UNIT 5 TECHNOLOGY INTEGRATION in Teaching-Learning Processes TEACHING-LEARNING PROCESSES

Technology Integration in UNIT 5 TECHNOLOGY INTEGRATION IN Teaching-Learning Processes TEACHING-LEARNING PROCESSES Structure 5.1 Introduction 5.2 Objectives 5.2 Technology Integration: The Concept 5.2.1 Need for Technology Integration and Challenges 5.2.2 Technologies for Integration in Teaching-Learning 5.3 Technology Integration Models 5.3.1 Apple Classrooms of Tomorrow (ACOT) Model 5.3.2 Pierson’s Technology Integration Model (Modified) 5.3.3 Technology Integration Planning (TIP) Model for Teachers 5.3.4 Technological Pedagogical Content Knowledge (TPACK) Framework 5.3.5 Systematic ICT Integration Model 5.3.6 Generic Model or PST Model 5.3.7 Substitution Augmentation Modification Redefinition (SAMR) Model 5.4 Technology Integration Matrix (TIM) 5.5 Let Us Sum Up 5.6 Unit End Activities 5.7 References and Suggested Readings 5.8 Answers to Check Your Progress 5.1 INTRODUCTION In the previous Units (1-3) we had discussed about some of the technologies that you can integrate in the teaching-learning process. We had also discussed about the educational resources available on the internet. Those resources with an open licence attached are called OERs. In Unit 4 we had discussed about integration of OERs in teaching. However, a major concern of the teaching community is the question of selection and integrating suitable technology with the pedagogy. Whenever you integrate technology in the teaching-learning process the selected technology must support and suit the pedagogy and content. This makes learning more effective and meaningful for learners. To select appropriate technology, you need to take into account the ‘criteria of technology selection’ which we had discussed in Unit 3. However, over the time various technology integration models also have been developed. You should also be aware of such models. Thus, the intention of this Unit is to help you to develop an awareness about such models. The focus of this Unit is such technology integration models (frameworks). The technology integration models will help you to select appropriate technology considering the pedagogy and content. We will also discuss integration of technology using technology integration models with examples which would help you to gain an understanding of how technology integration can be made possible in the classroom. 5.2 OBJECTIVES After going through this Unit, you should be able to: 111 Selection and Integration of • explain the concept of technology integration in teaching-learning; Technology • discuss the necessity and advantages of technology integration; • describe theoretical underpinnings of various technology integration models; • describe the components of different technology integration models; • cite examples for technology selection using various technology integration models; and • explain technology integration matrix with suitable examples. 5.2 TECHNOLOGY INTEGRATION: THE CONCEPT In Unit 3 of this Course, the factors to be considered for selection of technology have already been discussed. You may consider those factors for selecting an appropriate technology for teaching. Now think of a situation, where you are teaching the topic ‘total internal reflection’ to the secondary students. How would you convey this concept to your students? The conventional pedagogical approach is presenting the content through lecture method. But, how will you present the concept in a technology-enabled learning environment. In this case, you can use a ‘video programme’ or ‘simulation’ for teaching ‘total internal reflection’. But as teacher you will make sure that the selected technology is appropriate for teaching ‘total internal reflection’?When selecting the technology, you should take into account the nature of topic/content going to be transacted in the classroom. You should also choose a pedagogy appropriate to the topic. Thus, it might be clear to you that, to teach any topic (or content), you should select an appropriate technology taking into account both pedagogy and topic. Whenever technology is used to transact any topic that describes the technology integration in teaching-learning. What is technology integration? Technology integration means teaching a subject which exists in the curriculum via technology as an instructional tool (Misirli, 2016).So, technology is a tool to transact the curricular content. “Technology integration is the application of technology to facilitate learning through different mediums, provide opportunities for student-centric learning, engage learners, and allow for differentiation and learning preferences” (Yemothy, 2012). Davies & West (2013) defines technology integration “as the effective implementation of educational technology to accomplish intended learning outcomes. We consider educational technology to be any tool, piece of equipment, or device-electronic or mechanical-that can be used to help students accomplish specified learning goal”. Educational technology includes instructional technologies that teachers use for instructional delivery and learning technologies that students use for accomplishing learning objectives. Thus, technology integration is nothing but the use of technologies or medias in the teaching-learning process. For example, when a teacher uses ‘computer’ to show an ‘online video programme’ during the teaching-learning process, this is one of the applications of technology. When presentation software like, PowerPoint is shown to present a topic, then technology is being utilized. Similarly, a teacher uses ‘mobile phone’ to video record an incident and that is used to teach any concept is also an application of technology. If the teacher directs the students to search ‘internet’ and explore the latest information about the topic being taught, technology is part of the teaching-learning process. Here you can see that, ‘computer’, ‘PowerPoint’, ‘mobile phone’, ‘online video programme’, and ‘internet’ are technologies. These 112 technologies are integrated in the teaching-learning process while transacting the topic. The use of such technologies (digital devices and application softwares Technology Integration in (tools) helps teachers to effectively transact the topic and achieve the desired Teaching-Learning Processes learning objectives. Thus, whenever technology is utilized in the teaching-learning process, it implies technology integration. You may also recall the difference between media and technology that we have discussed in Unit 3. Even though there are differences, in the context of education, the terms’ ‘technology’ and ‘media are interchangeably used. 5.2.1 Need for Technology Integration and Challenges Why technology is integrated in education? One of the reasons of technology integration is to enhance the quality of education (teaching and learning). The quality of teaching-learning depends on various parameters such as school and higher education policies and practices, curriculum, teachers, institutional designs and strategies, institutional leadership, students and teaching-learning resources, etc. The ISID (n.d.) says, “merely providing adequate infrastructure, teaching- learning material, adequate teaching and non-teaching staff, providing conducive atmosphere in the school for learning are not sufficient requirements towards the quality education. Along with this, components of the curriculum, viz. syllabus, pedagogy, examination, affiliation and accreditation standards”.The NCERT (2018) mentions the quality dimensions as children attendance, community support and participation, teacher and teacher preparation, curriculum and teaching learning material, classroom process, and learner’s assessment, monitoring and supervision. The NAAC (2019) describes in its ‘quality framework indicator’ seven criteria as the basis for assessment of higher educational institutions. They are curricular aspects, teaching-learning and evaluation, research, innovations and extension, infrastructure and learning resources, student support and progression, governance, leadership and management and, institutional values and best practices. So, many organisations and agencies mentions teaching-learning resources as one of the parameters of quality of education. Lack of effective teaching-learning resources may lead to in effective learning and reduces the quality of education. So, you may use the available technologies for teaching so that learning is more effective and it raises the quality of teaching-learning. The second aspect is the ‘access’ to teaching-learning resources. You might have seen teachers using ‘textbook’ as the major teaching resource. You can also use various technologies along with the textbooks for teaching. Like for example, technologies such as video, text, e-book, discussion forum, social media, computer, mobile phone, internet, etc. Even though there exists digital divide, many technologies are accessible for both teachers and students. Since access to technologies are easy, it is recommended to integrate technology wherever possible. Third, the ‘equity’ issues to a great extent can be addressed using technologies. You are aware that many educational institutions have computer labs and internet facilities. The MHRD, Govt. of India in February 2019, have announced the ‘operation digital board’ scheme with an aim to transform existing classrooms into digital classrooms and thereby ensuring quality of education. When educational institutions organise the facilities for technology-enabled teaching, students irrespective of their family financial status, gender and

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