TECHNOLOGY FOR TEACHING AND LEARNING 2 Page 1 of 14

Integrating Technology in Instruction

TOPIC INTEGRATING TECHNOLOGY IN INSTRUCTION

Framework for using ICT to transform education
SUBTOPICS Justification for ict integration in education
Planning for technology integration in education

Welcome BCPians!

I. INTRODUCTION:
Technology such as Information and Communication Technology (ICT) is a potent force in driving
economic, social, political and educational reforms. Countries, particularly developing ones, cannot afford to
stay passive to ICT if they are to compete and strive in the global economy. The health of the economy of any
country, poor or rich, developed or developing, depends substantially on the level and quality of the education
it provides to its workforce. Education reform is occurring throughout the world and one of the tenets of the
reform is the introduction and integration of ICT in the education system. The successful integration of any
technology, thus ICT, into the classroom warrants careful planning and depends largely on how well policy
makers understand and appreciate the dynamics of such integration. This paper offers a set of guidelines to
policy makers for the successful integration of ICT into the classroom.

Technology integration, developing countries, policy makers,

ICT in education guidelines, education reform

II: OBJECTIVES:
At the end of this module, you should be able to:
1. Identify the opportunities for A framework for using ICT to transform education;
2. determine the justification for ICT integration in education; and
3. Recognize the steps in planning for technology integration in education.

Before we proceed with the lesson, let’s have a

short activity.

III. PRELIMINARY ACTIVITIES:

Answer
What is integration? briefly the
___________________________________________________________ following
___________________________________________________________ questions.

Do we need planning ibefore using technology in teaching and learning? Explain.

___________________________________________________________

___________________________________________________________

Great!!! You may

proceed to the main
lesson.
IV:
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Integrating Technology in Instruction

INTEGRATING TECHNOLOGY IN INSTRUCTION

Many scholars agree that at the dawn of the 21st century education delivery should not continue to
be as business as usual ‘. The traditional three Rs-literacy (Reading, Writing, and Arithmetic) is challenged
by an unprecedented rapid creation and dissemination of knowledge and information hence the move from
an Industrial Society to a Knowledge Society. The Knowledge Society is the society that knows how to use
information. For the effective use of information, one needs more than traditional reading, writing, and
arithmetic skills.

Can ICTs help to meet the educational requirements of the digital era? The answer to this question
is not straightforward as it may seem. First of all, ICTs are not a certain magic wand’ that educationists can
shake to fix all the educational challenges faced in the current knowledge society. The demands and
concerns facing the education enterprise were not created by ICTs and will not be resolved by ICTs either.
It is going to be very difficult—if not impossible—for countries to meet the objective of effective learning for
all, anywhere and anytime.

A FRAMEWORK FOR USING ICT TO TRANSFORM EDUCATION

The use of information technology can engage learners in the four-step process as described by Kolb in
the book Experiential Learning (1997), where he identifies the steps in the following manner.

Development in computers, communication, electronics and other multimedia tools provide a wide
range of sensory stimuli. It is said ‘I hear and I forget, I see and I remember, I do and I understand.’ The
animations, simulations, software packages to teach various subjects, speech, music, multimedia networks,
image enhancements, etc. create virtual realities and experience for the learners, which in turn, help in
making learning a more direct, useful, and joyful. Learners’ self-engaged learning is conceived as the core
of good education.
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Integrating Technology in Instruction

In the framework, the core circle is the aim of using ICT in education; that is, to improve and transform
educational practices by infusing ICT into curriculum and school systems.

(1) Hardware and infrastructure: The construction of hardware and infrastructure facilities is
intended to provide learners, teachers and institutions with adequate computers, network
connections, related digital equipment’s (e.g. printers, LCD projectors, and cameras, etc.) and
supporting facilities to allow the widening community to benefit from ICT. All these facilities should
be able to run smoothly and update based on a regular time cycle.

(2) Software and services: This circle is responsible for providing learners, teachers, and
educational institutions with educationally valuable software tools, content resources, and related
services. Educational software encloses learning management systems (LMS), course content
management systems (CCMS), multimedia and Web-based courseware, learning resources banks,
computer assisted testing systems, framework software such as modeling and Micro world
environments, educational gateways, educational management systems and other application
software. In this era of network, the public service institutions such as libraries, museums, and
galleries can extend their rich learning resources and services to wider communities.

(3) Human-ware: With full confidence that computer would bring about the fundamental changes in
education. However, we have not yet seen that happens until today. One of the bottleneck factors
that constrain the effective integration of ICT in education is supposed to be the weakness in
teacher training. The aims of the human-ware circle are to create a professional that makes
effective use of ICT and understand the pedagogic issues. All teachers, technology coordinators,
and administrators should have chances of professional development to formulate proper
understandings of and adequate competencies with the educational uses of ICT. This entails the
provision of sustainable pre- and in-service training and ongoing job-based performance support.

(4) Systematic planning and management: Using ICT to transform education entails the
systematic planning and management to involve and coordinate related public and private sectors,
plan, monitor, and regulate the processes, and guarantee the smooth, cost-effective, and
sustainable development of ICT in education. This encompasses the planning and managements
at the national, regional, and institutional levels. Integration of Information and Communication
Technologies (ICT) into teaching and learning process is a growing field which has variety of
definitions according to point of view. Based on the premise that “The integration process should
strengthen learning of students”, there was a need to present an integrated point of view in the
application of these processes and to develop some concrete examples for teachers.

A Unified Model of Integration of ICT Into Teaching and Learning Process

This model is not a linear model, but a cyclical model. That is to say, whereas questions on
“who”, “why” and “how” are the primary questions to be answered in the integration process, “how”
questions should be answered within the context of “what”, “where” and “when”. All the structures
formed under the guidance of the questions in the model are taken into account, both individually and
as a whole.
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Integrating Technology in Instruction

1. Why? Why should ICT resources and applications be used?

The answer to this question should focus on the learning of students in terms of pedagogy, technology,
and contents’ coherence. Therefore, Technological, Pedagogical Content Knowledge (TPCK) framework is
defined as

“TPCK is the basis of good teaching with technology and requires an understanding of the
representation of concepts using technologies; pedagogical techniques that utilize technologies in
constructive ways to teach content.

On this basis, the answer given to the question “What is the purpose of the integration process?”
becomes important. Teachers should be trying to strengthen students’ learning by combining appropriate
pedagogical approaches and ICT applications and resources in direction of acquisitions of topic.

The answers to “why” question should be looked for within the framework of ICT resources and
applications:
• Strengthening the learning process of students
• Carrying out acquisitions of field of subject matter
• Developing high level learning skills and
• Supporting individual differences of students

2. Who? For whom shall ICT resources and applications be used?

The subject of the integration of ICT into teaching and learning process is students or, in other words,
they are the learners who are subjected to the integration. For this reason, it is important to determine the
characteristics of learners who are the target group of the integration process. Therefore, it is necessary to
designate for whom ICT resources and applications shall be used and to identify the characteristics of
these users. In addition to cognitive, affective, social, and physiological characteristics of learners, ICT
literacy should be taken into consideration.
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Integrating Technology in Instruction

The answers given to “who” questions should be looked for in:

• ICT literacy of learners Interests and necessities of learners
• Individual differences of learners
• Individual characteristics of learners
• Learning strategies of learners

3. How? How will ICT resources and applications be used?

In order to prepare and carry out learning environment which is appropriate to the purpose and the
characteristics of the target group, the question “How shall ICT resources and applications be used with
appropriate teaching methods and learning strategies?” becomes important.

It is also necessary to determine via “how” questions where and when to use the ICT resources and
applications in accordance with the teaching methods and learning strategies selected as being appropriate
to the content. That is why “how” questions should be taken into account with “what”, “when” and “where”
questions and their answers:
• Which ICT resources and applications shall be used?
• Where shall selected ICT resources and applications be used?
• When shall selected ICT resources and applications be used?

a. What/Which? Which ICT resources and applications should be used?

Answering the question “Which ICT resources and applications would students and teachers benefit
from?” is important and for the selection of ICT resources and applications necessary and appropriate
for use by teachers in this process.

The answer to “what” or “which” questions should be carefully looked for in selecting ICT resources
which are appropriate to:
• Learning strategies
• Teaching methods

b. Where? Where will ICT resources and applications be used?

The place where ICT resources and applications are used in the teaching and learning process may be
the classroom or laboratory as well as any place out of school such as home, library, scientific centers,
museums or online environments. It is more important to prepare the appropriate environment for the
integration of ICT into teaching and learning process. Therefore, it is important to find an answer to the
question “Where shall ICT resources and application be supplied from and where shall they be used?”

It is important to provide guidance services and support as part of ICT resources and applications. The
physical conditions of the environment is crucial, in addition to its user-friendliness and the availability of
technical support. The environment where ICT is used should be (a) pedagogically, (b) technically, (c)
physically and (d) managerially appropriate.

The answers to “where” questions should be looked for in:

Where to supply ICT resources and applications from
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Integrating Technology in Instruction
• Where to use supplied ICT resources and applications
• Where to provide support for the use of ICT resources and applications
• Where students can access ICT resources and applications as well as the necessary support

c. When? When should ICT resources and applications be used? The answer of the question “When
should ICT resources and applications be used? “It is critical for effective lesson-planning and so the
applicability of the plan during the integration process of ICT into teaching and learning process.

The answers to “when” question should be looked for in:

• Time and duration of use of ICT resources and applications

• Which ICT resources and application to use and when to use them in accordance with the
characteristics of learners
• Time of the use of ICT resources and applications in the evaluation process

JUSTIFICATION FOR ICT INTEGRATION IN EDUCATION

Technology in education should not be considered as a replacement for face-to-face instruction but
rather as a support to “attain objectives that have not been attained efficiently otherwise: expanding access,
promoting equality, improving the internal efficiency of educational systems, enhancing the quality of
education, and preparing new and old generations for a technology-driven market place.

Technology in education offers the following benefits to the educational community and the society:

• An enhanced learning environment for learners. Technology provides a motivating learning

environment whereby learners are given the opportunity to be constructively engaged with
instruction. Research has revealed that, if properly implemented, learners can reap the
pedagogical benefits of technology in the classroom. Experts today increasingly advocate the
implementation of the constructivist model of learning rather than of the traditional instructivist
model.

• A powerful tool to supplement teachers’ instruction in classroom. If properly used by

teachers, technology can foster more interest in learning on the part of students, and teachers
can use it in the instruction of their respective subjects. Technology has the potential to make
instruction easier, more challenging and motivating for teachers.

• An administrative tool for teachers and administrators. Apart from classroom instruction,
teachers are also involved in class administrative duties such as student record keeping, lesson
planning, preparing handouts, tutorials and slides, preparing exams papers, marking papers and
recording of results, performing some type of statistical analyses on marks, and so on.
Administrators are also involved in a variety of work that requires technology, such as the
computation of school performance for a certain year, keeping of records of employees, and
preparation of school budget. Technology can therefore become an extremely useful tool in
handling of a number of the administrative tasks for both teachers and administrators.

• Increased access to education and inclusive education in the school. Schools have had at
heart the integration of all students regardless of their cultural, racial and socio-economic
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Integrating Technology in Instruction
backgrounds, as well as their strengths and weaknesses in any area into an integrated school
community. Technology has been recognized as providing a means of helping schools achieve this
goal of promoting equal access to education. Also, it has the potential to offer increased access to
education to students with disabilities.

• A communication platform. In the not-so-distant past, geographical distance was a major hurdle
when it came to communicating with people around the world. Technology has changed that.
Through networks and the Internet, it is now possible to communicate with anyone in the world.
Technology has also presented schools with an excellent medium to share ideas and experiences.
Students, teachers, and administrators can communicate, exchange knowledge and concerns,
meet experts and peers, and share work in collaborative projects through the use of technology.

• A passport to employment and to gaining competitive edge in the global economy.

Increasingly in developed and developing countries, job markets are demanding a computer literate
workforce. In the not-too-distant future, knowledge and skills of computer use will become a basic
requirement for securing a job and for a nation to compete for a share of the global market.
Technology in education can prepare students now to integrate the world of work and competition
tomorrow.

PLANNING FOR TECHNOLOGY INTEGRATION IN EDUCATION

Just like any project, technology integration in educational settings requires an implementation plan.
Without a needs-analysis, proper planning and management activities, projects are doomed to slow
progress or outright failure. The importance of having a plan that is based on real school needs and one
that is realistic, achievable, and effective. The plan should be produced, not for the sole purpose of putting
technology in the classroom but to reflect the real needs of schools in order to make effective technology
deployment and to produce enhanced learning environments. The involvement of all stakeholders in the
preparation and execution of the plan has been identified as a catalyst in the integration process.

Levine (1998) proposes the following the components of an effective technology integration plan in
schools:

1. Formulating a planning team

2. Collecting and analyzing data
3. Formulating the visions, goals, and objectives
4. Exploring available technology
5. Determining training and staffing needs
6. Determining a budget and funding sources
7. Developing an action plan
8. Implementing the plan
9. Evaluation

Still relevant today is a three-phased approach to the process of systematic planning and
implementation of computers in schools the three phases are
:
• Strategic planning. This involves establishing institutional goals at district/state level, identifying the
necessary resources to achieve goals, planning the acquisition, deployment and disposition of the
resources. Examples of strategic planning activities are the writing of long-term plan for the integration and
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Integrating Technology in Instruction

use of computers in schools, and the appointment of citizens and committees to work towards funding
acquisition.

• Management control. This is concerned with the actual acquisition of the necessary resources and
planning their integration in the classroom to meet the institutional goals. Examples of management control
activities are the formulation of instructional objectives of a certain subject at a certain grade level when
computers are introduced to teach and learn that subject, and the development of school-level budgets for
resource acquisition and staff development.

• Operational control. This has to do with the day-to-day usage of computers in the classroom. Examples
of activities are the scheduling of computer access to teachers and students, and the computer usage
policies. Thus, inform us how essential it is to plan at different levels based on real needs in order to
increase the probability of getting the acceptance and support of all other stakeholders both philosophically
and financially. Therefore, technology integration requires the preparation, implementation and evaluation
of holistic plans at various levels – the classroom, school, district, state, and across the nation. It is
important to ensure that these plans do not conflict with or diverge from each other. Rather, they should be
compatible, integrative and synergistic.

V. ANALYSIS, APPLICATION AND EXPLORATION:

Activity 1
FRAMEWORK FOR USING ICT TO TRANSFORM EDUCATION
Name:_______________________________________________ Year & Section: _____________
Direction: Identify the statements below. Choose the letter of the correct answer inside the box below.

A. Hardware and infrastructure F. Who?

B. Software and services: G. What?
C. Human-ware: H. How?
D. Systematic planning and management I. When?
E. Why? J. Where?

______1. Using ICT to transform education entails the systematic planning and management to
involve and coordinate related public and private sectors.

______2. Responsible for providing learners, teachers, and educational institutions with
educationally valuable software tools, content resources, and related services.

______3. This question should focus on the learning of students in terms of pedagogy,
technology, and contents’ coherence.

______4. This answer the question about the time should ICT resources and applications be
used?

______5. The bottleneck factors that constrain the effective integration of ICT in education.
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Integrating Technology in Instruction

______6. Provide learners, teachers and institutions with adequate computers, network
connections, related digital equipment’s.

______7. This gives question about the selection of ICT resources and applications necessary
and appropriate for use by teachers in this process.

______8. This gives question about the subject of the integration of ICT into teaching and learning
process.

______9. This gives question about the place of ICT resources and applications are used in the
teaching and learning process may be.

______10. This question about where and when to use the ICT resources and applications in
accordance with the teaching methods and learning strategies selected as being appropriate to
the content.

Activity 2
JUSTIFICATION FOR ICT INTEGRATION IN EDUCATION
Name:_______________________________________________ Year & Section: _____________
Direction: Identify the statements below. Choose the letter of the correct answer inside the box below.

A. An enhanced learning environment for learners

B. A powerful tool to supplement teachers’ instruction in classroom
C. An administrative tool for teachers and administrators
D. Increased access to education and inclusive education in the school
E. A communication platform.
F. A passport to employment and to gaining competitive edge in the global economy

______1. Technology provides a motivating learning environment whereby learners are given the
opportunity to be constructively engaged with instruction.

______2. Apart from classroom instruction, teachers are also involved in class administrative
duties such as student record keeping, lesson planning, preparing handouts, tutorials and slides,
preparing exams papers, marking papers and recording of results, performing some type of
statistical analyses on marks, and so on.

______3. Technology has the potential to make instruction easier, more challenging and
motivating for teachers.

______4. . Technology has changed that. Through networks and the Internet, it is now possible to
interact with anyone in the world.
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Integrating Technology in Instruction

______5. In the not-too-distant future, knowledge and skills of computer use will become a basic
requirement for securing a job.

______6. Technology has been recognized as providing a means of helping schools achieve this
goal of promoting education for all.

______7. In the not-so-distant past, geographical distance was a major hurdle when it came to
interacting with people around the world.

______8. Technology can therefore become an extremely useful tool in handling of a number of
the administrative tasks for both teachers and administrators.

______9. Technology in education can prepare students now to integrate the world of work and
competition tomorrow.

______10. Properly implemented integration will let learners can reap the pedagogical benefits of
technology in the classroom.

Activity 3
PLANNING FOR TECHNOLOGY INTEGRATION IN EDUCATION

Name:_______________________________________________ Year & Section: _____________

Direction: Arrange the following Using the letters from A-I arrange the process of technology integration
in schools according to. Levine (1998).

______1. Collecting and analyzing data

______2. Evaluation
______3. Formulating a planning team
______4. Formulating the visions, goals, and objectives
______5. Determining a budget and funding sources
______6. Developing an action plan
______7. Exploring available technology
______8. Determining training and staffing needs
______9. Implementing the plan
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Integrating Technology in Instruction

You are amazing! You’re done with the activities. Now, let’s
summarize the lesson of what we had discussed.

VI. GENERALIZATION:

Directions: Read and analyze the questions. Be specific and use complete sentences.

1. What are the questions that we need to answer in integrating Technology in Education?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Choose the best justification of integrating technology in education? Explain why did you think it’s the
Best.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. What are the process of Integrating technology in education in schools?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. As a future teacher which of the approach to the process of systematic planning and implementation of
computers in schools is the most important? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Integrating Technology in Instruction

KUDOS! You have come to an end of Module 1. OOPS!

Don’t forget that you have still an assignment to do. Here
it is.

VI. ASSIGNMENT:

Direction: Choose the letter of the correct answer. Write the answer in the blank provided before each
number.

______1. This involves establishing institutional goals at district/state level, identifying the necessary
resources to achieve goals
A. Strategic planning
B. Management control
C. Operational control

______2. This has to do with the day-to-day usage of computers in the classroom.
A. Strategic planning
B. Management control
C. Operational control

______3. This is concerned with the actual acquisition of the necessary resources and planning their
integration in the classroom to meet the institutional goals.
A. Strategic planning
B. Management control
C. Operational control

______4. The formulation of instructional objectives of a certain subject at a certain grade level when
computers are introduced to teach and learn that subject, and the development of school-level
budgets for resource acquisition and staff development.
A. Strategic planning
B. Management control
C. Operational control

______5. It ensures that plans do not conflict with or diverge from each other

A. Strategic planning
B. Management control
C. Operational control

After your long journey of reading and accomplishing the module, let
us now challenge your mind by answering the evaluation part of this
module.
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VII. EVALUATION:

Name:________________________________________ Year & Section: __________

Direction: True or False. Write the letter of the correct answer.

1. Just like any project, technology integration in educational settings requires an implementation plan.
A. TRUE
B. FALSE
ANSWER:

2. Technology has not changed. Through networks and the Internet, it is now impossible to communicate
with anyone in the world.
A. TRUE
B. FALSE

ANSWER:

3. Levine (1998) proposes that there is no effective technology integration plan in schools:

A. TRUE
B. FALSE

ANSWER:

. 4. Examples of management control activities are the formulation of instructional objectives of a certain
subject at a certain grade level when computers are introduced to teach and learn that subject, and the
development of school-level budgets for resource acquisition and staff development.

A. TRUE
B. FALSE
ANSWER:

5. Using ICT to transform education entails the systematic planning and management to involve and
coordinate related public and private sectors, plan, monitor, and regulate the processes, and guarantee the
smooth, cost-effective, and sustainable development of ICT in education.
A. TRUE
B. FALSE
ANSWER:
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6. Technology has been recognized as providing a means of helping schools achieve this goal of
promoting education for all.

A. TRUE
B. FALSE
ANSWER:

7. In the not-too-distant future, knowledge and skills of computer use will not become a basic
requirement for securing a job.

A. TRUE
B. FALSE
ANSWER:

8. Technology in education cannot prepare students now to integrate the world of work and competition
tomorrow.

A. TRUE
B. FALSE
ANSWER:

9. Using ICT to transform education entails the systematic planning and management to involve and
coordinate related public and private sectors.
A. TRUE
B. FALSE

ANSWER:

10. The poorly implemented integration will let learners can reap the pedagogical benefits of technology in
the classroom.
A. TRUE
B. FALSE
ANSWER:

This evaluation will be submitted on ________________________

CONGRATULATIONS on reaching the end of this module! You may now proceed to the
next module. Don’t forget to submit all the exercises, activities and portfolio on
_______________________________________________________________________
KEEP UP THE GOOD WORK. Well Done!!!