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Integration of Computer Technology in Teaching and Learning Models and Strategies Zahra Hosseini Islamic Azad University- South Tehran branch. Tehran. Iran
[email protected] Mozhgan Azimi University of Malaya. Kuala Lumpur. Malaysia
[email protected] Paper Reference Number: 6-10-1-8400 Name of the Presenter: Zahra Hosseini Technology has revolutionized almost every aspect of human life. Information and communication technologies have changed the way we communicate, conduct business, entertain, and create and manage information. Since education fundamentally involves information and communication, it is only natural that the technology, with its wide range of information and facilities services, is going to impact education. Researches show many paths which technology can support education as facilitating organization and control in the learning environment, facilitating communication with teachers and classmates, accessibility for more content, materials and resources. While using technology as tutorial capacity and deliver information is suggested to be beneficial, integrating technology in teaching is emphasized by numerous research studies in order to effective use of computer technology in teaching. However, the necessity of having a model for identifying effective technology integration and using it as the base of analysing is acknowledged in many studies. Accordingly, many organizations and researchers have attempted to offer the model for effective technology integration. Since the best model for technology integration never exists, this paper aims to review of different models and strategies for computer integration and define factors influencing technology integration in teaching such as classroom orientation, instructional strategies, student computer activities, and also attitudes toward learning, pedagogical beliefs, and personal characteristics of the teacher. Keyword: Technology Integration, Computer Usage. Introduction Technology has revolutionized almost every aspect of human life. Information and communication technologies have changed the way we communicate, conduct business, entertain, and create and manage information. We now live in an information age where the whole world is stepping towards a global knowledge driven society. It has made our community as bigger and smaller the same time (Molebash, 1999). Communication
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technology assistance has reduced the feeling of geography distances between people around the world. Conversely, availability of extreme information has expanded the world. Since education fundamentally involves information and communication, it is only natural that the technology, with its wide range of information and facilities services, is going to impact education. There are many paths which technology can support education as facilitating organization and control in the learning environment, facilitating communication with teachers and classmates, accessibility for more content, materials and resources. Computer Technology in Education Generally, two different functions of computer in education have identified as “Learning with computer” and “learning from computer”. Considering difference between computer applications is recommended important for studying and implementing effective use of technology (Ringstaff & Kelley, 2002). In learning from computer the role of technology is defined as delivery system. In this manner computer offers information to learners and makes them to response and learners are not engaged with the process of learning and teaching (Barrett, 2003). Ringstaff and Kelley (2002) after reviewing many researches on effectiveness of using computer in education categorised the studies conducted on learning from computer and determined variety of forms of using computer as a tutor including: Computer Based Instruction (CBI), Computer Assisted Instruction (CAI), Integrated Learning Systems (ILS), and Intelligent Learning Systems (ITS). In spite of some opposite result reported toward the effectiveness of these forms of computer application, still, using computers in a tutorial capacity is suggested to be beneficial (Ringstaff, & Kelley, 2002). While using technology for “learning from computer” focuses on developing information of learners, the other function of computer usage for teaching is noted as using technology when learning activities are grounded in constructivism philosophy. Students may use computers and other technologies to write, analyze data, develop presentations, and collaboration. These forms of technology usage involve students in learning experiences and lead them to higher order thinking such as critical thinking and problem solving (Barnett, 2003). According to Means and colleagues (1993), in “learning with computer” teachers and learners are more controlling the process of learning than the technology which is used. Additionally, in the area of mathematics, three paths of technology usage in classroom have been proposed for mathematics’ teachers to describe the way of computer technology use in their classrooms. These paths include 1) games, 2) structure computer tasks and, 3) problem-solving software (Mohr, 2008). It is argued that games are educationally useful for math when they have been designed and implemented purposefully (Clements, 2000). Although using computer technology in teaching as doing drill exercises has been also approved, but, integrating computer technology for engaging students in higher order thinking is suggested as more effective path of technology usage (Mohr, 2008). Models for Technology Integration in Teaching
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According to Cradler, Freeman & McNabb (2002) current educational system is facing a new challenge and that is how to establish and implement strategies for effectively use of technology in teaching. However, many researchers have worked toward this vision and suggested the various models and strategies which technology can be incorporated in teaching. I. Model of Successful Integration of Information Technology Outcomes A model for explanation of technology integration in classroom is presented by Johnson and Liu's (2000). The authors emphasized on the necessity of having a model for identifying effective technology integration and built their model on the base of analysing 102 case study including 67 cases from the K-12 environment, 24 from higher education teacher training settings, and 11 from in-service training settings (Fig. 1). They suggested three predictors for successful integration of information technology outcomes as: 1) Use of software to create, manipulate and enhance student learning, 2) Use of problem based assignments, and 3) Establish constructive learning environment (Woodbridge, 2004).
Successful integration of information technology outcomes
Use of software to create, manipulate and enhance student learning
Use of problem based assignments.
Establish constructive learning environment
Fig. 1: Johnson and Liu Technology Integration Model II. Effective Integration Technology Model for Teachers Essentially, The National Educational Technology Standards (NETS) which was created by the International Society of Technology in Education (ISTE) provides effective integration technology model for teachers. Teachers are recommended to follow standards according to effective technology integration. These standards have been described in five areas: 1) Facilitate and inspire student learning and creativity. 2) Design and develop digital-age learning experiences and assessments. 3) Model digital-age work and learning. 4) Promote and model digital citizenship and responsibility, and 5) Engage in professional growth and leadership (ISTE, 2008). III. Technology Team-teaching Model (TTT) The technology team-teaching model (TTT) is another model which was designed and applied in Syh-Jong’s (2008) study to restructure science method courses with technology (Fig. 2). This model contains four steps: Stage 1. Introduction on instructional theory and technology Stage 2. Implementation of web-based learning network Stage 3. Lesson plan design and team-teaching practice
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Stage 4. Reflection and modification
Fig. 2: A technology team-teaching model in science education method courses. Syh-Jong (2008) introduces the TTT model as the effective model for integrating technology in teaching and believes: “The TTT model helped the preservice teachers integrate efficiently appropriate strategy and technological application in lesson plan design and increased the opportunities for communication, explanation, and exchange of experi-ences with peers. Through team-teaching practice, they then created more teaching ideas and modified their own teaching.” (p. 657). IV. A model of adoption of both "idea" and "product" technologies in education Hooper and Rieber (1995) identify the model for teacher education to integrate technology in teaching. This model has five steps or phases including: 1) Familiarization, 2) Utilization, 3) Integration, 3) Reorientation, and 5) Evolution. The authors explain that familiarization starts with new experience of using technology in classroom. In this phase, the teacher simply becomes familiar with some computer skills. In the utilization phase, although teachers still have no commitment for using technology but their attitude toward using technology progress. The integration occurs when a teacher consciously decides to use certain tasks and responsibilities to the technology. In the reorientation phase teachers consider how technology allows their students to engage the subject matter. In the last phase called Evaluation, educators should be aware that learning environment should constantly change to remain effective (Hooper & Rieber, 1995). V. Technological Pedagogical Content Knowledge Model
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While, finding the model of incorporating technology into curriculum seems a difficult and complex task for teacher educators (Garofalo et al., 2000), Koehler & Mishra (2009) provided Technological pedagogical Content Knowledge (TPCK) framework as a promising way forward for successfully integrating technology throughout curriculum planning (Fig. 3). According to TPCK, technology is not only a new item added into the curriculum. TPCK provides the special kind of teacher knowledge which is required for effectively using the technology for teaching (Doering, et al, 2009; Angeli & Valanides, 2008). Concisely, TPCK is an emergent form of knowledge that comprises a complex interplay among content knowledge, pedagogical knowledge and technological knowledge. TPCK enables the teacher to successfully incorporate technology in teaching by enabling the teacher to develop appropriate, context-specific strategies and representations. As stated above, TPCK involves understanding and identifying (a) the use of appropriate technology (b) in a particular content area (c) as part of a pedagogical strategy (d) within a given educational context (e) to develop students’ knowledge of a particular topic or meet an educational objective or student need (Cox, 2008).
Fig. 3: Technological Pedagogical Content Knowledge Model Factor Influencing Effective Use of Technology in Teaching As mentioned above, although teacher modelling in the use of technology has been identified the most important factor influencing development of technology proficiency by more than 90% of the teacher students (Ikpeze, 2009), modelling alone cannot guarantee effective use of technology in teaching and many other factors influence on effective technology integration. Sivin-Kachala and Bialo (2000) after reviewing numerous research studies summarized factors influence the level of effectiveness of using technology in teaching as: the specific student population, the software design, the educator's role, how the students are grouped, the preparedness of the educator and the level of student access to the technology (Sivin-Kachala & Bialo, 2000). Later, they stated that teacher training was shown the most significant factor influencing the effective use of educational technology to improve student achievement. In addition, van Braak Tondeur & Valcke (2004) cited by Shih-Hsiung Liu (2011) categorized the different activities using computers during teaching into eight types: encouraging collaborative learning; using computers for differentiation activities;
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encouraging students to improve their skills; requiring students to complete assignments on a computer; using a computer as a demonstration tool; using a computer as an instruction tool; encouraging students to search for information on the Internet; and, teaching students about the possibilities of computer use. However, some other studies have indicated that although institutional and organizational efforts important supports for technology, but teachers are often autonomous and prefer to follow their own support system to incorporate technology in their classroom (Myhre, Popejoy, & Carney, 2006; Woodbridge, 2004). Because of importance of teacher’s role in technology integration, most of studies have focused on teachers’ knowledge, abilities and beliefs for effective technology integration. For example, Eteokleous (2008) identified the factors influencing teacher decisions about technology integration as teacher professional development and training, administrative support, positive school environment, adequate technological resources, technology access, technical assistants, adequate planning time, sustained funding for technology, instructional styles, attitudes toward learning, pedagogical beliefs, and personal characteristics (Eteokleous, 2008). Further study highlighted the role of teachers as being even more important than organizational support for teaching with technology (Myhre et al., 2006). In addition, Inan & Lowther & Ross and Strahl (2010) suggested many strategies for effective technology integration such as learner centric environment and type of classroom orientation, instructional strategies, and student computer activities. The authors emphasized on teachers’ pedagogical readiness and beliefs and primary technology competencies and also basic software skills as important factors which may influence on effective technology integration Conclusion Although having a model has been identified useful for theoretical clarification and implementation of use of technology and recommended by many researchers (Niess, 2005; Brush & Saye, 2009; Wang, 2009), it seems different models can be applicable and effective in the different situations and contexts and “There is no “one best way” to integrate technology into curriculum” (Koehler & Mishra, 2009, p. 62). Also, a review of the existing literature indicates that a number of factors influence the use of technology in teaching, such as access to resources, quality of software and hardware, ease of use, incentives to change, school and national polices, commitment to professional learning, background in computer training, and the role of teachers in using technology. Among all these factors, the roles of teachers and pedagogy have been reported as the most important factors (Mumtaz, 2000). Hence, teacher education programs seem to play a crucial role in preparing teachers for integrating technology into teaching. References Angeli, C.,& Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper Presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28, 2008.
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Barrett, D.,& Green, K. (2009). Pedagogical Content Knowledge as a foundation for an interdisciplinary graduate program. Science Educator, 18(1), 17-28. Brush, T., & Saye, J. W. (2009). Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices. Contemporary Issues in Technology and Teacher Education [Online serial], 9(1). Clements, D. H. (2000). From exercises and tasks to problems and projects: Unique contributions of computers to innovative mathematics education. Journal of Mathematical Behavior, 19, 9-47. Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Doctoral dissertation, Brigham Young University, Provo, UT. Cradler, J., Freeman, M., & McNabb, M.L.(2002, September). Research implications for preparing teachers to use technology. Learning & Leading with Technology,30(1),pp. 5055. Doering, A., Scharber, C., Miller, C.,& Veletsianos, G. (2009). Geo Thentic: Designing and assessing with Technological Pedagogical Content Knowledge. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4056-4061). Chesapeake, VA: AACE. Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 6 69– 6 86. Inan, F. A., Lowther, D. L., Ross, S., Strahl, J. D. (2010). Pattern of classroom activities during students use of computers: Relations between Instructional Strategies and Computer Applications. Teaching and Teacher Education, 26 (3), 540-546. Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Hooper, S. & Rieber, L.P. (1995). Teaching with technology. In A.C. Ornstein (Ed.), Teaching: Theory into practice (pp. 154-170). Needham Heights, MA: Allyn & Bacon. Ikpeze, C. H. (2009). Integrating technology in one literacy course: Lessons learned. Journal of Literacy and Technology,10(1),2-39. ISTE (2008). International Society for Technology in Education (Ed.). (2008). National educational technology standards for teachers (NETS-T) and performance indicators. Retrieved from http://www.iste.org Johnson, D. L., & Liu, L. (2000). First steps toward a statistically generated information technology integration model. Computers in the Schools, 16(2), 3-12. Jong, J. S. (2008). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. Computers & Education 51 (2008) 646–659 Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). L.iu, S. H. (2011). Factors related to pedagogical bel iefs of teachers and technology integration. Computers & Education. 56 (2011) 1012–1022 Means, B., Blando., J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC:
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U.S. Department of Education, Office of Educational Research and Improvement. Available online: http://www.ed.gov/pubs/EdReformStudies/TechReforms/ Mohr, D. J. (2008). Pre-Service Elementary Teachers Make Connections Between Geometry and Algebra Through the Use of Technology. Journal. Vol 3 (Technology), February 2008.[www.k12prep.math.ttu.edu] Molebash, P. (1999). Technology and Education: Current and Future Trends in Instructional Technology. Retrieved fromhttp://etext.virginia.edu/journals/itjournal/1999/molebash.html Mumtaz. S. (2000). Factors affecting teachers’ use of Information and Communications Technology: A review of the literature. Journal of information Technology for Teacher Education, 9(3), 319-341. Myhre, O., Popejoy, K., & Carney, J. (2006). Conditions for technology acceptance in Intermediate and Middle School Mathematics. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 1001-1005). Chesapeake, VA: AACE. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21,509-523. Ringstaff, C., Kelley, L. (2002). The learning return on our educational technology investment. San Francisco: WestEd. Retrieved fromhttp://www.wested.org/cs/we/view/rs/619 Sivin-Kachala, J. & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association. van Braak, J., Tondeur, J., & Valcke, M. (20 04). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19,407 – 422. Wang, T. (2009). Rethinking teaching with information and communication technologies (ICTs) in architectural education. Teaching and Teacher Education, 25,1132–1140 Woodbridge, J. (2004). Technology Integration as a Transforming Teaching Strategy. Retrieved fromhttp://www.techlearning.com/article/2022
