPILER IS STRICTLY PROHIBITED)
Teachers and Students in the Digital Age
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Channel. Teachers serve as channels in connecting the

curriculum, software, hardware and dynamics of teaching
in their instruction.
Communicator. This does not only refer to having a good
language in communicating knowledge to the students, but
being a teacher who can communicate with their students
anytime and anywhere with the use of tools and
technology.
Learner. When teachers want their students to learn
beyond the usual and learn to face the challenges of
education, they themselves should be lifelong learners for
them to be able to extend their knowledge and skills to
their students.
Futurist. Teachers are futurist not only on what they want their students to achieve at the end of the lesson, but
on how they will deliver the lesson with use of the emerging tools and other web technologies that will help the
learners understand the lesson better.
Leader. Teachers are leaders in their own way by leading their students to the proper and appropriate use of
learning materials including technologies.
Exemplar. Teachers are models when it comes to behavior, language, dealings with colleagues and students, use
of facilities, and others.
Collaborator. Collaborators not only inside the classroom, but also in space.
Venture Player. Teachers are venture players in taking chances to apply new knowledge, skills, practices, and
technologies especially if these will level up the student’s understanding and learning.
Instructions of the early generation vs. Instructions of the 21st century
With the existence of technology, there is much that is expected from the student.
1. Learn to generate their own ideas and construct their own understanding of the lesson;
2. Create works that are original;
3. Communicate clearly with other students and with their teachers;
4. Collaborative with one another to achieve higher standard of learning; and
5. Innovate learning and their outputs.
Instructions of the early generation

1. Teachers make use of lecture and traditional class discussion in teaching lesson.
2. Teachers are in control of information dissemination.
3. Everything is fed to the students.
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4. Teachers instruct students and give step-by-step procedure on how to do such task.
Instructions of the 21st century useful and effective teaching methods and strategies:
 Interactive lectures.
 Case-based learning.
 Problem-based learning.
 Inquiry-based learning.
 Project-based learning.
 Simulation.
 Role play.
 Experiential learning.
 Laboratory work.
1. Interactive Lectures are classes in which the instructor incorporates engagement triggers and breaks the
lecture at least once per class to have students participate in an activity that lets them work directly with
the material.
2. Case Based Learning is an active learning strategy in which students read and discuss complex, real-life
scenarios that call on their analytical thinking skills and decision-making.
3. Problem Based Learning is a student-centered pedagogy in which students learn about a subject through
the experience of solving an open-ended problem found in trigger material.
4. Inquiry Based Learning is a form of active learning that starts by posing questions, problems or
scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The
process is often assisted by a facilitator.
5. Project-Based Learning is a teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an authentic, engaging and complex question,
problem, or challenge.
6. Simulation is a generic term that refers to an artificial representation of a real world process to achieve
educational goals through experiential learning.
7. Role Play refers to the changing of one's behavior to assume a role, either unconsciously to fill a social
role, or consciously to act out an adopted role.
8. Experiential Learning is the process of learning through experience, and is more specifically defined as
"learning through reflection on doing".
9. Laboratory Work is learning that takes place in a space where students can observe, practice, and
experiment with objects, materials, phenomena, and ideas either individually or in groups. This learning is
not confined within a physical laboratory space, but can also occur in various forms of space such as the e-
learning management system and computer-simulated virtual laboratories.
Below are the characteristics of traditional learning environments and new learning environments:
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Technology in Teaching and Learning
This lesson introduces the standards that administrator, teachers, and students should observe in the use
and integration of technology in education. This also explains how one entity of Tech-PACK is connected with
the other entities. Likewise, it shows how the Tech-PACK words integrating technology in education.
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

Setting standards help us achieve quality output may it be in house, office and school. This in turn will
give us fulfillment in our activities for our family, friends,, staff, heads, people in the society and the community.
In education, administrators and teachers with the support of the national educational departments and
organizations define their standards that would guide and help the students in processing the knowledge and skills
that are required of them to make them successful learners and professionals in the future.
The use of technology in education is likewise guided by standards to develop among learners the skills
that they need to possess for the 21st century for them to be able to serve not only themselves but the world. This
is where the ISTE comes in. ISTE is a non-profit organization that promote the use of technology to support and
enhance teaching and learning.
There are three standards that have been developed by ISTE for better connection and empowerment
among administrators, teachers and students:
1. Standards for Administrators
2. Standards for Teachers
3. Standards for Students
To better understand these standards set by the ISTE, let us define the term standard.
According to Dictionary.com, “standard is a rule or principle that is used as basis for judgment.”
From the freedictionary.com, “standard is a degree or level of requirement, excellence or attainment.”
In other words, ―standards‖ in incorporating the use of technology in education would mean something
that would serve as guide to assist the administrators, teachers, and learners in achieving quality and excellence in
teaching and learning.
Below are the following ISTE standards:

1. ISTE for Administrators. Administrators are lead supporters of digital and technology-rich teaching and
learning environment. They lead in the Transformation of educational system with the affirmation that
these technologies make teaching and learning more engaging, interesting, inspiring, reflecting, and
empowering.
 Visionary leadership. Leaders that inspire and engage stakeholders in the development,
communication, and implementation of educational transformation with the use of educational
transformation with the use of digital and technological resources which are aligned with the
shared vision.
 Digital age learning culture. They lead in creating, promoting and upholding digital age
educational environment culture. . They ensure the effective use of digital tools and technological
resources in meeting the diverse needs of learners and help them to be more innovative, creative,
and efficient in learning.
 Excellence in professional practice. Educational administrators ensure healthy and professional
growth in technology fluency and integration among educators to help enhance students' learning.
Further, educational administrators keep themselves informed with the changes and updates in
technology that are beneficial in teaching and learning.
 Systematic improvement. Educational administrators also extend leadership in the improvement
of the department, organization, and school through the promotion and effective use of information
and technology resources which make the daily operations easy and efficient.
 Digital citizenship. Educational administrators ensure, promote, and mode ethical use of
information and communication technology following policies and legalities of technology.
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ISTE Standards for Teachers

ISTE standards for teachers state that effective teachers not only support technologies in education, they
design, create, implement, promote, and model the use of technologies to enable them to teach the lessons and its
contents with quality.
 Facilitate and inspire student learning and creativity. Teachers inspire students to be creative and
innovative thinkers, to develop students' inventive skills, and to enhance their ability in knowledge
construction.
 Design and develop digital age learning experiences and assessments. Teachers design and develop
technology-enriched learning experiences, activities, and assessments to enable students experience
authentic and improved learning.
 Model digital age work and learning. Teachers demonstrate and exhibit their knowledge and proficiency
in the use of technologies that would support their teaching and students' learning.
 Promote and model digital citizenship and responsibility. Teachers promote and model the appropriate
and responsible use of technologies which are parallel with the legal and ethical use of digital and
technological information, tools, and systems.
 Engage in professional growth and leadership. Teachers endlessly enhance and improve their
knowledge and skills by participating in seminars, training and workshops on the effective use of digital
and technological information, tools, and resources, to enable them to contribute to the services that the
school and community may need.
ISTE Standards for Students

Acquisition of knowledge is not the only reason why students go to school. Developing and improving of
skills are likewise the goals of the learners. Teachers facilitate students' cognitive, affective and psychomotor
learning to enable the students to be life-ready and world-ready. With the ISTE Standards, students are more
guided in learning both knowledge and skills that will soon make a big contribution to the community and
society.
 Creativity and innovation. Students exhibit constructive learning by generating new ideas out of the
existing knowledge. They create, explore, develop, and innovate products with the help of technology.
 Communication and collaboration. Students make use of a variety of technological tools and digital
media to effectively converse, interact, disseminate information, communicate, and collaborate with their
peers to work on their school projects and other tasks.
 Research and information fluency. Students utilize digital and technological tools to search and select
for data and information, organize, process, analyze, synthesize, and evaluate information. Students
likewise produce the processed reports with the aid of the digital and technological tools.
 Critical thinking, problem solving, and decision making. Students use appropriate digital and
technological tools in practicing their creative and critical thinking skills to identify problems, plan,
investigate, collect, process, analyze information in developing solutions to help in decision making.
 Digital citizenship. Students practice ethical, legal, and responsible use of information, communication,
and technology in learning and production of outputs.
 Technology operations and concepts. Student’s exhibit awareness and knowledge in the effective
selection and usage of technology which allow them to learn, improve, and innovate.
Technological Pedagogical Content Knowledge and Technology Integration Planning

Teacher can be associated with soldiers who go to war. Soldiers are being trained and they make a lot of
preparations. Before going to war, they plan for the tactics and strategies to be done; they make sure that they are
complete with their stockpile of ammunition and protection.
Same with teachers, teachers are trained on how to teach and manage a class. Before stepping inside the
classroom, they have made their lesson plans on what to do teach and how to teach, they make sure that they have
all the materials that needed for the lesson.
Sometimes the use of technology becomes ineffective because of insufficient knowledge on the true
purpose and proper use of technology. This is why the TPACK by Mishra, P. & Koehler, M. and TIP by Roblyer,
M.D. & Doering, A.H. came into existence, to guide teachers on how to integrate technology into teaching.
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Technological Pedagogical Content Knowledge

Tech-PACK provides a picture of the entire process of technology integration that helps identify what is
essential and what is not in any discussions of teacher using technology for teaching subject matter.
TPCK is a framework that integrates technology in education to help encapsulate the complex
interactions among content, pedagogy, and technology.
TPACK and its

Knowledge Components
Content Knowledge
 Teacher’s knowledge about the subject matter.
 Includes concepts, theories, ideas, organizational frameworks, evidences and proofs, established practices
and approaches toward developing such knowledge (Shulman, 1986).
Pedagogical Knowledge
 Teacher’s deep knowledge about the process and practices or methods of teaching and learning
 A teacher with profound pedagogical knowledge facilitates students’ construction of knowledge and
acquisition of skills, and helps students in developing habits of mind and positive dispositions toward
learning.
Pedagogical Content Knowledge
 Covers conditions that promote learning: teaching, learning, curriculum, assessment, reporting and
pedagogy.
Technological Knowledge
 The definition of TK is fluid due to its fast updates and upgrades that happen time to time. However,
technology applies to all technological tools and resources.
 Understanding of technology which is beyond the definition of computer literacy is a must in TK. Thus,
essentials appreciation and master of information technology for information processing, and problem
solving are important.
Technological Pedagogical Content Knowledge
 Tech-PACK shows interactions among the main components of knowledge-content, pedagogy and
knowledge.
 Tech-PAK is the basis of effective teaching with technology.
This lesson will enable you to understand digital media and other technologies that support teaching and
learning. Its impact and application will define the purpose of the digital tools that help teaching and learning be
at par with other institutions in the 21st century.
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Students learn differently, some are visual learners, while other are auditory and tactile learners. No matter
what kind of learner you are, you engage yourself in the process of learning: planning, implementing, inspecting,
and evaluating your learning activities.
This TIME plan can further assist both teachers and students whenever they want to learn by themselves
new hardware and software which can be integrated in teaching and learning.
Digital technology tools that support learning

It was also mentioned earlier in this section the relevance and importance of integrating technology into
teaching and learning. Now, we will find out other digital tools that can support learning that make students more
motivated and engaged.
Understanding digital media

Media by definition is the plural of medium. It has developed to mean ―facilitating or linking
communication‖ be it via a radio, phone, Web, TV, or some other instruments. The purpose of medium is to help
in conveying a message. When we transmit message using more than one medium, we refer to it as multimedia.
Multimedia therefore, is a combination of two or more media. In computer, the media in multimedia refer
to graphics, audio (sound effect, music, voice-over and the like), text, video, animation.
Digital media is defined as those technologies that enable users to make new forms of communication,
interaction, and entertainment in a digital format. Interactivity is an essential feature of digital media application
in teaching and learning for it enriches educational experience.
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Digital media software refers to any computer based presentation or application software that uses
multimedia elements. But, not all digital media software are considered interactive digital media.
Interactive digital media allow users to interact with the program by means of input coming from the user
through a pointing device (mouse, stylus), keyboard, voice, finger taps, movements, then the digital media
performs an action in response
It is a fact that the learning dynamics in the classroom have change due to the presence and integration of
digital media application. In reference with the cone of Experience of Edgar Dale’s it indicates that students
generally remember 20 percent of what they hear, 30 percent of what they see, and 50 percent of what they hear
and see, 70 percent of what they say and write, 90 percent of what they do. When students are given a chance to
hear, see, and interact with a learning environment, they can remember as much as 80 percent of the information.
 Digital media applications are highly effective educational tools when appropriately integrated into
teaching during instruction.
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Some teaching strategies to help teachers in managing their students in the digital classroom.
DIGITAL TOOLS THAT SUPPORT LEARNING
Technology as tutor
Tutor is defined as ―to teach or guide usually individually in a special subject or for a particular purpose
―(Merriam-Webster).
It is a teaching machine teaches new content.
Technology-based teaching that can be done anytime.
A good example for technology-based tutorial is the Web Quest which is an inquiry-oriented lesson
format where all information that students need comes from the internet. Web Quest are teacher –designed
lessons that make use of the internet to solve problems presented by teachers for student inquiry.
Characteristics of Effective Technology-based Tutorials
Technology as Mindtool
Mindtools are technology applications that allow learners to simulate, organize, manipulate, visualize or
reflect on data, information and objects. Also, mindtools are knowledge building tools that allow learners to think
critically about the matter they are studying. The semantic-organization tools like data based and concept-
mapping tools and knowledge-building tools like simulation, visualization tools, hypertext and hypermedia are
some of the example of mindtools.
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ASSESSMENT!
Name:________________________________________
Year and Section: _______________
Activity 1: Teaching and Learning: Then and Now
This activity will allow the students to differentiate teaching and learning in the early generations and
learning in the 21st century.
This activity will be done by group. There will be two sets of interview to be done- 1.) Interview your
teacher/parent/relative who experienced learning in the early generations; and 2.) Interview your
classmate/friend/relative who belong to a younger generation. Ask how was teaching and learning like during
their time in terms of teaching method, materials, technologies, assessments, and activities done in class. Share
them by writing the details below.
Note: As much as possible, interview only members of the family to avoid going out from respective
houses. Observe proper health protocol.
Name:
Relationship:
Item Early Generation Younger Generation
Teaching and Learning
Environment
Teaching Method
Instructional Materials and

Technology Used
How was Learning Achieved
Assessments
Class Activities
Others
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Activity 2: Making my Learning Global
This activity aims to let the students realize their significant roles in making their learning global.
Considering the 21st century skills that students have to acquire, list down the characteristics you possess
in achieving the 21st century skills. In the next column, write the skills you need to develop in achieving the 21st
century skills. Having achieved these skills, what do you wish to contribute to your community and even to the
world upon finishing your degree to make the economy / education productive, stronger and better?
What characteristics do I What 21st century skills I How will I acquire the 21st What I wish to contribute
possess in achieving the need to develop? century skills I need to in making my community
21st century skills? develop? and the world productive,
stronger and better in terms
of economy and education?
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CHAPTER 2: Integration of Technology in Instruction

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CHAPTER 2: Integration of Technology in Instruction

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TECHNOLOGY FOR TEACHING AND LEARNING IN ELEMENTARY GRADES

CHAPTER 2: Integration of Technology in

Teachers and Students in the Digital Technology and Media

Technology in Teaching and

Teachers and Students in the Digital Age

Channel. Teachers serve as channels in connecting the

Instructions of the early generation vs. Instructions of the 21st century

Instructions of the early generation

Technology in Teaching and Learning

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

Below are the following ISTE standards:

ISTE Standards for Teachers

ISTE Standards for Students

Technological Pedagogical Content Knowledge and Technology Integration Planning

Technological Pedagogical Content Knowledge

TPACK and its

Digital technology tools that support learning

Understanding digital media

DIGITAL TOOLS THAT SUPPORT LEARNING

Characteristics of Effective Technology-based Tutorials

Activity 1: Teaching and Learning: Then and Now

Instructional Materials and

How was Learning Achieved

Activity 2: Making my Learning Global

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