Technology Integration 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. The advances in multimedia and telecommunication technologies have remarkably transformed man’s capacity to perform practically all his daily tasks. These phenomenal developments in information and communication technology have likewise altered man’s ability to think and learn. Technology seems to dictate and shape our future to become productive and functional members of the global community. The education sector is quite slow in addressing the call to reinvent educational practices in tune with the digital language of the time. Technology continues to overtake education. Teachers and other educational practitioners remain helpless in their struggle to survive and remain effective inside the classroom. They cannot do the same thing and expect different results. They simply cannot continue teaching the way they were taught yesterday. Pre-service and all teachers in general should prepare not only to become technology savvy but effective users of technology in the delivery of instruction. Integrating technology in teaching and learning is quite a simple message, stated in simple language, but surprisingly quite not simple in actual practice. Lesson 12 focuses on the concept of technology integration. It introduces the SAMR and the TPAK models of technology integration and their implications in the delivery of educational programs.Directions: This is a collaborative learning activity. “Read and understand the following scenario. “ Answer the guide questions. Scenario In a science class, teacher Ana showed a short video clip to introduce her lesson about the process of photosynthesis. After the video presentation, she proceeded to engage the class in an open discussion about what they have learned from the material. To her surprise the whole class is passive and did not show interest to express their reactions or their thoughts and even to raise questions about what they have seen in the video. The class claimed that the concept of photosynthesis as shown in the video is too complex for them to understand. Teacher Ana went home quite unhappy with the result of using technology to deliver her lesson. She believes that she tried her best to use technology in teaching, and even went to the extent of asking help from her co-teacher to download the material and have it ready for class presentation. i eee Mee ‘Identify the possible problems in the scenario. “+ Classify these problems and cite other interrelated issues and concerns on the use of technology, teaching strategy and teacher’s technology skills as you have observed in this scenario. “ Suggest several solutions to the problems and to the other issues and concerns you have identified in the scenario, “ Share your output in class and identify commonalities in your answers. Duration: 15 MinutesUnderstanding Technology Integration The term technology integration is defined in different views and is practiced in different ways. The following are the different views and perceptions of scholars, practitioners and teachers on the subject of technology integration. - Integrating technology into classroom instruction means more than teaching basic computer skills and software applications in a computer class. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular 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 and efficiently 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 fiexibly, 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), If you further explore the body of literature, more meanings and definitions of technology integration are expressed in different context. But let us analyze only those that have been cited here. Can you see commonalities in those definitions? For instance, some of these views are expressed to focus on the nature and ways of technology applications. Some refer to the curricular support. Others see technology integration as infusion of technology as a tool to enhance delivery of content, But what indeed does it take to achieve full integration of technology in teaching and Searning? Are there models that can explicitly describe the systematic integration of technology in the learning environment? Let us find out in the following models of technology integration.Technology Integration Models The SAMR Model Dr. Ruben Puentedura (2006) developed the SMAR model that describes technology integration through the following four levels as shown in Figure 9. HT Figure 9. SAMR Model of Technology Integration (Hos-Mcgrane, 2011) The acronym SAMR represents the four levels of technology integration, namely; substitution, augmentation, modification and redefinition. The first level of this SMAR model is substitution where technology is used as a direct substitute for what you might do already, with no functional change. The second level is augmentation where technology is a direct substitute, but there is functional improvement over what you did without the technology. The third level is modification where technology allows you to significantly redesign the task. The fourth level is redefinition where technology allows you to do what was previously not possible (Models for understanding technology integration, n.d.). In using the SAMR model, teachers are encouraged to move beyond the substitution and augmentation levels toward the modification and redefinition levels which aim for transformation. The SAMR model is quite simple and easy to follow especially for novice and pre-service teachers. The model, however, requires teachers to have the skill in selection, design and mastery of the subject matter.Directions: * Watch this video on SAMR Technology Integration Mode} SAMR Technology Integration Model TWeartRdtech (2013, August 2). The SAMR Model of Technology Integration. Retrieved from https://www.youtube,com/watch?v=G3c0dVRzv3U > Answer the guide questions. “ Confer with your groupmates. Rationalize the need to move to the transformation stage which is in modification and redefinition levels. « Cite specific example of a simpie lesson and how you can move from one level to another showing the use of technology. e Share your group output in class. Duration: 15 MinutesTPACK Technology Integration Model One of the more popular technology integration models, and today getting its momentum in education is the Technological Pedagogical Content Knowledge (TPACK) espoused by Mishra and Koehler (2006), which sets directions for describing use of technology in learning and in other professional work. This framework attempts to put in context some of the important qualities of teacher knowledge required for technology. integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. It highlights and describes the complex relationships between three forms of knowledge, namely; Pedagogical knowledge (PK), content knowledge (CK), and technological knowledge (TK) as illustrated in Figure 10. Figure 10. Technological Pedagogical Content Knowledge (TPAK) Model (Mishra & Koehler, 2006) From http://tpack.org/ In the TPACK model, the intersections of the circles are important and they suggest that teachers need to describe what part of the model, any idea for using technology in the curriculum is addressing. Not all ideas may be in the middle of the diagram. 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. Pedagogical knowledge (PK) is about the strategies, and techniques used in classrooms and other learning situations and environments to ensure curriculum goals are met,Technology knowledge (TK) is about the 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 subjects. In the TPACK framework, Technology Knowledge (TK) can combine with Content Knowledge (CK) to form Technological Content Knowledge (TCK); Technology Knowledge (TK) and Pedagogical Knowledge (PK) can form Technological Pedagogical Knowledge (TPK); and Pedagogical Knowledge (PK) and Content Knowledge (CK) can form Pedagogical and Content Knowledge (PCK). Combining all three knowledge (TPC) can form Technological Pedagogical and Content Knowledge (TPACK). Technological Content Knowledge (TCK) is about interpreting your curriculum through a technology lens and to consider the impact of technology on what is changing in your curriculum area. Technological Pedagogical Knowledge (TPK) is about the special pedagogical considerations for using technology within your teaching strategies or perhaps for considering new pedagogical approaches afforded by the qualities of the software — what new things can you do, pedagogically? Consider a specific teaching strategy that can blend well with a particular instructional software. TPACK is a way of describing how technology pedagogy and content fit together to enable powerful learning (TPACK Madel, n.d.). To further enhance your understanding about the TPACK model, let us watch the following videos. Directions: - This is a collaborative learning ‘activity. “ Watch this video, “TPACK in 3 Minutes” TPACK in 3 Minutes Kimmons, R. (2011, March 22). TPACK in 3 minutes. Retrieved from https://www.youtube.com/watch?v=O0wGpSaTzW58“ Answer the following guide questions. “+ Each group will have to answer a specific guide question. i eee = + Describe the relationship of pedagogical knowledge with content knowledge as illustrated in the video. (Group 1) « Describe the relationship of technological knowledge with content knowledge. (Group 2) e Describe the relationship of technological knowledge with pedagogical knowledge. (Group 3) * Proceed to watch the second video. * Watch this second video “Explanation of TPACK” Explanation of TRACK Microsoft Technology Enriched Instruction (TEI). (2014, February 17). Intro to TPACK. Retrieved from https://www. youtube.com/watch?v=eXLdqO0fy 3w i ene eRe « How did this video reinforce your understanding of the TPACK model of technology integration? e Which in the TPACK framework is unclear to you? Why? As pre-service teachers, how will this TPACK integration model guide you in using technology in the delivery of instruction? © Write your answers in a clean sheet of paper and submit to your teacher. This serves as an assessment output. Duration: 20 MinutesBenefits of Effective Technology Integration When technology is well integrated in the curriculum, its tools and resources provide learners with extended learning opportunities in formidable ways, os & Access 10 up-to-date, primary source material Methods of collecting/recording data ‘Ways to collaborate with students, teachers, and experts around the world Opportunities for expressing understanding via multimedia Learning that is relevant and assessment that is authentic Training for publishing and presenting their new knowledge (What is successful technology integration? n.d.). Levels of Technology Integration When a teacher begins to integtate technology in teaching and learning, the first and foremost consideration is to decide which of the technology will best deliver his lesson. In selecting the appropriate technology, a novice teacher might cheose the material in terms of its ease in preparation and the technology skills needed to facilitate use of this particular material. As you have ‘earned ftom the TPACK model, this is just one aspect in the process of integrating technology in teaching and Jearning process. And of course the rest such as knowledge of pedagogy and content are equally important. Figure 11 shows a technology integration matrix that will show the progression of the technology utilization in the learning environment. ] i z 3 gd onc Active oid Goostexctive coe ree ooe Figure 11, Technology Integration Matrix (Baker, 2014)As shown in Figure 11, there are five (5) levels of technology integration into the curriculum, namely; entry, adoption, adaptation, infusion and transformation. In the left most portion of the matrix are the characteristics of the learning environment, namely; active, collaborative, constructive, authentic and goal oriented. In each level of integration, you can see the specific description or tasks the students are engaged in. For example, in the entry level, if we look at it in active learning environment, it says that information is passively received by the students. When we move to the adoption level, it describes the conventional use of tools. In the adaptation level, there is a conventional independent use of tools, some student choice and exploration. When we move further in the infusion stage, it describes choice of tools, and regular self- directed use. And finally is the transformation level, where it shows the extensive and ‘unconventional use of tools in an active learning environment. You can continue to ponder on this matrix and you can observe how each level of technology integration shows the corresponding demonstration of students in a particular learning environment. In summary, this technology integration matrix highlights the five main purposes of technology integration: to help students become more active, collaborative, constructive, authentic and goal-directed. Each of these areas is broken down into the levels of integration in a learning environment, and therefore, it is an excellent roadmap for setting directions in your technology integration practices (Rao, 2014).SYNTHESIS: KEY THEMES AND CONCEPTS Technology integration is a complex concept and is defined in many ways. Integrating technology into classroom instruction means more than teaching basic computer skills and software applications in a computer class. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. Technology integration describes how teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curricular targets. Technology integration involves the infusion of technology as 4 toot to enhance the learning in a content area of multidisciplinary setting. 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). There are two models cited in this lesson, namely; The SMAR Model and the TPACK Model. SMAR Model shows technology integration in four levels, namely; substitution, augmentation, modification and redefinition. The TPACK Model shows the relationship of Pedagogy, Content and Technology. A technology integrated curriculum offers learners several benefits. Technology Integration Matrix shows the progression of technology application in the learning environment.