Integration Of Technology In Teaching And Learning – (Not so subtle self-promotion? My session on using Flipboard and Pocket as content management tools is next Wednesday in Junior Ballroom A downstairs at 9:45 p.m. I’m sure the presentation will go well once it’s done. Fingers crossed.)
As part of my presentation preparation, I am looking for the meaning of technology integration. Just because teachers or their students use technology as part of teaching and learning does not mean they are integrating technology into what they do.
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Integration Of Technology In Teaching And Learning
I decided it would be. Using technology is different from integrating technology. You don’t become a chef by using a microwave to heat soup. Using Google Docs to create a list doesn’t mean you’re incorporating technology.
Benefits Of Technology In The Classroom
But I was curious to see what other people had to say, so I started researching what these differences looked like. And then I came across an old blog post written by Adit Rao at Teachbytes. Aditi seems to have had a similar conversation many years ago when she created an easy dandy diagram to illustrate her ideas.
The SAMR model has been insisting since her post was published that there are strong similarities between the two. But I still like his work – specific pointers that can help when designing learning activities. Once combined, It’s a great conversation starter.
To purposefully use information and communication technology tools to engage students and help them develop higher order historical thinking skills.
Technology technology. Tools and applications that drive instructional design. Technology that focuses on teacher behavior rather than student learning. Focus on platforms rather than results.
Technology For Teaching And Learning 2
This means less memorization during lectures and more online collaborative document analysis using Padlet or Google Keep. This means sharing digital sheets and creating additional products using tools like Adobe Slate or Storehouse. It is more relevant; This means using real examples and using web-based textbooks.
This means that intelligently aligning the SAMR model and documents such as these tools must use technology to intentionally plan to support learning goals rather than the other way around.
The ADT chart is a good reminder for all of us. Technology is a tool. In terms of experience with instructional technology; I noticed an evolution in the understanding of technology integration from seeing technology as “extra” (often as an afterthought) to being added to the teaching model. This shift in mindset is evident when teachers focus on learning outcomes and plan with technology supporting outcomes rather than focusing on the technology tool and forcing them to adjust instruction. Various forms of technology integration have emerged to support a change in technology thinking in the classroom. Three in particular:
These technology integration models allow teachers to plan, They can help make implementation and evaluation more efficient, and the fact that they come with fun acronyms is an added bonus. Each model has its place and must be used together to ensure that educators use technology in meaningful and purposeful ways. I will share a brief description of these three models and when they should be used. Let’s see them.
Pdf) Educators’ Perceptions Of Technology Integration Into The Classroom: A Descriptive Case Study
The SAMR model is one of the most widely used models for technology integration. This is the style I first learned when I first started studying instructional technology. Dr. Developed by Ruben Puntadura, SAMR divides technology use into four phases.
It is often depicted as a ladder-like figure, with steps leading up to the definition at the end. I am more partial to the SAMR concept as a pool; I don’t think this is the best model.
Planning a lesson with the mindset of “I will grow by using…” focuses on the technique rather than the purpose of the lesson. Also, it’s tiring to reset all the lessons every time. Sometimes replacing a handwritten draft or worksheet with a digital version can be more than enough.
Instead, Consider SAMR as an assessment tool for technology integration. Wait until the end of the lesson and use SAMR to measure the success of the steps based on the student’s use of technology. By learning the lesson after the fact and seeing technological progress; A teacher gets a better idea of how technology is used to help students learn. This will influence how the lesson is taught in the future and allow the teacher to see if there is a balance between the SAMR levels or if there is an opportunity to enter a new level.
Pdf) Technology Integration Into Pre Service Teacher Training
In understanding instructional technology, he discovered the TPACK model beyond SAMR. Developed by Dr. Punya Mishra and Dr. Matthew Koehler, TPACK focuses on technology, Emphasis is placed on the intersection of pedagogy and content knowledge. Here is my recommended format for lesson planning. When integrating technology, consider core components of the curriculum, not the level of technology use.
First, you start with the content standard; Move to the instructional strategy (instructional strategy) for teaching the standard and determine which technology tool/application best supports the instructional strategy. In further research on this model, Gomez (2015) suggests that all three overlap rather than overlap, rather than an intersection of knowledge synthesis. It emphasizes technology as part of the planning process.
After TPACK, The third model I introduced was the TIM (Technology Integration Matrix) developed by the Florida Center for Instructional Technology. It provides a general framework to reflect the integration of technology in the classroom. It includes five levels of technology integration.
Tim focuses on how technology is integrated into teaching and guides the development of sophisticated and transformative use.
Solution: Lecture 5 Integration Of Technology In Teaching And Learning
The Story A colleague who specializes in teacher training shared TIM with me as a way for teachers to think about how to integrate technology. I like this! Reflection is an important part of learning, and the TIM Matrix is an excellent way for teachers to evaluate and improve their use of instructional technology.
When deciding which model to use, Michael Fullan (2016, p. 45) says, “[His point] is simple – learn the driver and the technology accelerator” and Liz Kolb “First, Take Technology Second.” “A Teacher’s Guide to Designing Effective Lessons” emphasizes the place of technology as a service to learning, not a secondary factor. This means that when choosing a model for technology integration; Rather than sticking to one model and forcing everything to fit, it’s important to consider the goals we’re achieving:
In the modern and developing educational landscape, Integrating technology into teaching and learning is essential for increasing student engagement and preparing for the future. All three forms of technology integration are powerful tools when it comes to learning technology. However, the combination of these three forms of teaching; It can empower teachers for student learning and professional development.
Lydia Krupp is currently the instructional technology coordinator for Ferris ISD. Ferris ISD is located in Texas; Located 20 minutes south of Dallas. It’s a 1:1 Google Workspace for the education district. Lydia supports instructional technology specialists as well as librarians and library media specialists. In addition, he was appointed TCEA Area 10 Director in April 2021. Lydia enjoys meeting and supporting members of her community. She loves TCEA and is proud to be a board member. Twitter Instagram, Connect with Lydia on Mastodon or by email.
Ict Integration In Teaching And Learning: Empowerment Of Education With Technology
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Tech Integration On Purpose And With A Purpose
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