Theories Underlying Directed Technology Integration Strategies.

Objectives Learning Theories à Directed Integration Strategies

1. 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 behavior.Behavior are shaped by “contingencies of reinforcement” to shape desired responses: positive reinforcement (increases desired behaviors with rewards); negative reinforcement (increases desired behaviors by withholding rewards); punishment (decreases undesirable behaviors with aversive stimuli).

2. Information-Processing Theory: Atkinson and Shiffrin. The Main as Computer.

Learning is encoding information into human memory, similar to the way a computer stores information.

~ Sensory registers : receive information a person senses through receptors (i.e., eyes, ears, nose, mouth, and/or hands).

~Short Term Memory (STM) STM Holds new information for about 5 to 20 seconds. Unless it is processed or practiced in a way that causes it to transfer to Long-term Memory.

~LTM can hold information indefinitely, but for new information to be transferred to LTM, it must be linked in some way to prior knowledge already in LTM.

3. Cognitive-Behavior Theory: Robert Gagne. Providing Condition for Learning.Learning is shaped by providing optimal instructional conditions. Conditions include the nine event of instruction that differ according to the type of skills hierarchy approach that presents simple skills and builds to complex ones.

4. System Theory and Systematic Instructional Design. Managing the Complexity of Teaching. Learning is fostered by using a system of instruction based on behaviorist information processing and cognitive behaviorist theories. An instructional system is design by stating goals and objectives; doing task analysis to set a learning sequence; matching assessment and instruction to objectives; creating materials; and field testing and revising materials.

How Objectivist Learning Theories Lead to Directed Technology Integration Strategies

1. Behaviorist : ~ Learning Theories: Learning is infered from behavior, Stimulus-Response connections shape behavior. Reinforcement strengthens responses. Chains of behavior = skills.

~ Educational Implications : Instruction must provide the right stimuli and reinforcement to achieve desired learned responses.

~ Technology Implications : Computer programs can provide consistent, reliable stimuli and reinforcement on an individual basis.

2. Information-processing : ~Learning Theories : Learning is encoding information into memory. Encoding begins with attention. Application ensures tranfer into memory. Practice reinforces retention and aids recall.

~ Educational Implications : Instructional must gain attention, provide the right kinds of application, and provide sufficient practice to ensure encoding, retention, and recall.

~ Technology Implications : Computer applications have qualities to attract students’ attention and provide repetitive application and practice on an individual basis.

3. Cognitive-Behavioral : ~Learning Theories : Learning is shaped by a sequence of instructional events appropriate for the type of learning.

~ Education Implications : Intructional activities must provide events to support the type of learning; students must demonstrate they have learned prerequisite skills.

~ Technology Implications : Computers can give fast, accurate information on students’ skills levels and provide consistent sequences of activities to fulfill instructional events.

4. Systems Approaches : ~ Learning Theories : Learning is most efficient when supported by a well-designed system of instruction. A complete learning activities and assessments.

~ Educational Implication : Instruction must be structured and sequential, and students must be continually monitored as they progress through the instructional system.

~ Technology Implication : Computer applications can provide a sequence of information, practice, and assessments, and can give fast, accurate information on each student’s progress.

Implicatios for Technology Integration Strategies :

Choose directed technology integration strategies when :

• Skills and content to be learned are clearly defined, concrete, and unambiguous, and a spesific 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.

1. Social Activism Theory : John Dewey (Learning as Social Experience).John Dewey. An early proponent of racial equality and women’s suffarage, john dewey’s radical activism shaped his beliefs about education. Identified closely with the progressive education reform initiative popular in the first half of the 1990s, many of his principles of education were in direct opposition to those of that period. Dewey deplored standardization and believed that curriculum should arise from students’ interests. He also believed that curriculum topics should be integrated, rather than isolated, since teaching isolated topics prevented learners from grasping the whole of knowledge.

a. Learning is individual growth that comes about through social experiences.

b. Growth is fostered through hands-on activities connected to real-world issues and Problem.

c. School curriculum should arise from student’ interests and be taught as integrated topics, rather than as isolated skills.

2. Scaffolding Theory: Lev Vygotsky(Learning as a Cognitive Building Process).

a. Learning is cognitive development shaped by individual differences and the influence of culture.

b. Adults (experts) and childrens (novices)perceive the world differently. The difference between them is the zone of proximal development.

c. Adult support learning through scaffolding, or helping children build on what they already know.

3. Child Development Theory : Jean Piaget (Stages of Development).

a. Learning is cognitive growth through neurological and social maturation.

b. Children go through stages of cognitive development (sensorimotor, preoperational, concrete, and formal operations) by interacting with their enviroment.

c. When they confront unknowns, they experience disequilibrium; they respond with assimilation (fitting it into their views) or accomodation (changing their views).