Integrating Educational Technology into Teaching

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Integrating Educational Technology into Teaching
Chapter 3 Learning Theories and Integration Models
By M. D. Roblyer
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Two Divergent Views
Learning is transmitted knowledge
Learning is constructed knowledge
Directed Instruction
Constructivists
Teaching should be teacher-directed, systematic,
structured
Students should be able to generate their own
knowledge
Constructivist approaches are too inefficient,
unstructured, unsystematic
Direct instruction is too ridged
teacher-centered
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Theoretical Foundations

• Directed Instruction

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Learning Theories

• Behaviorism Skinner (Pg. 57)
• grandfather of behaviorism
• Information-processing Atkinson Shiffrin
  (storage of memory)
• Teaching Guidelines Gagne-9 steps, pg. 60
• Instructional Design System Approaches (Flow
  chart-pg. 61)

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Directed Instruction Characteristics

• Focus on teaching sequences based on prerequisite
  skills
• Clear objectives with matching test items

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Directed Instruction Characteristics

• Stresses individualized work
• Emphasizes traditional teaching assessment
  methods

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Criticism

• Students Cannot Do Problem Solving
• Activities Unmotivating
• Students Cannot Work Cooperatively

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Theoretical Foundations

• Constructivism

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Learning Theories

• Social Constructivism Dewey- 5 philosophies, p.
  63
• Scaffolding Vygotsky, 6 implications, p. 64
• Stages of Development Piaget
• Discovery Learning Bruner, p. 66

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Learning Theories

• Microworlds Seymour Papert
• Inert Knowledge, Situated Cognition,
  Collaborative Learning CTGV, p. 69
• Multiple Intelligences Gardner-8 types,p. 71

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Constructivist Learning Characteristics

• Focuses on learning through posing problems,
  answer exploration, and product development
  presentation
• Pursues global goals and specifies general
  abilities

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Constructivist Learning Characteristics

• Stresses group over individual work
• Emphasizes alternative learning assessment
  methods

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Criticism

• How to Certify Learned Skills
• Need for Prior Knowledge
• Ability for Students to Choose Effective
  Instruction
• Which Topics Suit Methods
• Transfer of Skills to Practical Situations

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Integration Strategies
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Directed Models

• Provides Skill Remediation
• Provides Mastery Fluency
• Provides Systematic Self-instruction

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Constructivist Models

• Fosters Creativity
• Fosters Inductive Thinking Problem Solving
• Fosters Metacognition

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Constructivist Models

• Increases transfer of knowledge to problem
  solving
• Fosters group cooperation
• Allows for multiple distributed intelligences

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Both Models

• Increase motivation
• Optimize learning resources
• Remove logistic hurdles to learning
• Foster communication skills and information
  visual literacy