TTL 101
➢ Technology Integration in education refers to the meaningful use of technology to
achieve learning goals.
➢ Good technology integration isn’t about using the fanciest tool, it’s about being aware of
the range of options and picking the right strategy—or strategies—for the lesson at
hand.
LEARNING THEORIES
Guide how educators view the learning process and encompass our beliefs about
the nature of knowledge and how a person learns.
All educators should study competing learning theories and develop their own
understanding of how people learn.
❖ BEHAVIORISM treats learning as a response to stimulus. Teaching and learning, then,
is a process of conditioning students to properly react to stimuli, and technology can help
facilitate this training by providing incentives to learning, such as games or other rewards,
or by providing systems to efficiently develop stimulus-response conditioning, such
as drill-and-kill practices.
❖ COGNITIVISM dealt with brain functions and how information is processed, stored,
retrieved, and applied. Technology can help in providing information and study
resources that assist the brain in efficiently storing and retrieving information, such as
through the use of mnemonic devices or multiple modalities (e.g., video, audio).
❖ CONSTRUCTIVISM holds that learning is constructed by learners on top of previous
experience, attitudes, and beliefs. Technology can help the constructivist learning
process by making abstract concepts and facts more grounded in personal experiences
and the values of learners and also by allowing the learning experience to be
differentiated for individual learners (e.g., through personalized developmentally-
appropriate software).
❖ CONSTRUCTIONISM holds that the most effective way to teach in a constructivist
manner is to have students construct artifacts in the outside world that support
and reflect their internal construction of knowledge. Technology can support
constructionist approaches to teaching and learning by empowering students and
teachers to create and construct external models reflecting internal mind models with
resources and possibilities not available in the real world.
❖ CONNECTIVISM holds that the process and goals of learning in a highly networked and
connected world is different than learning in the predigital world, because learners are
now persistently connected to information sources and other resources through their
electronic devices, such as smartphones or laptops. Technology can be used to improve
learning experiences by more fully connecting students with one another
and information resources in a persistent manner.
Differing Assumptions
The effectiveness of technology integration requires evidence that the integration is
effective, but what is believed to be effective for learning will depend upon our view of
learning.
BELIEFS AND VALUES
Some people might value the acquisition of technical skills for the sake of technical
skills to be a good thing, while others might believe that technology should only be used if it
is helping students to learn content better or to learn more.
Four areas of belief and value that guide teachers and institutions in
their technology integration practices:
1. PROOF deals with the efficiency or efficacy of a technology to help improve student
learning.
Proof requires some form of discernible or measurable outcome and will be most important
to teachers in the classroom or to principals and other administrators who invest time and
money into technology and must prove that it is improving student achievement.
2. FACILITY deals with the ease at which a new technology can be learned, implemented,
or managed at the teacher- or student-level. Teachers want to use tools that are easy to
learn, and the greater the learning curve associated with a new technology the less likely
a teacher will be willing to invest the time and energy necessary to learn it.
3. COMPLIANCE deals with the legal and ethical requirements of technology use in
contrast to their pragmatic use. Those who value compliance will ensure that
new technologies meet security requirements or legal requirements regarding student
security. Teachers and administrators rarely think about compliance when integrating
new technologies, or if they do, they only do so as an afterthought.
4. INSTITUTIONALIZATION deals with infrastructural compatibility, cost, lifespan, and
management scale of new technologies. When a teacher purchases a new device or set
of devices for her classroom she may not think ahead about the long-term costs
associated with those devices (e.g., the price of apps or software updates, breakage,
replacement), whether or not the devices are compatible with the school's technology
infrastructure (e.g., can they access the network?), or the work involved in keeping those
devices up to-date and working.
Types of Technology Integration
1. Online Learning and Blended Classrooms\
2. Project-Based Activities Incorporating Technology
3. Game-Based Learning and Assessment
4. Learning with Mobile and Handheld Devices
5. Instructional Tools like Interactive Whiteboards and Student Response Systems
6. Web-Based Projects, Explorations, and Research
7. Student Created Media like Podcasts, ideos, or Slideshows
8. Collaborative Online Tools like Wikis or Google Docs
9. Using SocialMedia to Engage Students\
Technology integration models are theoretical models that are designed to help
teachers, researchers, and others in the education field to think about
technology integration in meaningful ways.
TECHNOLOGY INTEGRATION MODELS
➢ TPACK holds that educators deal with three types of core knowledge on a daily basis:
technological knowledge, pedagogical knowledge, and content knowledge. TPACK
goes on to explain that when we try to integrate technology into a classroom setting, we
are not merely using technological knowledge, but rather, we are
merging technological knowledge with pedagogical content knowledge to produce
something new.
RAT and SAMR models assume that the introduction of technology into a learning experience
will have some effect on what is happening, and they try to help us understand what this
effect is and how we should be using technology in meaningful ways.
➢ RAT (Replace Amplify Transform)
holds that when technology is used in a teaching setting, technology is either used to
replace a traditional approach to teaching (without any discernible difference on student
outcomes), to amplify the learning that was occurring, or to transform learning in ways
that were not possible without the technology (Hughes, Thomas, & Scharber, 2006).
➢ SAMR, (Substitution Augmentation Modification Redefinition)
substitution and replacement both deal with technology use that merely substitutes or
replaces previous use with no functional improvement on efficiency. Redefinition and
transformation both deal with technology use that empowers teachers and students to
learn in new, previously impossible ways.
The difference between these two models rests in the center letters, wherein RAT's
amplification is separated into two stages as SAMR's augmentation and modification. All of
these stages deal with technology use that functionally improves what is happening in the
classroom, but in the SAMR model, augmentation represents a small improvement, and
modification represents a large improvement.
Both of these models are helpful for leading educators to consider the question: what effect
is using the technology having on my practice? If the technology is merely replacing or
substituting previous practice, then it is a less meaningful use of technology.
Whereas technology use that transforms or redefines classroom practice is considered to be
more valuable.
➢ PICRAT (Passive Interactive Creative Replace Amplify Transform
assumes that there are two foundational questions that a teacher must ask about any
technology use in their classrooms.
Teachers should seek to move their practice toward the top-right of PICRAT. A history
teacher shifts from writing class notes on a chalkboard to providing these notes in a
PowerPoint presentation, this would likely be categorized in the bottom-left section.
ADDIE and ASSURE are popular models that guide instructional designers and training
developers down the right path with creating reliable training courses.
➢ ADDIE (Analysis Design Development Implementation Evaluation)
is comprised of five phases that offer a dynamic and flexible guideline for building
effective training and performance support tools.
• Analyze your situation to understand the gaps you need to fit in
• Design- Base on your analysis, make informed decisions to design best
possible learning experience
• Development- Bring your learning experience to life by building your end
product
• Implementation- distribute your learning end product to audience
• Evaluation – Evaluate if your learning end id effective, Make any necessary
updates and cycle back to analysis
. 3. Life skills
➢ ASSURE
model is an instructional design model that designers use to develop more effective
training programs with integrated technology.
• Analyze Learner
• State objectives
• Select method, materials and media
• Utilize media and materials
• Require learner participation
• Evaluate and revise
Experience has shown that as teachers begin using technologies in their
classrooms, they will typically begin doing so in a manner that falls closer to the bottom-left
of the grid. However, many of the most exciting and valuable uses of technology for teaching
rest firmly in the top-most and right-most sections of this grid. For this reason, teachers need
to be encouraged to evolve their practice to continually move from the bottom-left (PR) to the
top-right (CT) of the grid.
LEVELS OF TECHNOLOGY INTEGRATION
Technology is not taught as a separate class, but integrated into the
classroom. Students use technology to learn content and show their understanding of
content, not just their expertise with a tool.
1. SPARSE - Technology is rarely used or available. Students rarely use technology to
complete assignments or projects.
2. BASIC - Technology is used or available occasionally, often in a lab rather than
the classroom. Students are comfortable with one or two tools and sometimes use
these tools to create projects that show understanding of content.
3. COMFORTABLE - Technology is used in the classroom on a fairly regular
basis. Students are comfortable with a variety of tools and often use these tools to create
projects that show understanding of content.
4. SEAMLESS - Students employ technology daily in the classroom using a variety of tools
to complete assignments and create projects that show a deep understanding of
content.
ICT Utilization in Developing 21st Century Skills
“21st-century skills” has become a buzz term in education over the last few years.
While there is flexibility in how the skills are interpreted, there are four main skills –
the 4Cs (communication , creativity, critical thinking, collaboration) – that are regarded
as the core skills (Burt, 2020).
21st Century skills are 12 abilities that today’s students need to succeed in their careers
during the Information Age (Stauffer, 2022). These skills are intended to help students keep
up with the lightning pace of today’s modern markets. Each skill is unique in how it helps
students, but they all have one quality in common. They’re essential in the age of the Internet
(Stauffer, 2022).
Each 21st Century skill is broken into one of three categories:
1. Learning skills
2. Literacy skills
• Learning skills (the four C’s) teach students about the mental processes required to
adapt and improve upon a modern work environment.
• Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and
the technology behind them. There’s a strong focus on determining trustworthy sources
and factual information to separate it from the misinformation that floods the Internet.
• Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These
intangibles focus on both personal and professional qualities.
Category 1. Learning Skills (The Four C’s)
The Four C’s are by far the most popular 21st Century skills. These skills are also called
learning skills. More educators know about these skills because they’re universal needs for
any career. They also vary in terms of importance, depending on an individual’s career
aspirations.
The 4 C's of 21st Century Skills are:
1. Critical thinking: Finding solutions to problems
2. Creativity: Thinking outside the box
3. Collaboration: Working with others
4. Communication: Talking to others
• critical thinking is the most important quality for someone to have in most
applications/situations.
• Creativity is equally important as a means of adaptation. This skill empowers students
to see concepts in a different light, which leads to innovation.
• Collaboration means getting students to work together, achieve compromises, and get
the best possible results from solving a problem.
• communication is the glue that brings all of these educational qualities together.
Category 2. Literacy Skills (IMT)
They’re sometimes called IMT skills, and they’re each concerned with a different
element in digital comprehension.
The three 21st Century literacy skills are:
1. Information literacy: Understanding facts, figures, statistics, and data
2. Media literacy: Understanding the methods and outlets in which information is
published
3. Technology literacy: Understanding the machines that make the Information Age
possible
• Information literacy is a foundational skill, it helps students understand facts, especially
data points, that they’ll encounter online.
• Media literacy is the practice of identifying publishing methods, outlets, and sources
while distinguishing between the ones that are credible and the ones that aren’t.
• technology literacy goes another step further to teach students about the machines
involved in the Information Age.
Category 3. Life Skills (FLIPS)
Also called FLIPS, these skills all pertain to someone’s personal life, but they also
bleed into professional settings.
The five 21st Century life skills are:
1. Flexibility: Deviating from plans as needed
2. Leadership: Motivating a team to accomplish a goal
3. Initiative: Starting projects, strategies, and plans on one’s own
4. Productivity: Maintaining efficiency in an age of distractions
5. Social skills: Meeting and networking with others for mutual benefit
• Flexibility is the expression of someone’s ability to adapt to changing circumstances.
• Leadership is someone’s penchant for setting goals, walking a team through the steps
required, and achieving those goals collaboratively. True success also requires initiative,
requiring students to be self-starters.
• Along with initiative, 21st Century skills require students to learn about
• productivity, that’s a student’s ability to complete work in an appropriate amount of time.
• Social skills are also crucial to the ongoing success of a professional.
What’s the Demand for 21st Century Skills?
While 21st Century skills have always been important, they’ve become essential in
a worldwide market that moves faster by the day. These skills all double back to one key
focus: someone’s ability to enact and/or adapt to change. This is because any industry is
capable of changing at a moment’s notice. Industries are now regularly disrupted by new
ideas and methodologies. With that in mind, the world has entered an era where nothing is
guaranteed. As a result, students need to learn to guide the change that’ll inundate their lives.
At the very least, they need to learn how to react to it, otherwise, they’ll be left behind.
Today, the only consistency from year to year is change, that's why teachers like
you should incorporate 21st Century Skills and Assessment into their career readiness
courses. With 21st Century skills, your students will have the adaptive qualities they need to
keep up with a business environment that’s constantly evolving.
It's important to identify who should teach 21st Century skills. While these skills can
be taught at any grade level, it's most important to teach 21st Century skills in middle or early
high school. This is the time when your students need to hone their career readiness skills
before they enter the workforce.
Characteristics of Good Appropriate Instructional Materials and Technology tools
➢ instructional Materials – Also known as teaching/learning materials, which are any
collection of materials including animate and inanimate objects. It may use in teaching
and learning situations to help achieve desired learning objectives.
➢ Technology Tools- an electronic digital or physical tool that can expand the human
ability for performing task.
➢ Characteristic in selecting IM:
1. Appropriateness – IM should be appropriate to the learners and learning
objectives
2. Relevance – IM should be relevant to the topic or lesson
3. Practicality - IM should be practical to use for everyone
4. Contextualization – Terms of the concepts surrounding it. Refers to the
educational process of relating the curriculum to a setting. Make meaningful and
useful to all learners.
5. Uniqueness – IM should be unique
 6. Portability- IM should be easy to handle and carry so that is more convenient.

➢ Characteristic in selecting Technology Tools

1. Accessibility – Course content should be accessible to all including with
disabilities
2. Ease of Access – Tools can be utilized or can adjust base on the capability of
the students or learners
3. Short Learning Curve – Ease of use and a low learning curve is what you are
looking for when you try a new educational technology tool.
4. Promotes audience participation or interactivity – promote participation
5. Assessment – Tool that offers results reporting

DIGITAL AND NON-DIGITAL LEARNING RESOURCES

➢ Digital Learning Resources- material and tool through digital technology.

➢ Non- Digital learning Resources- Tools or materials that do not rely on electronic or
digital technology for their delivery, can be traditional and analog in

ONLINE TOOLS , OFFLINE and PRODUCTIVITY TOOLS

➢ Online Tools - -It refers to any program, application, or technology which uses internet
that enhances the teaching and learning process.
➢ Offline Tools - Any software that doesn't connect to a network such as The internet.
These are the software applications and tools that could still work and function in the
absence of internet connection.
➢ Productivity Tools- is a category of application programs that help users produce things
such as documents, databases, graphs, spreadsheets and presentations.

ONLINE COMMUNITIES AND OPEN SOURCE

➢ Online learning community is a public or private destination on the internet that

addresses the learning needs of its members by facilitating over peer-to-peer learning.
➢ Open-source software/tools are distributed and offered for free and accessible for
everyone it is permitted for free usage, modification, and distribution with their own
rights. Developers and other individuals are able to do specific tasks associated with
programming, technology maintenance, or other types of technology tasks with the use
of different open-source tools.