THEORY AND PRACTICE :

FOUNDATION OF
EFFECTIVE TECHNOLOGY
INTEGRATION
 WHAT IS
TECHNOLOGY
INTEGRATION?
Defined as the use of
technology to
enhance and support
the educational
environment.
 Technology integration is the use of
technology resources- computer,
mobile devices like smartphone and
tablets, digital cameras, social media
platforms and networks, software
application, the Internet, etc.
THEORIES and PRACTICE
 Ingredients for Successful
Technology Integration

1. Foundation of learning theories

2. Technology Pedagogical Content
Knowledge(TPACK)
3. Technology Integration Planning Model(TIP)
4. Essential conditions for integration
 Learning Theories

Social Activism Theory(John Dewey)

Learning requires social interaction among students on
problems and issues of interest.

Social Cognitive Theory(Albert Bandura)

Students learn either through actions they take or through
observing others (modeling).
Scaffolding Theory(Lev Vygotsky)
Adults(experts) support learning through scaffolding, or help
children(novices) build on what they already know.

Child Development Theory(Jean Piaget)

Children go through stages of cognitive development by
interacting with their environment.
Discovery Learning(Jerome Bruner)
Children are more likely to remember concepts that they
discover during their interaction with the environment.

Multiple Intelligences Theories(Howard Gardner)

Learning is shaped by innate intelligences i.e. language,
music, logic-mathematics, spatial, bodily-kinesthetic,
intrapersonal and naturalistic.
Technology Pedagogical Content Knowledge Model(TPACK)
TPACK – is a technology
integration framework that
identifies three types of knowledge
instructors need to combine for
successful EdTech integration-
technological, pedagogical, and
content knowledge (a.k.a TPACK).
 An Example of How to Incorporate
the TPACK Framework in Your
Classroom

Imagine you are a 7th grade life

sciences teacher. The topic is “cell
anatomy.” Your objectives are to
describe the anatomy of animal cells
and explain how the organelles work
as a system to carry out the necessary
functions of the cell.
Applying Technological, Pedagogical Content
Knowledge to Your Lesson

 Content Knowledge (CK)—what are you teaching

and what is your own knowledge of the subject? 

 Armed with their knowledge of cell anatomy,

function, and processes, have your students analyze the
connections between different animals and plants in their
natural habitats. Have each group infer what might
happen when one animal or plant is placed in a habitat other
than it's natural one. Each group should compile evidence to
make their case (articles, videos, etc.) using Padlet, Evernote,
or other similar tool. 
 Pedagogical Knowledge (PK)—how do your
students learn best and what instructional strategies
do you need to meet their needs and the requirements
of the lesson plan?

After walking through the different parts of a

cell’s anatomy, break your students into small
groups and have them collaborate. Include an
interactive question that provides a diagram of a
cell with blank labels.
Technological Knowledge (TK)—what digital tools are
available to you, which do you know well enough to use,
and which would be most appropriate for the lesson at
hand? 

Instead of researching a cell process (e.g., cell

respiration, energy production, etc.) in one type of cell,
have your students compare the process between animal
and plant cells and make conclusions regarding the
differences they find. Require each group to construct an
artifact of their research by creating a one-page brief in
Google Drive or Microsoft OneDrive, a flowchart
comparison, or a video explanation.
 Technology Integration Planning(TIP) Model

This model has 3 phases that include (7) steps

Phase 1
Teachers look at the learning needs of their students to determine which
strategy/method/practice they will implement.

1st step. Relative Advantage

This step helps teachers pick a strategy or method once they can see
clear and beneficial impacts, or relative advantages.

2nd step. TPACK

This is how much teachers know about what they’re teaching, how
they’re going to teach it, and what tools/resources they use to get the job
well done.
Phase 2
Teachers create their plans for instruction delivery, ways to assess
their students, and an environment supportive of technology
integration.
3rd step. Objectives and Assessments
Objectives and assessments are vital components because teachers
must lay out the skills and concepts they ant their students to learn
and design ways to determine if the students learned the content or
not.
4th step. Integration strategies
Teachers pick strategies that will help them carry out their lesson or
activity.
5th step. Instructional Environment
Does the teachers environment support the integration of
technology? This includes software, devices, etc. for all types of
learners.

Phase 3
The teachers continue to plan by analyzing and reviewing lessons
and activities that have been delivered.
6th step. Analyze
Teachers must look at what worked in a lesson and plan, design and
create ways that improve the lesson.
7th step. Revisions
The final step is actually carrying out the plans made during step 6.
Shared vision for technology Integration
• Coordinated school and district planning, and involve
teachers and other personnel at all levels. Budget yearly
amounts for technology purchases and make funding
incremental. Emphasize teacher training. Match
technology to curriculum needs and keep current and build
in flexibility.

Empowered Leaders
• Systematic success with the technology requires
involvement of entire community and stakeholders at all
levels are informed about the goals of the community,
district and school.
Standards and Curriculum Support
• Technology and content-area standards support each other

Required Policies
• Internet use policies
• Legal/ethical use policies
• Policies to ensure equity
• Financial assistance, incentives, and accountability policies
Access to Hardware, Software, and other Resources
• Finding funding
• Purchasing hardware and software
• Setting up and maintaining physical facilities
• Sustainability

Skilled Personnel and Opportunities for PD

• Hands-on, integration emphasis
• Training over time
• Modeling, mentoring, and coaching
• Post-training access
Technical Assistance
• Teachers trained in troubleshooting procedures
• Teachers not expected to address complicated diagnostic and
maintenance problems
• Schools must support teachers by replacing and repairing
equipment

Appropriate Teaching and Assessment Approaches

• Teachers should be encouraged to use a variety of technology
integration models
• Teaching strategies must be matched with appropriate
assessment strategies
Engaged Communities

•Partnerships are encouraged between

schools, business, corporations and
individuals
•Partnerships typically benefit all partners
 Thank you and God Bless!!!!

Prepared by:

kinilitan, joan q.
Kinkito, irene k.
Kitane, hezelkiah j.
Activity
1-2.Give atleast 2 ingredients for successful technology
integration.
3. What learning theory is this?
Learning is shaped by innate intelligences i.e. language, music,
logic-mathematics, spatial, bodily-kinesthetic, intrapersonal and
naturalistic.
4. What is learning theory of Lev Vygotsky?
5. Whose learning theory is this? Social Cognitive Theory
6-10. Give atleast 5 essential conditions for effective technology
integration.
11. These are the theory and practice that make technology integration
purposeful, effective and meaningful for both teachers and students?

12. How to use technology in a way that enhances the students learning
experiences?

13. What do you mean by TPACK?

14. TIP stands for?

15. Why technology integration important?