Integration of ICT in

Education

Integration Strategies

Use of computer in education - tool, tutor,

tutee (Taylor, 1985)
Morrison (1999) - computers have been used
mostly for tool purposes
Teaching with computers
Teaching about computers

Integration Strategies

In education despite a few examples

of successful use of computer, there
has not been a revolution in T & L
(Bork,1987)
In business a great revolution
Examples: FedEx, UPS

Changing

Education

To change

Instructional Strategies

To change

Technology Integration Strategies

in Education

What is Needed?

New skill is needed among students

General skill learning to learn
Skills in searching, selecting and using
information information literacy
Good decision maker

Information Literacy

An information literate person is

able to "recognize when
information is needed and have
the ability to locate, evaluate, and
use effectively the needed
information."
American Library Association (1989)
Presidential Committee on Information Literacy.
Final Report. (Chicago: American Library Assoc.

Views on Instruction

Two differing views:

Directed instruction (traditional)

Constructivist (contemporary)

Directed instruction

Behaviorist - BF Skinner, Thorndike,

Atkinson, Ausubel, Gagne
Cognitive learning
Information processing
change of behavior

Main features of directed

instruction

Systematic
knowledge transfer
Acquisition of of prerequisites - sequential
Traditional evaluation methods
Teacher-centered
Individual work

Constructivist

A branch of cognitive science

Dewey, Vygotsky, Bruner, Piaget
Papert, CTGV
Centers around students motivation to
learn and the ability to use what is
learnt outside the classroom culture
generative learning, situated cognition,
anchored learning.

Main features of
Constructivism

Problem-oriented
Knowledge generation
Rich environment
Exploratory learning
Authentic evaluation method
Student-centered
Group work

Philosophical Difference

DI learning happens when knowledge is

transferred to students
Constructivism human generates
knowledge in the mind; learning happens
when students trigger the mechanism to learn
and generate own version of knowledge as
influenced by his previous knowledge and
experience.

Instructional Needs - Directed

Instruction

Individual pacing and remediation, especially

when teacher time is limited
Making learning paths more efficient (faster)
especially for instruction in skills that are
prerequisite to higher-level skill

Instructional Needs - Directed

Instruction

Performing time-consuming and laborintensive tasks (skill practice), freeing

teaching time for other, more complex
student needs
Supplying self-instructional sequences,
especially when human teachers are
not available, teacher time for
structured review is limited and/or
students are already highly motivated
to learn skills

Instructional Needs Constructivism

Making skills more relevant to students

backgrounds and experiences by anchoring
learning tasks in meaningful, authentic (reallife), highly visual situation
Addressing motivation problems through
interactive activities in which students must
play active rather than passive roles

Instructional Needs Constructivism

Teaching students how to work together

to solve problems through group-based,
cooperative learning activities
Emphasizing, engaging, motivating
activities that require higher-level skills
and prerequisite lower-level skills at the
same time

Directed Instructions
Integration Objectives

Integration to remedy identified weaknesses

Integration to promote fluency or automaticity
of prerequisite skills
Integration to make learning efficient for
highly motivated students
Integration to optimize scarce resources
Integration to remove logistic hurdles

Constructivisms Integration
Objectives

Integration to generate motivation to learn

Integration to foster creativity
Integration to facilitate self-analysis and
meta-cognition
Integration to increase transfer of knowledge
to problem solving
Integration to foster group cooperation

Educational Reform with

Constructivism

Erik Strommen (Ex-Director of CTW) observed:

Children moving towards the future; learning
institutions are left behind.
Huge gap/divide (20 years) between teaching and
learning or knowledge acquisition method in the
society.
Instructional process has not changed significantly

Educational Reform with

Constructivism

Constructivism is the way

Play and experimentation valuable forms of
learning.
Children work together
Children view their peers as resources, not
competitors.
Focus child is a self-governed creator of
knowledge

Educational Reform with

Constructivism

CDLE child-driven learning environment

Changed relationship between teacher and

student
Resource-rich, activity-based curriculum

Egalitarian, cooperative structure

Teacher as guide flexibility

Constructivism Implications

More accountabilities on the students

Reduce teachers roles as the purveyor of
knowledge
Involve students in group learning activities
Give more opportunities for students to think
Provide rich learning environment

Constructivism Implications

It has not been successful due to:

Budget
Lack of experience among educators and administrators
Difficult to devise effective technology integration methods
without good understanding of it
Teacher preparation institutions do not put emphasis on
technology integration
View computers/electronic media merely as additional
tools.

Computer Literacy

Robert L. Oakman, The Computer Triangle,1996

A person who is computer literate should be able:

To see the broad range of computer application in all areas

of academic and professional life today.
To appreciate the positive and negative effects of the
computer revolution on the modern world, the so-called
"computers and society" issues.
To grasp fundamental concepts of computer hardware,
software, and their connection to people, the third element
of the Computer Triangle.

Computer Literacy

To become familiar with a variety of applications software

programs currently used with microcomputers, including
word processing, spreadsheets, databases, and computer
graphics, and to understand how to apply them for personal
and scholarly purposes.
To examine the fast-developing frontier of the Internet,
sometimes called the Information Superhighway, to
understand how it will change the ways people receive and
access information.
To identify emerging trends in computing, including artificial
intelligence, to convey a sense of how the machine will
continue to affect our lives in the future.