CONSTRUCTIVIST LEARNING THEORIES ON Technology Implications - Technology can

EDUCATIONAL TECHNOLOGY efficiently show a variety of video models of

good student performances and can increase
● SOCIAL ACTIVISM THEORY - John self-efficacy through self-modeling videos.
Dewey
(Learning as Social Experience) ● SCAFFOLDING THEORY - Lev
Vygotsky
- Learning is individual growth (Learning as a Cognitive Building
that comes about through social Process)
experiences.
- Learning is cognitive
SOCIAL ACTIVISM development shaped by
Learning Theories - Learning requires social individual differences and the
interaction among students on problems and influence of culture.
issues of direct concern to them. - Adults (experts) and children
(novices) perceive the world
Educational Implications - Instruction should differently. Adults support
stress collaborative activities and real world learning through scaffolding, or
connections. helping children build on what
they already know.
Technology Implications - Technology
supports opportunities for collaboration, visual SCAFFOLDING
presentation helps students connect abstract Learning Theories - Learning works best when
concepts with real world applications. students get assistance from experts to build on
what they already know. Each learner's
background shapes how he/she learns.
● SOCIAL COGNITIVE THEORY - Albert
Bandura Educational Implications - Instruction should
(Social Influences on Learning) be tailored to each student's individual needs
and preferences.
- Learning is an information
processing activity resulting Technology Implications - Technology can
from interactions among support multiple paths to studying the same
behaviors. Environments, and material and can provide “visual scaffolding” to
student factors. help students understand complex concepts.
- Students learn either through
actions they take (enactive
learning) or through observing ● CHILD DEVELOPMENT THEORY -
others (vicarious learning). Jean Piaget
(Stages of Development)
LEARNING WITH MODELING
Learning Theories - Learning can occur - Learning is cognitive growth
vicariously through the modeling behaviors of through neurological and social
others. maturation.
- Children go through stages of
Educational Implications - Instruction should cognitive development
provide models that show good performance of (sensorimotor, preoperational,
skills by similar students. concrete, and formal operations)
 by interacting with their ● MULTIPLE INTELLIGENCES
environment. THEORIES - Howard Gardner
(The Role of Intelligence in Learning)
CHILD DEVELOPMENT
Learning Theories - Learning abilities differ at - Learning is shaped by innate
each developmental stage. Children progress intelligences:
through the stages through exploration of their Linguistic, Musical, Logical,
environment. Spatial, Bodily kinesthetic,
Interpersonal, and Naturalist.
Educational Implications - Instruction must be
matched to students' developmental stage and MULTIPLE INTELLIGENCES
must provide opportunities for exploration. Learning Theories - Learning can occur on
many levels and be demonstrated in different
Technology Implications - Technology can ways. Defending on a student's preferred mode
supply “electronic manipulatives” that support of intelligence.
exploration activities for various stages of
development. Educational Implications - Instruction must
allow for different ways of learning and showing
competence in the same topics and materials.
● DISCOVERY LEARNING - Jerome
Bruner Technology Implications - Multimedia supports
(Instructional Support for Child many channels for learning the same content
Development) students can demonstrate learning by doing
different roles in a group technology project.
- Learning is cognitive growth
through interaction with the
environment. OBJECTIVIST LEARNING THEORIES ON
- Children are more likely to EDUCATIONAL TECHNOLOGY
understand and remember
concepts that they discover ● BEHAVIORIST THEORY - B.F Skinner
during their interactions with the (Learning as Stimulus Response
environment. Chains)

DISCOVERY LEARNING - Learning is an activity that

Learning Theories - Children understand and occurs inside the mind and can
remember concepts better when they discover be inferred only by observed
the concepts themselves through exploration. behaviors.

Educational Implications - Students must be BEHAVIORIST

given opportunities for unstructured exploration Learning Theories - Learning is inferred from
and self-discovery. behavior. Stimulus - response connections
shape behavior. Reinforcement strengthens
Technology Implications - Technology can responses. Chain of behaviors = skills.
make possible a rich array of information and
complex environments for students to explore. Educational Implications - Instruction must
provide the right stimuli reinforcement to achieve
desired responses.
Technology Implications - Computer programs COGNITIVE-BEHAVIORAL
can provide consistent, reliable stimuli and Learning Theories - Learning is shaped by a
reinforcement on an individual basis. sequence of instructional events appropriate for
the type of learning. Learning is a building
process. Learners must have prerequisite skills
● INFORMATION-PROCESSING for each new skill.
THEORY - Atkinson and Shiffrin
(The Mind as Computer) Educational Implications - Instructional
activities must provide events to support the
- SENSORY REGISTER type of learning, students must demonstrate
- SHORT-TERM MEMORY they have learned prerequisite skills.
- LONG-TERM MEMORY
Technology Implications - Computers can
- Learning is encoding give, fast, accurate, information on students skill
information into human memory, levels and provide consistent sequences of
similar to the way a computer activities to fulfill instructional events.
stores information.

INFORMATION-PROCESSING ● SYSTEMS THEORY AND

Learning Theories - Learning is encoding SYSTEMATIC INSTRUCTIONAL
information into memory. Encoding begins with DESIGN
attention. Application ensures transfer into (Managing the Complexity of Teaching)
memory. Practice reinforces attention and aids
recall. - Learning is fostered by using a
system of instruction based on
Education Implications - Instruction must gain behaviorist information
attention, provide the right kinds of application, processing, and cognitive
and provide sufficient practice to ensure behaviorist theories.
encoding, retention.
SYSTEM APPROACHES
Technology Implications - Computer Learning Theories - Learning is most efficient
applications have qualities to attract students when supported by a well-designed system of
attention and provide repetitive application and instruction. A complete learning system contains
practice on an individual basis. objectives, learning activities, and assessments.

Educational Implications - Instruction must be

● COGNITIVE-BEHAVIORAL THEORY - structure and sequential, and students must be
Robert Gagne continually monitored as they progress through
(Providing Conditions for Learning) the instructional system

- Learning is shaped by providing Technology Implications - Computer

optimal instructional conditions. applications can provide a sequence of
- Different kinds of skills (e,g, information, practice, and assessments, and can
concepts, rules, give fast, accurate information on each student's
problem-solving) require progress.
different learning conditions.
 computers-as-tools approach gives way to
DEVELOPMENT OF EDUCATIONAL Logo`s computer based, problem solving
TECHNOLOGY approach.

PRE-MICROCOMPUTER ERA 1980 - 1990 - Integrated learning systems (ILS)

1950 - First computer used for instruction. emerge. Schools begin to see ILS networked
Computer -driven flight simulator trains MT systems as cost-effective solutions for
pilots. instruction to address required standards marks
movement away from stand-alone systems and
1959 - First computer used with school children toward central servers with connected
IBM 650 computer teaches binary arithmetic in computers.
NYC.
INTERNET ERA
1960-1970 - University timing-sharing system. 1993 - World Wide Web (WWW) is born. First
Faculty/students in universities across the browser (Mosaic) transforms a formerly
country use mainframe systems for text-based internet into a combination of text
programming and shared utilities. and graphics. Teachers enter the “Information
Superhighway”.
Early 1970 - Computer-assisted instruction
(CAI) movement emerges. Large-scales, 1994 - Internet use explodes. Online and
federally funded university projects use distance learning increases in higher education,
mainframe/minicomputer systems with schools then in K-12 schools educationally is
advantaged.
Mid-to-late 1970 - Mainframe and
mini-computer applications dominate the field. 1995 - Virtual schooling begins
Schools begin using computers for instruction
and administration CDC President William 1998 - International Society for Technology in
(1977) announces PLATO will revolutionize Education (ISTE) creates standards. ISTE
instruction. sponsors creation of National Educational
Technology Standards (NETS) to guide
Late 1970 - CAI movement declines computer technology skills, first for teachers and
literacy movement begins. Arthur Luehrman administrators.
coined the term computer literacy for skills in
programming and using software tools (e.g. MOBILE TECHNOLOGIES
word processing) Molnar (1978) warns that 2005 - Social networking sites, such as
non-computer literate students will be Facebook, gain popularity.
educationally disadvantaged.
2007 - Amazon releases first Kindle ebook
MICROCOMPUTER ERA reader.
1977 - First microcomputers enter schools.
Using desktop systems, classroom teachers 2008 - Partnership for 21st Century Skills
begin to take back control of instructional and creates framework.
administrative applications from district data
processing offices. 2010 - Apple releases first IPad handheld
computer.
1980 - Microcomputer applications spawn
movements. Field focuses on software
publishing initiatives and teacher authoring
software. The computer literacy
 2. Educational technology as instructional
EDUCATIONAL TECHNOLOGY RESOURCES systems and instructional design.
● HARDWARE 3. Educational technology as vocational
- Microcomputers (desktop, training.
laptop) 4. Educational technology as computer
- Handheld Technologies (cell systems (a.k.a educational computing
phone) and instructional computing).
- Display Technologies (projector,
TV) DEFINITION OF EDUCATIONAL
- Imaging Technologies (camera, TECHNOLOGY
scanner)
- Peripherals (mouse, keyboard, Educational Technology - a combination of the
printer) processes and tools involved in addressing
- External Storage (USB, hard educational needs and problems, with an
drive) emphasis on applying the most current digital
and information tools.
● SOFTWARE
Instructional - programs designed to Integrating Educational Technology - the
teach skills or information through process of determining which digital tools and
demonstrations, examples, which methods for implementing them are the
explanations, or problem-solving. most appropriate responses to given educational
needs and problems.
Productivity - programs designed to help
teachers and students plan, develop Instructional Technology - the subset of
materials, communicate, and keep educational technology that deals directly with
records. teaching and learning applications (as opposed
to educational administrative applications).
Administrative - programs that
administrators use to support record WHAT WE HAVE LEARNED FROM THE
keeping and exchanges of information PAST?
among various agencies. - No technology is a panacea for
education.
PERSPECTIVES THAT DEFINE - Teachers usually do not develop
EDUCATIONAL TECHNOLOGY technology materials or curricula.
- Technically possible” does not equal
PROCESSES “desirable, feasible, or inevitable
-learning theories based on the sciences of - Older technologies can be useful.
human behavior. - Teachers will always be more important
-applications of technology that help prepare than technology.
students for future jobs by teaching them skills.

TOOLS
-technology tools role as delivery media,
instructional systems, and technology support
-technology tools that play a current, high-profile
role in supporting teaching and learning.

1. Educational technology as media and

audiovisual communications.
TPACK MODEL simple for students to share their work in the
The TPACK model defines seven types of gallery walk.
knowledge that contribute to teaching
knowledge. TECHNOLOGY CONTENT KNOWLEDGE
(TCK) - Describes the knowledge about how the
CONTENT KNOWLEDGE (CK) - Describes the tools work with the content.
knowledge about the topic being taught and Ex. For a lesson about complementary colours,
associated knowledge. this might include how different media shows
Ex. For a lesson about complementary colours, complementary colours differently and how
this might include mini-lectures with examples, different tools you could use for the gallery walk
quick sketching practice, and gallery walks. will display art differently.

PEDAGOGICAL KNOWLEDGE (PK) - TECHNOLOGY PEDAGOGICAL AND

Describes the knowledge about teaching and CONTENT KNOWLEDGE (TPACK) - Describes
techniques to help students learn. the knowledge about the tools and techniques
Ex. For a lesson about complementary colours, you use to teach the content.
this might include mini-lectures with examples, Ex. For a lesson about complementary colours,
quick sketching practice, and gallery walks. this includes the practical details of how you
share the mini-lecture and examples, how
TECHNOLOGICAL KNOWLEDGE (TK) - students work on the sketching practice, how the
Describes the knowledge about the technology material is gathered for the gallery walk, how the
being used to teach. walk is done and how students reflect on what
Ex. For a lesson about complementary colours, they learned afterwards.
this might include the media being used to draw
with. This might also include the tools for the ADDIE MODEL
gallery walk either in person (tools for quickly ANALYZE - The analysis phase lays the
posting up work) or online (an image gallery or foundation for successful training by identifying
discussion forum). the learners’ needs and objectives, as well as
the training’s context. In the corporate realm, this
PEDAGOGICAL CONTENT KNOWLEDGE involves understanding the technical landscape,
(PCK) - Describes the knowledge about learner demographics, and the specific
teaching techniques specific to the content. challenges to be addressed through training.
Ex. For a lesson about complementary colours,
this might include illustrations to include in a DESIGN - Designing effective training programs
mini-lecture to overcome students’ is at the heart of the ADDIE model. This phase
misconceptions or things to include in the focuses on creating a blueprint for the training,
sketching practice to help students understand outlining the learning objectives, content
different aspects of putting colours together. structure, and the instructional strategies best
suited for the target audience. The design phase
TECHNOLOGICAL PEDAGOGICAL ensures that the training will be engaging,
KNOWLEDGE (TPK) - Describes the relevant, and impactful.
knowledge about how to teach with the
necessary tools. DEVELOP - Development is where the learning
Ex. For a lesson about complementary colours, experience design comes to life. This phase
this might include the best way to use the media involves the creation of the training materials,
to see the complementary effect and the best including multimedia content, assessments, and
way to organize the sketch practice, so that it is learning activities. It emphasizes the importance
of tailoring the content to meet the learners’
preferences and the learning objectives goals relevant to the lessons to achieve
established in the design phase. the best learning outcome.

IMPLEMENT - Implementation is the execution ● SELECT METHODS - Decide which

phase, where the training program is rolled out instruction methods you'll use to deliver
to the learners. This stage tests the practicality the content. For example, if your
and effectiveness of the training design and lessons are more instructor-led,
development, highlighting the importance of a choosing lectures, presentations, and
smooth delivery mechanism and the readiness other demonstrations are ideal options.
of both instructors and learners. On the other hand, if they're more
learner-centered, you should opt for
EVALUATE - Evaluation is critical for assessing group discussions and group activities.
the effectiveness of the training program and Once you've figured that out, you must
identifying areas for improvement. This phase choose the technology that will facilitate
involves gathering feedback, analyzing learning your teaching method.
outcomes, and determining the training’s impact
on performance. It ensures that the training not ● UTILIZE MEDIA AND MATERIALS -
only meets the current needs but is also refined Now it's time to plan how you'll utilize
for future iterations. the methods you've chosen in the
previous step. More specifically, you
THE ASSURE MODEL should review the technology and other
● ANALYZE LEARNERS - The ASSURE media to make sure they'll run smoothly
model relies heavily on the learners, and during your lessons and prepare them
its core is designed based on their accordingly. In addition, you need to
needs. This is why the first step involves prepare the teaching environment.
identifying the characteristics of the Lastly, inform the learners about the
learners. Those can be their age, entire process, including the material,
existing knowledge, education level, objectives, and assessment type.
learning specificities, and a variety of
other key details that are usually ● REQUIRE LEARNER PARTICIPATION
gathered through surveys and - Determine how you're going to actively
assessments. Once you've collected all engage your learners in the teaching
the important info, you can start process. For instance, you can establish
designing your lessons based on your mandatory participation in class
learners' needs and preferences. discussions or ask them to guide the
lesson themselves by asking questions
or presenting themes for further
● STATE OBJECTIVES - In the second analysis. You also need to consider how
step, you identify what learners should they're going to absorb the material.
be able to do after completing the
instructional materials. You can set the
objectives based on the SMART ● EVALUATE AND REVISE - In this final
method, so they should be specific, step, you have to decide whether your
measurable, achievable, relevant, and material is effective and make revisions
time-bound. This means that you should if necessary. Evaluate your teaching
be able to know precisely what skills strategies, the media, the technology
and knowledge the learners are going to you used, and how you implemented
acquire during a specific period. them. Also, you should determine if the
Additionally, you should set realistic lessons and learners met your
objectives and if the overall experience Ex. The instructor provides readings and
catered to their individual needs. online guidance through the LMS.
Feedback from your learners is Students are asked to use their phones
important in this step to help you with to record how they selected samples of
your analysis. You can prompt them to water for testing quality and integrate
take surveys on how the lesson has their findings and analysis in the form of
impacted them, whether they're satisfied an e-portfolio of their work.
with the experience, and if they've
achieved their personal goals. Lastly, TECHNOLOGY INTEGRATION MODEL (TIM)
give them the results of their LEVELS OF TECHNOLOGY INTEGRATION
assessments and feedback based on ● ENTRY LEVEL - Utilizing technology
their performance. tools. Delivering curriculum content to
students.
SAMR MODEL
● ADOPTION LEVEL - Teacher Directs
SUBSTITUTION - In this level one form Students in Technology Use.
of technology is substituted for another Conventional and procedural use.
with no functional change.
Ex. A video recording of a classroom ● ADAPTATION LEVEL - Teacher
lecture on water quality is made Facilitates Students' Technology
available for downloading by students. Use.Encourages exploration and
independent use.
Students are assessed on the content of
the lecture by written exams at the end ● INFUSION LEVEL - Teacher-Student
of the course. Learning Context. Teacher provides
context. Students select tools.
AUGMENTATION - In this level, the
technology substitution changes the ● TRANSFORMATION LEVEL - Teacher
function of the task. Encourages Innovative Technology Use.
Facilitates higher-order learning
Ex. The video lecture is embedded in a
activities.Essential for
Learning Management System (LMS), technology-enabled learning.
and edited into four sections, with online
multiple-choice questions at the end of CHARACTERISTICS OF THE LEARNING
each section for students to answer. ENVIRONMENT
● ACTIVE LEARNING - Active Use of
MODIFICATION - In this level, Technology in Education Students
technology integration results in a actively use technology. Active
significant redesign of the task. engagement over passive information
reception.
Ex. The instructor provides video
recordings of water being tested. The ● ACTIVE ENTRY - Information passively
instructor asks students to analyze each received
of the recordings in terms of the
principles taught in the course, in the ● ACTIVE ADOPTION - Conventional,
form of essay-type questions that are procedural use of tools
assessed.
● ACTIVE ADAPTATION - Conventional
independent use of tools. Some student
REDEFINITION - In this level, choice and exploration.
technology is used to create a new task
that would not be possible without the ● ACTIVE INFUSION - Choice of tools
technology. and regular, self-directed use.
● ACTIVE TRANSFORMATION - Linking learning activities to the world
Extensive and unconventional use of beyond instruction. Avoiding
tools decontextualized assignments.

● COLLABORATIVE LEARNING - ● AUTHENTIC ENTRY - Technology use

"Students Utilize Technology for unrelated to the world outside of the
Collaboration" Encourages instructional setting.
teamwork.Promotes continuous
learning. ● AUTHENTIC ADOPTION - Guided use
in activities with some meaningful
● COLLABORATIVE ENTRY - Individual context
student use of technology tools.
● AUTHENTIC ADAPTATION -
● COLLABORATIVE ADOPTION - Independent use in activities connected
Collaborative use of tools in to students' lives. Some student choice
conventional ways. and exploration.

● AUTHENTIC INFUSION -
● COLLABORATIVE ADAPTATION - Choice of tools and regular use in
Collaborative use of tools. Some student meaningful activities.
choice and exploration.

● COLLABORATIVE INFUSION - Choice ● AUTHENTIC TRANSFORMATION -

of tools and regular use for Innovative use for higher-order learning
collaboration. activities connected to the world beyond
the instructional setting.
● COLLABORATIVE ● GOAL-DIRECTED LEARNING -
TRANSFORMATION - Collaboration via Students use technology tools to set
Technology Facilitates peer and expert goals, plan activities, and monitor
collaboration. Enhances collaboration progress. Evaluate results rather than
capabilities. simply completing assignments without
reflection.
● CONSTRUCTIVE LEARNING -
"Technology Use in Student Learning" ● GOAL-DIRECTED ENTRY - Directions
Connects new information to prior given step-by-step task monitoring.
knowledge. Promotes active learning.
● GOAL-DIRECTED ADOPTION -
● CONSTRUCTIVE ENTRY - Information
Conventional and procedural use of
delivered to students tools to plan or monitor.
● CONSTRUCTIVE ADOPTION - Guided, ● GOAL-DIRECTED ADAPTATION -
conventional use for building knowledge Purposeful use of tools to plan and
monitor. Some student choice and
● CONSTRUCTIVE ADAPTATION - exploration.
Independent use for building knowledge.
Some student choice and exploration ● GOAL-DIRECTED INFUSION - Flexible
and seamless use of tools to plan and
● CONSTRUCTIVE INFUSION - Choice monitor.
and regular use for building knowledge
● GOAL-DIRECTED
● CONSTRUCTIVE TRANSFORMATION TRANSFORMATION - Extensive and
- Extensive and unconventional use of higher-order use of tools to plan and
technology tools to build knowledge monitor
● AUTHENTIC LEARNING -
"Technology in Student Learning"
BLENDED LEARNING MODALITIES / HYBRID ● MODALITY PRINCIPLE - present words
LEARNING as audio narration rather than on-screen
(Online + Face to Face) text.

- It is a combination of face to face and ● REDUNDANCY PRINCIPLE - explain

online. visuals with words in audio or text but
not both.
● Face to Face driver - the teacher
arrives instruction, with technology ● COHERENCE PRINCIPLE - adding
introduced on a case to case basis. extra material can hurt learning.
Ex. Introduction, Discussion, Guided
Activity, and Quiz. ● PERSONALIZATION AND
EMBODIMENT PRINCIPLES - use
● Lesson Playlist (Can`t replace to face conversational style, polite wording,
to face) human voice, and virtual coaches.
- Introduction (Instruction,
Objectives) ● SEGMENTING AND PRE TRAINING
- Content (Video, Website, PRINCIPLES - managing complexity by
Write-up) breaking a lesson into parts.
- Activity (Quiz, Submission)
MULTIMEDIA PRINCIPLE | USE WORDS AND
● Flipped Classroom GRAPHICS RATHER THAN WORDS ALONE
In Class
(Teacher led instruction) ● DECORATIVE - visuals added for
aesthetic appeal or for humor.
Out-of-Class Ex. A person riding a bicycle in a lesson
(Individual/Seatwork) on how a bicycle pump works.
____________________
Out-of-Class ● REPRESENTATIONAL - visuals that
(Online Teacher led Instruction) illustrate the appearance of an object.
Ex. A photograph of equipment.
In Class
(Student Centered Activities) ● ORGANIZATIONAL - visuals that show
qualitative relationships among content.
● Station Rotation Ex. A matrix such as this table.

Online Instruction ← Teacher - led instruction ● RELATIONAL - visuals that summarize

↘ ↗ quantitative relationships.
Collaborative Activities and Stations ↗ Ex. A bar graph or pie chart.

Floating Teacher ● TRANSFORMATIONAL - visuals that

illustrate changes in time or over space.
Station 1 - Lecture Ex. A time-lapse animation of seed
2 - Pair online germination.
3 - Collaborative
4 - Individual Online ● INTERPRETIVE - visuals that make
intangible phenomena visible and
concrete.
DESIGN PRINCIPLE OF MULTIMEDIA Ex. A series of diagrams with arrows
LEARNING that illustrate the flow of blood through
the heart.
● MULTIMEDIA PRINCIPLE - use words
and graphics rather than words alone.

● CONTIGUITY PRINCIPLE - align words

to corresponding graphics