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Integrating technology into teaching models

Thomas Delgado III

Grand Canyon University: TEC-561
August 16, 2017

How to include technology in the classroom [Digital Image]. Retrieved

The value of technology in classrooms

Classrooms of today have evolved into highly digital environments

with many types of technology available for both the teacher and
the student.
Remember that the purpose of introducing technology into the
classroom is to increase student engagement and, ultimately,
Research has shown that the academic success of students is
greater when technology is integrated as part of the learning
experience than when it is not (Ozerbas & Erdogan, 2016).
The value of technology in classrooms

Teachers are now able to monitor progress of students,

accommodate and modify assignments, and perform quick
formative assessments more efficiently than before due to
technology in the classroom.
This means that teachers become more effective at delivering
instruction and checking in on students that require extra
We couldnt do that 20 years ago!

Twenty years ago, teachers were required to assess students with

paper and pencil methods, whereas today, teachers are able to
quickly assign assessments to students with a click of the button
and expect immediate student performance results on their online
Twenty years ago, students did not have the option of learning
classroom content away from the classroom using what we call the
flipped classroom approach.
We couldnt do that 20 years ago!

Twenty years ago, students could not collaborate online while

cooperating in real-time to finish a project or brainstorm ideas
using social media or Google docs.
Finally, twenty years ago, students could not view content videos
online that could have assisted them in learning new class
Multimedia and Behaviorism

B.F. Skinners Behaviorism contains the theories of reinforcement,

verbal behavior theories, and social development theories.
Within the theories of behaviorism, we can see the parallel
between reinforcement and todays drill and practice computer
activities where students are prompted when inputting incorrect
answers and must continue trying to answer correctly until they
do so (Ebert, n.d.).
Multimedia and Cognitivism

In Cognitivism, the human brain is seen as a computer, or a black

box, that must be opened and understood (Cognitivism, n.d.).
The brain is said to act as an Information Processor that takes in
information visually and auditorily.
Richard Mayer states that learning is an active process of filtering,
selecting, organizing, and integrating information (Cognitive
theory of multimedia learning, 2016).
Teachers should create a classroom with a lot of manipulatives and
tools for students to gain a deeper understanding.
Multimedia and Constructivism

There are plenty of supporters for the constructivist approach to

implementing multimedia technology into the classroom.
Learning tasks can be customized to students abilities and
students can participate in interactive problem-based
When students are able to apply knowledge and learn through
real-world Constructivist situations online, we can see how
Constructivism plays well with technology (Ebert, n.d.).
Multimedia and Design-Based

Design-based learning theory is an inquiry-based form of learning

that uses the design process in the classroom.
Design-based learning theory can utilize multimedia in developing
an even more engaging design-process experience.
Students can utilize creativity and a range of tools to design a
product and modify it as necessary.

Design principles for PBL [Digital Image]. Retrieved from
Multimedia and 21st Century Skills

21st century skills are skills that are said to be necessary for
students to be successful in an ever increasing digital world. These
skills include digital literacy, traditional literacy, content
knowledge, and media literacy (21st century skills, 2017).
Multimedia serves 21st century skills well as they are considered to
be interwoven.
Multimedia allows 21st century learners to learn skills to
understand information that integrates images, video, form,
symbols, color, 3D, and graphic representations (Lambert &
Cooper, n.d.).
SMAR technology integration model

Integrating technology can be rather difficult for teachers if they do not

understand the processes involved for including technology into students work.
The SMAR integration model includes four levels for getting this done.
Substitution: When technology is a direct substitute during a familiar task.
Augmentation: Technology is a direct substitute, but there is functional
improvement of the task.
Modification: Technology allows a significant redesign of the task.
Redefinition: Technology enables you to do what you couldnt do before.
With the SMAR approach, new technologies are able to assist the completion of
old tasks in a new way (SAMR/TPACK, n.d.).
TIM technology integration model

Technology Integration Matrix (TIM) illustrates how teachers can utilize

technology for K-12 students.
TIM states that there are five learning environments: active, collaborative,
constructive, authentic, and goal-directed.
TIM also states that there are five levels of technology integration: entry,
adoption, adaptation, infusion, and transformation.
While viewing the matrix, teachers can choose a learning environment and cross
it with a level of technology integration that they feel they and their students are
comfortable with (Arizona technology integration matrix, n.d.).
The teacher is then presented with two lesson plans and a short video of the
lesson for instructing purposes.
Arizona Technology Integration Matrix. (n.d.). Retrieved August 15, 2017, from
Cognitivism. (n.d.). Retrieved August 15, 2017, from
Cognitive theory of multimedia learning (Mayer). (2016, October 23). Retrieved August 15, 2017, from learning-mayer.html
Ebert, A. K. (n.d.). Behaviorism vs. Constructivism in the technological secondary education classroom -
Theories of Educational Technology. Retrieved August 14, 2017, from
Lambert, J., & Cooper, P. (n.d.). Multimedia technologies and familiar spaces: 21st-Century teaching for
21st-century learners. Retrieved August 15, 2017, from
3-08/current-practice/multimedia- technologies-and-familiar-spaces-21st-century-teaching-for-21st-
Ozerbas, M. A., & Erdogan, B. H. (2016). The effect of the digital classroom on academic success and
online technologies self-efficacy. Journal Of Educational Technology & Society, 19(4), 203-212.
SAMR/TPACK. (n.d.). Retrieved August 15, 2017, from
21st Century Skills (P21 and others). (2017, February 04). Retrieved August 15, 2017, from
Images References

Design principles for PBL [Digital Image]. Retrieved from
How to include technology in the classroom [Digital Image]. Retrieved