Integrating

Technology
in Instruction
John Pisapia's Model
1 Connecting Learning with Technology
Integrating technology with teaching means the use of learning
technologies to introduce, reinforce, supplement, and extend skills.

On the other hand, integrating technology into curricula can mean

different things: 1) computer science courses, computer-assisted
instruction, and/or computer-enhanced or enriched instructions, 2)
matching software with basic skill competencies, and 3) keyboarding
with word processing followed up with presentation tools.
ISTE's Technology Standards
(International Society for Teaching in Education)

Empowering Educators

Engaging Students
Margaret Lloyd's Strategies

Personalized Collaborative Immersive

Learning Learning Experiences
Qiyun Wang and Huay Lit Woo's
Viewpoints

Blended Learning

Digital Citizenship
Bernard Bahati's Insights

1 Flipped Classroom
2 Data-Driven Instruction
3 Accessible Learning
UNESCO's Guidelines
1 Digital Literacy

Ethical Use of 2
Technology
3 Inclusive Practices

Global Collaboration 4
Moursund (2005)
ICT includes the full range of computer hardware,
computer software, and telecommunication facilities.

Tialo (2009)
ICT is a diverse set of technological tools and
resources used to communicate, create,
disseminate, store, and manage information.
UNESCO (2020)
ICT is a diverse set of technological tools and
resources used to transmit, store, create, share, or
exchange information.

UNESCO defines it also as scientific, technological and

engineering discipline and management technique used.
ICT also refers to handling information, its application, and
its association with social, economic, and cultural matters.
Ratheeswar's Approach

Innovative Computational Interactive

Teaching Thinking Classroom
Methods
 Conversational Framework of
Laurillard (2002)
The framework postulates a way of presenting
teaching and learning in terms of events. These
are the five (5) key
teaching and learning events in the
framework which are
identified
as: acquisition; discovery;
dialogue; practice; and
creation.
 Conversational Framework of Laurillard (2002)
Teaching Teaching Learning Related Media Examples of Example of
and Action or Action or Form Non Computer-
Learning Strategy Experience Computer- Based
Event Based Activity
Activity
Acquisition Show, Attending, Narrative: TV, video, fil, Lecture
Demonstrate, Apprehending, Linear lectures, notes online,
Describe, Listening presentational. books, other streaming
Explain Usually same print video or
‘text’ acquired publications lectures,
simultaneously DVD,
by many multimedia
people including
digital video,
audio clips
and
animations
Discovery Create or set Investigating, Interactive: Libraries, CD based,
up or find our Exploring, Non-linear galleries, DVD or Web
or guide Browsing, presentational, museums resources
through Searching searchable, including
discovery filterable etc. hypertext,
spaces and but no enhanced
resources feedback hypermedia,
multimedia
resources.
Also
information
gateways
 Conversational Framework of Laurillard (2002)
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation tutorials, discussion,
Moderate, Reflecting, with other conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting, Adaptive: Laboratory, Drill and
Practicing Feedback, filed trip, practice,
learner control simulation, tutorial
role play programmes,
simulations,
virtual
environments
Creation Facilitating Articulating, Productive: Essay, object, Simple existing
Experimenting, Linear control animation, tools, as well as
Making, model especially
Synthesizing created
programmable
software
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)
Three Fundamental Elements of
ICT Integration by Wang (2008)
Interaction
with content
Pedagogy

Interaction
with people

Social Technology
Interaction
 Natures of Inquiry-Based
Learning, Problem-Based
Learning, and Project-Based
Learning

Technology for Teaching and Learning 2

S.Y. 2022 - 2023
Nature of Inquiry-Based Learning
process of
asking questions

The top three of Inquiry-Based

writing questions,
the ten skills learning (IBL) as
deliberating on
needed in this an approach
ways of finding
age are complex essentially
answers to
problem-solving, involves tasks
curricular
critical thinking, requiring
questions, and
and creativity learners’ active
presenting
(Gray, 2016) participation in
outputs as
which all start finding answers
evidence of
from the process to curricular
inquiry
of asking. questions.
Types of Inquiry Role of the Teacher
Structured
Inquiry looks into the
learning
competencies
Controlled
Inquiry controls and
prepares the
topic for
Guided Inquiry
investigation
guides the
learners by
Free Inquiry setting the
questions to be
explored
Role of the Teacher

Content and Strategy of

Prior knowledge
learning reactions and
and capacity materials behavior

Course
Context Process
outcomes
Role of Technology
offers lots of
platforms for
supports the
mining object of
information inquiry which
is aligned to
the learning
competenci
es in the K to
provides the
12 Language
proper
information Curriculum.
Nature of Problem-Based Learning
involves a process of inquiry and solving open-ended questions
that serve as the main problem

focuses on a
specific content engages in a
standard and is done in small
collaborative
application to groups with
real life issues task as
each member
learners’ work
assigned a
requires more towards the
certain task to
than one answer solution to the
accomplish
or solution problem
Ali (2019) described PBL as a process that is
used to identify problems with a scenario to
increase knowledge and understanding.
3. All groups have
1. It is a power
to participate
of independent
equally
and self-directed 5. Materials
learning such as data,
4. Students photographs,
learn about articles, can be
2. Learning motivation, used to solve the
happens in a teamwork, problem
group and problem-solving
teacher is a and engagement
facilitator with the task.
 Six-Stage Process
1. Identifying 2.
the problem Brainstormin
g
3. Collecting
and analyzing 4. Synthesizing
the information information

5. Co-building
knowledge 6. Refining the
outcomes
 Benefits of Problem-Based Learning
1. Promotes self-confidence and • Enhances fluency in communication
motivation • Improves grammar
2. Reduces student’s nervousness • Increases comprehension
during the learning process • Enhances good pronunciations and
3. Increases student’s responsibility in intonations
learning • Enhances self-confidence
4. Makes students easily learn the • Increases range of vocabulary
material through sharing of ideas For Baresh, Ali, & Darmi, 2019—EFL
5. Promotes problem-solving skills students:
6. Promotes self-directed learning
7. Promotes active learning • Enhances fluency in communication
8. Makes students explore many • Improves grammar
learning resources • Increases comprehension
9. Makes students develop a positive • Enhances good pronunciations and
attitude toward learning intonations
• Enhances self-confidence
• Increases range of vocabulary
(Ghufron & Ermawati, 2018,
p.666-in n EFL writing class) For English as a Foreign Language ( EFL ) students, PBL
Role of Technology
allows the learners to be Productivity
actively connected and tools such as
engaged in the group task those for
while monitoring their own writing,
contributions presentations,
spreadsheets,
calendars,
is simply the mediator for collaboration organizers,
and representation and that is the type citations and
of task and thinking processes in which others
students engage that determine the
quality of learning
 Nature of Project-Based Learning/Project-
Based Approach
engages learners in a series of planned tasks resulting to the
generation of solutions to real-world problems
student-centered Benefits
approach as it takes
into account the real of 1. Research
experiences and interest refers real issues methodology skills
of students in their 2. Oral
collaborative learning community or communicative
activity where learners the world at competence
work on an authentic large 3. Development of
task guided by an life skills
open-ended question