Theories Underlying Technology Integration Strategies PDF

# Theories Underlying DIRECTED Technology Integration Strategies ## Objectivist Learning Theories ### Behaviorist Theory * B. F. Skinner * Learning as Stimulus-Response Chains * Learning is an activity that occurs inside the mind and can be inferred only by observed behaviors. * Behaviors are s...

# Theories Underlying DIRECTED Technology Integration Strategies ## Objectivist Learning Theories ### Behaviorist Theory * B. F. Skinner * Learning as Stimulus-Response Chains * Learning is an activity that occurs inside the mind and can be inferred only by observed behaviors. * Behaviors are shaped by "contingencies of reinforcement." * Reinforcement (increases desired behaviors) * Punishment (decreases undesirable behaviors) ### Information-Processing Theory * Atkinson and Shiffrin * The Mind as Computer * Learning is encoding information into human memory, similar to the way a computer stores information. * There are three kinds of stores: * Sensory registers to receive sensory information * Short-term or working memory (STM) to hold it temporarily * Long-term memory (LTM) to store information indefinitely ### Cognitive-Behavioral Theory * Robert Gagné * Providing Conditions for Learning * Learning is shaped by providing optimal instructional conditions. * Conditions include the nine Events of Instruction that differ according to the type of skill being taught and a hierarchy approach: * Presents simple skills and builds to complex ones. ## SECTION 2: How Objectivist Learning Theories Lead to Directed Technology Integration Strategies | Learning Theories | Behaviorist | Information–Processing | Cognitive-Behavioral | |---|---|---|---| | | Learning is inferred from behavior. Stimulus-response connections shape behavior. Reinforcement strengthens responses. | Learning is encoding information into memory. Encoding begins with attention. Practice reinforces retention and aids recall. | Learning is shaped by a sequence of instructional events appropriate for the type of learning. Learning is a building process; learners must have prerequisite skills for each new skill. | | Educational Implications | Instruction must provide the right stimuli and reinforcement to achieve desired learned responses. | Instruction must gain attention, provide the right kinds of application, and provide sufficient practice to ensure encoding, retention, and recall. | Instructional activities must provide events to support the type of learning; students must demonstrate they have learned prerequisite skills. | | Technology Implications | Computer programs can provide consistent, reliable stimuli and reinforcement on an individual basis. | Computer applications have qualities to attract students' attention and provide repetitive application and practice on an individual basis. | Computers can give fast, accurate information on students' skill levels and provide consistent sequences of activities to fulfill instructional events. | | Implications for Technology Integration Strategies | | | | | | | | | | | | | | | | | | | | | | | | | ✓ | Skills and content to be learned are clearly defined, concrete, and unambiguous, and a specific behavioral response can indicate learning. | ✓ | ✓ | | ✓ | Students need individual tutoring/practice to learn and demonstrate prerequisite skills. | ✓ | | | ✓ | Students need to acquire skills as quickly and efficiently as possible. | ✓ | ✓ | # Theories Underlying INQUIRY-BASED Technology Integration Strategies ## Constructivist Learning Theories ### Social Activism Theory * John Dewey * Learning as Social Experience * Learning is individual growth that comes about through social experiences. * Growth is fostered through hands-on activities connected to real-world issues and problems. ### Social Cognitive Theory * Albert Bandura * Social Influences on Learning * Learning is an information processing activity resulting from interactions among behaviors, environment, and student factors. * Students learn either they take actions (enactive learning) or through observing others (vicarious learning). * Students learn vicariously through models such as teachers or fellow students. ### Scaffolding Theory * Lev Vygotsky * Learning as a Cognitive Building Process * Learning is cognitive development shaped by individual differences and the influence of culture. * Adults (experts) and children (novices) perceive the world differently. * The difference between them is the Zone of Proximal Development. * Adults support learning through scaffolding, or helping children build on what they already know. ## SECTION 2: How Constructivist Learning Theories Lead to Inquiry-Based Technology Integration Strategies | Learning Theories | Social Activism | Learning with Modeling | Scaffolding | |---|---|---|---| | | Learning requires social interaction among students on problems and issues of direct concern to them. | Learning can occur vicariously through the modeling behaviors of others. Observing models like themselves successfully doing behaviors can increase students' self-efficacy. | Learning works best when students get assistance from experts to build on what they already know. Each learner's background shapes how he/she learns. | | Educational Implications | Instruction should stress collaborative activities and real-world connections. | Instruction should provide models that show good performances of skills by similar students. | Instruction should be tailored to each student's individual needs and preferences. | | Technology Implications | Technology supports opportunities for collaboration; visual presentations help students connect abstract concepts with real-world applications. | Technology can efficiently show a variety of video models of good student performances and can increase self-efficacy through self-modeling videos. | Technology can support multiple paths to studying the same material and can provide "visual scaffolds" to help students understand complex concepts. | | Implications for Technology Integration Strategies | | | | | | | | | | | | | | | ✓ | Concepts to be learned are abstract and complex; teachers feel that hands-on, visual activities are essential to help students see how concepts apply to real-worid problems and issues. | ✓ | ✓ | | ✓ | Teachers want to encourage collaboration and/or allow alternative ways of learning and showing competence. | ✓ | | | ✓ | Teachers want to use models and self-models to increase students' motivation to learn. | ✓ | ✓ |