TTL 101 Four areas of belief and value that guide teachers and institutions in

➢ Technology Integration in education refers to the meaningful use of technology to their technology integration practices:
achieve learning goals. 1. PROOF deals with the efficiency or efficacy of a technology to help improve student
➢ Good technology integration isn’t about using the fanciest tool, it’s about being aware of learning.
the range of options and picking the right strategy—or strategies—for the lesson at Proof requires some form of discernible or measurable outcome and will be most important
hand. to teachers in the classroom or to principals and other administrators who invest time and
LEARNING THEORIES money into technology and must prove that it is improving student achievement.
Guide how educators view the learning process and encompass our beliefs about 2. FACILITY deals with the ease at which a new technology can be learned, implemented,
the nature of knowledge and how a person learns. or managed at the teacher- or student-level. Teachers want to use tools that are easy to
All educators should study competing learning theories and develop their own learn, and the greater the learning curve associated with a new technology the less likely
understanding of how people learn. a teacher will be willing to invest the time and energy necessary to learn it.
3. COMPLIANCE deals with the legal and ethical requirements of technology use in
❖ BEHAVIORISM treats learning as a response to stimulus. Teaching and learning, then, contrast to their pragmatic use. Those who value compliance will ensure that
is a process of conditioning students to properly react to stimuli, and technology can help new technologies meet security requirements or legal requirements regarding student
facilitate this training by providing incentives to learning, such as games or other rewards, security. Teachers and administrators rarely think about compliance when integrating
or by providing systems to efficiently develop stimulus-response conditioning, such new technologies, or if they do, they only do so as an afterthought.
as drill-and-kill practices. 4. INSTITUTIONALIZATION deals with infrastructural compatibility, cost, lifespan, and
❖ COGNITIVISM dealt with brain functions and how information is processed, stored, management scale of new technologies. When a teacher purchases a new device or set
retrieved, and applied. Technology can help in providing information and study of devices for her classroom she may not think ahead about the long-term costs
resources that assist the brain in efficiently storing and retrieving information, such as associated with those devices (e.g., the price of apps or software updates, breakage,
through the use of mnemonic devices or multiple modalities (e.g., video, audio). replacement), whether or not the devices are compatible with the school's technology
❖ CONSTRUCTIVISM holds that learning is constructed by learners on top of previous infrastructure (e.g., can they access the network?), or the work involved in keeping those
experience, attitudes, and beliefs. Technology can help the constructivist learning devices up to-date and working.
process by making abstract concepts and facts more grounded in personal experiences
and the values of learners and also by allowing the learning experience to be Types of Technology Integration
differentiated for individual learners (e.g., through personalized developmentally- 1. Online Learning and Blended Classrooms\
appropriate software). 2. Project-Based Activities Incorporating Technology
❖ CONSTRUCTIONISM holds that the most effective way to teach in a constructivist 3. Game-Based Learning and Assessment
manner is to have students construct artifacts in the outside world that support 4. Learning with Mobile and Handheld Devices
and reflect their internal construction of knowledge. Technology can support 5. Instructional Tools like Interactive Whiteboards and Student Response Systems
constructionist approaches to teaching and learning by empowering students and 6. Web-Based Projects, Explorations, and Research
teachers to create and construct external models reflecting internal mind models with 7. Student Created Media like Podcasts, ideos, or Slideshows
resources and possibilities not available in the real world. 8. Collaborative Online Tools like Wikis or Google Docs
❖ CONNECTIVISM holds that the process and goals of learning in a highly networked and 9. Using SocialMedia to Engage Students\
connected world is different than learning in the predigital world, because learners are
now persistently connected to information sources and other resources through their Technology integration models are theoretical models that are designed to help
electronic devices, such as smartphones or laptops. Technology can be used to improve teachers, researchers, and others in the education field to think about
learning experiences by more fully connecting students with one another technology integration in meaningful ways.
and information resources in a persistent manner.
TECHNOLOGY INTEGRATION MODELS
Differing Assumptions
The effectiveness of technology integration requires evidence that the integration is ➢ TPACK holds that educators deal with three types of core knowledge on a daily basis:
effective, but what is believed to be effective for learning will depend upon our view of technological knowledge, pedagogical knowledge, and content knowledge. TPACK
learning. goes on to explain that when we try to integrate technology into a classroom setting, we
are not merely using technological knowledge, but rather, we are
BELIEFS AND VALUES merging technological knowledge with pedagogical content knowledge to produce
Some people might value the acquisition of technical skills for the sake of technical something new.
skills to be a good thing, while others might believe that technology should only be used if it
is helping students to learn content better or to learn more.
RAT and SAMR models assume that the introduction of technology into a learning experience ➢ ASSURE
will have some effect on what is happening, and they try to help us understand what this model is an instructional design model that designers use to develop more effective
effect is and how we should be using technology in meaningful ways. training programs with integrated technology.
• Analyze Learner
➢ RAT (Replace Amplify Transform) • State objectives
holds that when technology is used in a teaching setting, technology is either used to • Select method, materials and media
replace a traditional approach to teaching (without any discernible difference on student • Utilize media and materials
outcomes), to amplify the learning that was occurring, or to transform learning in ways • Require learner participation
that were not possible without the technology (Hughes, Thomas, & Scharber, 2006). • Evaluate and revise
➢ SAMR, (Substitution Augmentation Modification Redefinition)
substitution and replacement both deal with technology use that merely substitutes or Experience has shown that as teachers begin using technologies in their
replaces previous use with no functional improvement on efficiency. Redefinition and classrooms, they will typically begin doing so in a manner that falls closer to the bottom-left
transformation both deal with technology use that empowers teachers and students to of the grid. However, many of the most exciting and valuable uses of technology for teaching
learn in new, previously impossible ways. rest firmly in the top-most and right-most sections of this grid. For this reason, teachers need
The difference between these two models rests in the center letters, wherein RAT's to be encouraged to evolve their practice to continually move from the bottom-left (PR) to the
amplification is separated into two stages as SAMR's augmentation and modification. All of top-right (CT) of the grid.
these stages deal with technology use that functionally improves what is happening in the
classroom, but in the SAMR model, augmentation represents a small improvement, and LEVELS OF TECHNOLOGY INTEGRATION
modification represents a large improvement. Technology is not taught as a separate class, but integrated into the
classroom. Students use technology to learn content and show their understanding of
Both of these models are helpful for leading educators to consider the question: what effect content, not just their expertise with a tool.
is using the technology having on my practice? If the technology is merely replacing or
substituting previous practice, then it is a less meaningful use of technology. 1. SPARSE - Technology is rarely used or available. Students rarely use technology to
Whereas technology use that transforms or redefines classroom practice is considered to be complete assignments or projects.
more valuable. 2. BASIC - Technology is used or available occasionally, often in a lab rather than
the classroom. Students are comfortable with one or two tools and sometimes use
➢ PICRAT (Passive Interactive Creative Replace Amplify Transform these tools to create projects that show understanding of content.
assumes that there are two foundational questions that a teacher must ask about any 3. COMFORTABLE - Technology is used in the classroom on a fairly regular
technology use in their classrooms. basis. Students are comfortable with a variety of tools and often use these tools to create
projects that show understanding of content.
Teachers should seek to move their practice toward the top-right of PICRAT. A history 4. SEAMLESS - Students employ technology daily in the classroom using a variety of tools
teacher shifts from writing class notes on a chalkboard to providing these notes in a to complete assignments and create projects that show a deep understanding of
PowerPoint presentation, this would likely be categorized in the bottom-left section. content.
ADDIE and ASSURE are popular models that guide instructional designers and training ICT Utilization in Developing 21st Century Skills
developers down the right path with creating reliable training courses. “21st-century skills” has become a buzz term in education over the last few years.
While there is flexibility in how the skills are interpreted, there are four main skills –
➢ ADDIE (Analysis Design Development Implementation Evaluation) the 4Cs (communication , creativity, critical thinking, collaboration) – that are regarded
is comprised of five phases that offer a dynamic and flexible guideline for building as the core skills (Burt, 2020).
effective training and performance support tools.
• Analyze your situation to understand the gaps you need to fit in 21st Century skills are 12 abilities that today’s students need to succeed in their careers
• Design- Base on your analysis, make informed decisions to design best during the Information Age (Stauffer, 2022). These skills are intended to help students keep
possible learning experience up with the lightning pace of today’s modern markets. Each skill is unique in how it helps
• Development- Bring your learning experience to life by building your end students, but they all have one quality in common. They’re essential in the age of the Internet
product (Stauffer, 2022).
• Implementation- distribute your learning end product to audience
• Evaluation – Evaluate if your learning end id effective, Make any necessary Each 21st Century skill is broken into one of three categories:
updates and cycle back to analysis 1. Learning skills
2. Literacy skills
. 3. Life skills
• Learning skills (the four C’s) teach students about the mental processes required to The five 21st Century life skills are:
adapt and improve upon a modern work environment. 1. Flexibility: Deviating from plans as needed
• Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and 2. Leadership: Motivating a team to accomplish a goal
the technology behind them. There’s a strong focus on determining trustworthy sources 3. Initiative: Starting projects, strategies, and plans on one’s own
and factual information to separate it from the misinformation that floods the Internet. 4. Productivity: Maintaining efficiency in an age of distractions
• Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These 5. Social skills: Meeting and networking with others for mutual benefit
intangibles focus on both personal and professional qualities.
• Flexibility is the expression of someone’s ability to adapt to changing circumstances.
Category 1. Learning Skills (The Four C’s) • Leadership is someone’s penchant for setting goals, walking a team through the steps
The Four C’s are by far the most popular 21st Century skills. These skills are also called required, and achieving those goals collaboratively. True success also requires initiative,
learning skills. More educators know about these skills because they’re universal needs for requiring students to be self-starters.
any career. They also vary in terms of importance, depending on an individual’s career • Along with initiative, 21st Century skills require students to learn about
aspirations. • productivity, that’s a student’s ability to complete work in an appropriate amount of time.
• Social skills are also crucial to the ongoing success of a professional.
The 4 C's of 21st Century Skills are:
1. Critical thinking: Finding solutions to problems
2. Creativity: Thinking outside the box What’s the Demand for 21st Century Skills?
3. Collaboration: Working with others While 21st Century skills have always been important, they’ve become essential in
4. Communication: Talking to others a worldwide market that moves faster by the day. These skills all double back to one key
focus: someone’s ability to enact and/or adapt to change. This is because any industry is
• critical thinking is the most important quality for someone to have in most capable of changing at a moment’s notice. Industries are now regularly disrupted by new
applications/situations. ideas and methodologies. With that in mind, the world has entered an era where nothing is
• Creativity is equally important as a means of adaptation. This skill empowers students guaranteed. As a result, students need to learn to guide the change that’ll inundate their lives.
to see concepts in a different light, which leads to innovation. At the very least, they need to learn how to react to it, otherwise, they’ll be left behind.
• Collaboration means getting students to work together, achieve compromises, and get Today, the only consistency from year to year is change, that's why teachers like
the best possible results from solving a problem. you should incorporate 21st Century Skills and Assessment into their career readiness
• communication is the glue that brings all of these educational qualities together. courses. With 21st Century skills, your students will have the adaptive qualities they need to
keep up with a business environment that’s constantly evolving.
Category 2. Literacy Skills (IMT) It's important to identify who should teach 21st Century skills. While these skills can
They’re sometimes called IMT skills, and they’re each concerned with a different be taught at any grade level, it's most important to teach 21st Century skills in middle or early
element in digital comprehension. high school. This is the time when your students need to hone their career readiness skills
before they enter the workforce.
The three 21st Century literacy skills are:
1. Information literacy: Understanding facts, figures, statistics, and data Characteristics of Good Appropriate Instructional Materials and Technology tools
2. Media literacy: Understanding the methods and outlets in which information is
published ➢ instructional Materials – Also known as teaching/learning materials, which are any
3. Technology literacy: Understanding the machines that make the Information Age collection of materials including animate and inanimate objects. It may use in teaching
possible and learning situations to help achieve desired learning objectives.
➢ Technology Tools- an electronic digital or physical tool that can expand the human
• Information literacy is a foundational skill, it helps students understand facts, especially
ability for performing task.
data points, that they’ll encounter online.
➢ Characteristic in selecting IM:
• Media literacy is the practice of identifying publishing methods, outlets, and sources
1. Appropriateness – IM should be appropriate to the learners and learning
while distinguishing between the ones that are credible and the ones that aren’t.
objectives
• technology literacy goes another step further to teach students about the machines 2. Relevance – IM should be relevant to the topic or lesson
involved in the Information Age. 3. Practicality - IM should be practical to use for everyone
4. Contextualization – Terms of the concepts surrounding it. Refers to the
Category 3. Life Skills (FLIPS) educational process of relating the curriculum to a setting. Make meaningful and
Also called FLIPS, these skills all pertain to someone’s personal life, but they also useful to all learners.
bleed into professional settings. 5. Uniqueness – IM should be unique
 6. Portability- IM should be easy to handle and carry so that is more convenient.

➢ Characteristic in selecting Technology Tools

1. Accessibility – Course content should be accessible to all including with
disabilities
2. Ease of Access – Tools can be utilized or can adjust base on the capability of
the students or learners
3. Short Learning Curve – Ease of use and a low learning curve is what you are
looking for when you try a new educational technology tool.
4. Promotes audience participation or interactivity – promote participation
5. Assessment – Tool that offers results reporting

DIGITAL AND NON-DIGITAL LEARNING RESOURCES

➢ Digital Learning Resources- material and tool through digital technology.

➢ Non- Digital learning Resources- Tools or materials that do not rely on electronic or
digital technology for their delivery, can be traditional and analog in

ONLINE TOOLS , OFFLINE and PRODUCTIVITY TOOLS

➢ Online Tools - -It refers to any program, application, or technology which uses internet
that enhances the teaching and learning process.
➢ Offline Tools - Any software that doesn't connect to a network such as The internet.
These are the software applications and tools that could still work and function in the
absence of internet connection.
➢ Productivity Tools- is a category of application programs that help users produce things
such as documents, databases, graphs, spreadsheets and presentations.

ONLINE COMMUNITIES AND OPEN SOURCE

➢ Online learning community is a public or private destination on the internet that

addresses the learning needs of its members by facilitating over peer-to-peer learning.
➢ Open-source software/tools are distributed and offered for free and accessible for
everyone it is permitted for free usage, modification, and distribution with their own
rights. Developers and other individuals are able to do specific tasks associated with
programming, technology maintenance, or other types of technology tasks with the use
of different open-source tools.