Integrating Educational Technologies in ICT-Pedagogy

Integrating technology with teaching only involves using learning technologies to extend skills.

According to John Pisapia (1994), integrating technology into curricula may involve computer-assisted instruction and matching software with basic skill competencies.

One of the meanings of integrating technology into curricula is matching basic skill competencies with software.

Integrating technology into curricula does not include keyboarding with word processing.

Broader curriculum reforms are not considered when integrating technology into instruction according to John Pisapia.

Pedagogical considerations are not essential in integrating technology with teaching according to the lecture notes.

The ICT Integration Framework by Wang (2008) includes the three fundamental elements of pedagogy, social interaction, and technology.

According to Laurillard's Conversational Framework (2002), the teaching and learning events are presented in terms of five events: Acquisition, Discovery, Dialogue, Practice, and Creation.

Pedagogy in the context of the ICT Integration Framework refers to the art of teaching that a teacher employs in the learning process.

Social interaction activities are not considered crucial in learning according to the ICT Integration Framework.

The teacher in Laurillard's Conversational Framework primarily focuses on using one type of media to support various learning activities in classrooms.

The language teacher may use computers in various learning events to hinder learners' interactions and demonstrations of language skills.

In language learning, the ease of learning in the interface design is not essential.

According to Haddad (2003), teachers' use of ICT does not support the development of higher-order thinking skills (HOTS) and collaboration.

In ICT-pedagogy integration, it is not necessary to provide support for the integration to happen due to educational technologies.

Jung (2005) categorized various ICT teacher training efforts into three categories.

In ICT pedagogy-integration training, it is not helpful to use a training framework as a guide.

In the 21st Century classrooms, only two components are needed: pedagogy and social interaction.