TECHNOLOGY INTEGRATION

LESSON 12
Learning Outcomes
 Clarify technology integration as a process
 Compare and critique the SMAR model with
the TPAK model of technology integration
 Relate the value of using technology
integration models in designing learning
activities
Technology Integration
 The advance in multimedia and telecommunication have
remarkably transformed man’s capacity to performed practically
all his daily tasks.
 The education sector is quite slow in addressing the call to
reinvent educational practices in tune with digital language of
the time.
 Integrating technology in teaching and learning is quit simple
message, stated in simple language, but surprisingly quite not
simple in actual practice.
Understanding Technology Integration
 Integrating technology into classroom instruction
means more than teaching basic computer skills and
software application in a computer class. Effective
technology integration is achieved when the use
technology are routine and transparent when
technology support circular goals.

 Technology integration describes how classroom

teachers use technology to introduce, reinforce, extend,
enrich, assess, and remediate student mastery of
curricular targets.
 Technology integration involves the infusion of
technology as a tool to enhance the learning in a
content area of multidisciplinary setting. (Fish, 2011)

 Technology integration is using computers

effectively in the general content areas to allow
students to learn how to apply computer skills in
meaningful ways.
 Technology integration is using software supported by
the business world for real-world applications so
students learn to use computers flexibly, purposefully
and creatively.

 Technology integration is having the curriculum drive

technology usage, not having technology drive the
curriculum. It involves organizing the goals of
curriculum and technology into a coordinated,
harmonious whole (Jolene 1999)
Technology Integration Model
The SAMR Model

Dr. Ruben Puentedura (2006) develop SAMR model

that describes technology integration through the
following four levels.
FOUR LEVELS OF TECHNOLOGY INTEGRATION

 SUBSTITUTION
 AUGMENTATION
 MODIFICATION
 REDEFINITION
 TPACK Technology Integration Model
 TPACK ( TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE ) espoused by Mishra and Kocher (2006).
 Which set direction for describing use of technology in learning and
other professional work.
 One of the more popular technology integration models, and today
getting its momentum in education.
 This framework attempts to put in context some of the important
qualities of teacher knowledge require for technology integration in
teaching, while addressing the complex, multifaceted, and situated
nature of this knowledge.
 Three Forms of Knowledge
1. Pedagogical Knowledge (PK)
- is about the strategies, and techniques used in classroom and other
learning situations and environments to ensure curriculum goas are met.
2. Content Knowledge (CK)
- is about the subject matter from curriculum documents and the deep
learning of concepts, as well as the higher order thinking and high level
communication and other processes in the curriculum.
3. Technological Knowledge (TK)
- is about digital and non-digital technologies and tools we use in the
classrooms.
Pedagogical content knowledge (PCK)
- Is about knowing what teaching approaches fit the content and
expectations of the subject.
Technology Content Knowledge (TCK)
- is about interpreting your curriculum through a technology lens
and consider the impact of technology on what is changing in
your curriculum area.
Technology Pedagogical Knowledge (TPK)
- is about the special pedagogical consideration for using
technology within your teaching strategies or perhaps for
considering new pedagogical approaches afforded by the quality
of the software.
TPACK is a way of describing how
technology pedagogy and content fit
together to enable powerful learning
(TPACK Model, n.d.).
 Benefits of effective Technology Integration
 Access to up-to-date, primary source materials
 Methods of collecting data/recording data
 Way to collaborate with students, teachers, and experts around the
world
 Opportunities for expressing understanding via multi-media
 Learning that is relevant and assessment that is authentic
 Training for publishing and presenting their new knowledge
In summary, this technology integration
matrix highlights the five main purpose
of technology integration:
To help students become more active,
collaborative, constructive, authentic
and goal-directed.
THANK YOU!
Prepared by:
John Jake I. Timario
Marie G. Mangao
 1. The advance in multimedia and telecommunication have
remarkably transformed man’s capacity to performed practically all
his daily tasks.
 a. Technology
 b. Technology content knowledge
 c. Technology integration
 d. Technology pedagogical knowledge
 2. Who developed SAMR model?
 a. Fish
 b. Dr. Roben Peuntedura
 c. Dr. Ruben Peuntedura
 d. Jolene
 3. " Technology act as a direct substitute with functional improvement,
in which four levels of technology integration its belong.
 a. Augmentation
 b. Modification
 c. Substitution
 d. Redefination
 4. " Technology allows for significant and task redesign, in which four
levels of technology integration its belong.
 a. Augmentation
 b. Modification
 c. Substitution
 d. Redefination
 5. A way of describing describing how technology pedagogy and
content fit together to enable powerful learning.
 a. SMAR MODEL
 b. SAMR MODEL
 c. TPACK MODEL
 d. TRACK MODEL
 6. The strategies, and techniques used in classroom and other
learning situations and environments to ensure curriculum goas are
met.
 a. Content Knowledge
 b. Pedagogical Knowledge
 c. Technological Knowledge

 7. A digital and non-digital technologies and tools we use in the
classrooms.
 a. Content Knowledge
 b. Pedagogical Knowledge
 c. Technological Knowledge
 d. Technology Content Knowledge
 8. One of the more popular technology integration models, and
today getting its momentum in education.
 a. SMAR MODEL
 b. SAMR MODEL
 c. TPACK MODEL
 d. TRACK MODEL
 9. Teacher uses technology to technology to deliver curriculum
content to students.
 a. Adaptation
 b. Entry
 c. Infusion
 d. Transformation
 10. Techers directs students in the conventional use of tool-based
sortware.
 a. Adoption
 b. Entry
 c. Infusion
 d. Transformation
  Answers

 1. C
 2. C
 3. A
 4. B
 5. C
 6. B
 7. C
 8. C
 9. B
 10. A