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Integration of ICT Into The Teaching-Learning Process: Toward A Unified

Model

Conference Paper · January 2008

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 Integration of ICT Into The Teaching-Learning Process: Toward A Unified
Model

Tulin Haslaman
Hacettepe University, Faculty of Education
Department of Computer Education and Instructional Technology
Beytepe/Ankara, 06800 Turkiye
haslaman@hacettepe.edu.tr

Filiz Kuskaya Mumcu

Hacettepe University, Faculty of Education
Department of Computer Education and Instructional Technology
Beytepe/Ankara, 06800 Turkiye
mumcu@hacettepe.edu.tr

Yasemin Kocak Usluel

Hacettepe University, Faculty of Education
Department of Computer Education and Instructional Technology
Beytepe/Ankara, 06800 Turkiye
kocak@hacettepe.edu.tr

Abstract: Integration of Information and Communication Technologies

(ICT) into teaching and learning process is a growing field which has variety of
definitions according to different points of view. A very common view asserts that
the application of ICT processes should be presented in an integrated way as well
as concrete model need to be developed for the teachers in order for the
integration process to improve students’ learning. Based on the premise that
“The integration process should strengthen learning of students” there was a
need to present an integrated point of view in the application of these processes
and to develop some concrete examples for teachers. Therefore, the main
purpose of this study is to develop a model assessing the ICT integration process
and helping to improve students’ learning.

The primary point that draws attention in the process of the integration of Information and
Communication Technologies (ICT) should be the broadness of concept of integration itself and the variety of
definitions related to ICT integration. This variety should encompass a broad framework from a point of view
that regards it sufficient to use ICT in lessons, to; the point of view according to which this process should be
routine, permanent and should contribute to the learning process of the student. However, the definition of
ICT integration in a broad framework should encompass the permanent use of ICT in the classroom to improve
student learning. Many research results presented that ICT integration was not a simple application but a
necessity to contribute to the learning process of the students (Cartrwright & Hammond, 2003; Herzig, 2004;
Lim and Ching, 2004; Lim et al, 2003; Roblyer, 2003). Thus, the answer given to the question “How should ICT
be used in the teaching and learning process so that it contributes to the learning of the student?” becomes
increasingly important. The answers given to this question may vary according to two points of view on the
integration process. The first is the technological point of view, which supports the integration of technological
infrastructures and systems into the educational environment; the second is the pedagogical point of view,
which supports the integration of ICT materials and programs in terms of social constructivist learning
principles (Richards, 2006). The convergence of pedagogical and technological points of view supports effective
connections between suitable technology for content and pedagogical principles to design learning
environments. Accordingly, teachers need to know why and how to use ICT applications and resources given
the characteristics of learners. However, in a study by Usluel, Mumcu & Demiraslan (2007), it was observed
that although teachers stated that they believed in the benefits of the integration of ICT, they did not know
how to use ICT in their teaching-learning environments. This result brought about concrete sample applications
support provided for teachers except in-service training and technical support and thus a new plan was
developed in which ICT was integrated within the teaching and learning process (Haslaman, Mumcu, & Usluel,
2007). This sample plan includes the problem that necessitates the use of ICT in the lesson, the ICT applications
and resources, ICT application skills, application strategies as well as reflections and suggestions related to the
use of the application. Table 1, shows a sample lesson plan of a 6 grade mathematics course.
Course:
Field of Learning:
Problem:
Acquisition:Learning outcomes
ICT Resources and Materials:
ICT Using Skills:
Application Strategies:
Evaluation:
th
th
Mathematics Class / Duration: 6 Grade
9 hours
Probability and Subfield of Learning: 1. Tables and Graphics
Statistics 2. Measures of Central Tendency
and Spread
The elections of school representatives are approaching. There will be a representative
of each class. There is more than one candidate in class 6-A . The class is divided into
groups and the groups prepare a working plan in order to determine the working
program of the prospective representative. The tasks in the working plan are to prepare
and conduct a questionnaire amongst the candidates, to draw a table using the data in
hand, to present the data in appropriate statistical forms, to make estimates in
accordance with the obtained data, to prepare the reports of the plan and to present it
to the class.
1.1. Observing and interpreting the data in appropriate statistical forms.
1.2. Explaining in what conditions column charts cause misinterpretation.
1.3. Calculating and interpreting the arithmetic average of data and data gaps.
2.2. Making estimates in accordance with the obtained data.
1. Word-processing programs to prepare lists.
2. Internet to draw tables and graphics by researching.
3. Presentation programs to present studies.
4. E-mail and communication programs to communicate.
Ability to use application software, ability to use on-line communication tools.
Students shall be divided into groups in order to carry out the studies described below.
The stages of this study shall be offered to students with the related documents.
-
1 Groups shall use e-mail and instant messaging facilities in order to canvass the views
of their friends regarding the elections, communicate amongst each other and agree
their survey questions. They shall prepare the questionnaire and shall evaluate it in
accordance with the five – point Likert scale.
th
2- Students shall use a word-processor to compile a list of all 6 grade pupils at the
school in order to select and apply an appropriate sample. They shall conduct the
questionnaire of their chosen sample size from within the population universe
3- Students shall transfer the results of the questionnaire to given web site and shall
decide with which statistical table they shall show it. They shall present that data using
the most appropriate methods (column chart, pie chart). In addition, they shall
calculate the arithmetic average and the data gap of each data obtained in the
questionnaire.
4- Each group shall prepare a report of their studies and shall present it using
Powerpoint. Then the groups shall discuss how they interpret the data.
The project reports and presentations shall be evaluated based on rubrics.
Resources:
Reflections and Suggestions
For Future Applications:
 Textbook
 Other resources
 Electronic resources:
http://nlvm.usu.edu/en/nav/vlibrary.html
Reviewing, regulation of the strategies and suggestions for future applications

Table 1: Sample Lesson Plan of Mathematics Course

A very common view asserts that the application of ICT processes should be presented in an integrated
way as well as concrete models need to be developed for the teachers in order for the integration process to
improve students’ learning. Based on the premise that “The integration process should strengthen learning of
students”, there was a need to present an integrated point of view in the application of these processes and to
develop some concrete examples for teachers. That is why it is stated that the effective use of ICT in lessons
depends on the awareness of teachers of the potential of ICT in teaching and learning processes; of
appropriate selection of materials for their students; of effective contemplation of their lessons and; of
carrying out class management rules while overcoming the difficulties encountered during lessons in which
technology used to support learning environment (Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001;
Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al., 1997). These requirements were assessed within the
framework of “5W1H” questions and a detailed model was suggested, based upon discussions.

The Purpose of The Study: The main purpose of this study is to develop a unified model assessing the ICT
integration process which help to strengthen students’ learning.

A Unified Model of Integration of ICT Into Teaching-Learning Process

In accordance with the model shown in Figure 1 (A Unified Model of Integration of ICT Into Teaching-
Learning Process), the questions to be answered were taken on the basis of their interactions and
interconnections. Hence, this model is not a linear model, but a cyclical model. That is to say, whereas
questions on “who”, “why” and “how” are the primary ones to be answered in the integration process, “how”
questions should be answered within the context of “what”, “where” and “when”. All the structures formed
under the guidance of the questions in the model were taken into account, both individually and as a whole.

Figure 1. A Unified Model of Integration of ICT Into The Teaching-Learning Process

1. Why? Why should ICT resources and applications be used?

 The answer to this question should focus on the learning of students in terms of
pedagogy, technology and contents’ coherence. Therefore, Technological, Pedagogical Content
Knowledge (TPCK) framework is defined as:
“TPCK is the basis of good teaching with technology and requires an understanding of
the representation of concepts using technologies; pedagogical techniques that utilize
technologies in constructive ways to teach content; knowledge of what makes concepts difficult
or easy to learn and how technology can help redress some of the problems students face;
knowledge of students’ prior knowledge and theories of epistemology; and how technologies
can be utilized to build on existing knowledge and to develop new or strengthen old
epistemologies” (Mishra and Koehler, 2006 p. 1029).

On this basis, the answer given to the question “What is the purpose of the integration
process?” is important. Teachers should be trying to strengthen students’ learning by combining
appropriate pedagogical approaches and ICT applications and resources in direction of acquisitions of
topic.
The answers to “why” question should be looked for in within the framework of ICT resources
and applications:
 Strengthening the learning process of students,
 Carrying out acquisitions of field of subject matters,
 Developing high level learning skills and
 Supporting individual differences of students.

2. Who? For whom shall ICT resources and applications be used?

The subject of the integration of ICT into teaching-learning process is students or, in other
words, they are the learners who are subjected to the integration. For this reason, it is important to
determine the characteristics of learners who are the target group of the integration process.
Therefore, it is necessary to designate for whom ICT resources and applications shall be used and to
identify the characteristics of these users. In addition to cognitive, affective, social and physiological
characteristics of learners, ICT literacy should be taken into consideration.
The answers given to “who” questions should be looked for in:
 ICT literacy of learners,
 Interests and necessities of learners,
 Individual differences of learners,
 Individual characteristics of learners and
 Learning strategies of learners.

3. How? How will ICT resources and applications be used?

In order to prepare and carry out learning environments which is appropriate to the purpose
and the characteristics of the target group, the question “How shall ICT resources and applications be
used with appropriate teaching methods and learning strategies?” should be answered. The sample
lesson plan given above (Table 1) is assumed to be beneficial for answering this question.
It is also necessary to determine via “how” questions where and when to use the ICT resources
and applications in accordance with the teaching methods and learning strategies selected as being
appropriate to the content. That is why “how” questions should be taken into account with “what”,
“when” and “where” questions and their answers:
 Which ICT resources and applications shall be used?
 Where shall selected ICT resources and applications be used?
 When shall selected ICT resources and applications be used?

a. What / Which? Which ICT resources and applications should be used?

Answering the question “Which ICT resources and applications would students and
teachers benefit from?”is important for the selection of ICT resources and applications
necessary and appropriate for use by teachers in this process.
The answer to “what” or “which” questions should be looked for in selecting ICT
resources which are appropriate to:
 Learning strategies,
  Teaching methods,
 Evaluation processes and
 The individual characteristics of students.

b. Where? Where will ICT resources and applications be used?

The place where ICT resources and applications are used in the teaching-learning
process may be the classroom or laboratory as well as any place out of school such as
home, library, scientific centers, museums or on-line environments. It is more important
to prepare the appropriate environment for the integration of ICT into teaching-learning
process. Therefore, it is important to find an answer to the question “Where shall ICT
resources and application be supplied from and where shall they be used?”
It is important to provide guidance services and support as part of ICT resources
and applications. The physical conditions of the environment is important, in addition to
its user-friendliness and the availability of technical support. The environment where ICT is
used should be (a) pedagogically, (b) technically, (c) physically and (d) managerially
appropriate.
The answers to “where” questions should be looked for in:
 Where to supply ICT resources and applications from,
 Where to use supplied ICT resources and applications,
 Where to provide support for the use of ICT resources and applications and
 Where students can access ICT resources and applications as well as the
necessary support.

c. When? When should ICT resources and applications be used?

The answer of the question “When should ICT resources and applications be used?”
is very important for effective lesson-planning and so the applicability of the plan in the
integration process of ICT into teaching-learning process.
The answers to “when” question should be looked for in:
 Time and duration of use of ICT resources and applications,
 Which ICT resources and application to use and when to use them in
accordance with the characteristics of learners, and
 Time of use of ICT resources and applications in the evaluation process.

Conclusions and Suggestions

The purpose of this study is to develop an unified model for the integration of ICT resources and
applications into teaching-learning processes. With the help of this study, the integration process will gain
clarity and thus students will strengthen their learning. In addition, an integration scale is planned to be
developed as the continuation of this study. All the structures formed under the guidance of the questions in
the model are taken into account both individually and as a whole. Therefore, it is also important for the
continuity of the process; the observation and evaluation processes to deal with the contexts formed in this
manner.

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