A Role of Technology in Digital Learning
Mrs.M. Govindammal, & Mrs.A.Sathya,
Assistant Professor of Computer Applications, & Assistant Professor of Commerce,
The Standard Fireworks Rajaratnam College for Women, Sivakasi.
Summary
Technology has revolutionized almost every aspect of human life. Information and communication technologies have changed the way we communicate, conduct business, entertain, and create and manage information. Since education fundamentally involves information and communication, it is only natural that the technology, with its wide range of information and facilities services, is going to impact education. Researches show many paths which technology can support education as facilitating organization and control in the learning environment, facilitating communication with teachers and classmates, accessibility for more content, materials and resources. While using technology as tutorial capacity and deliver information is suggested to be beneficial, integrating technology in teaching is emphasized by numerous research studies in order to effective use of computer technology in teaching. However, the necessity of having a model for identifying effective technology integration and using it as the base of analysing is acknowledged in many studies. Accordingly, many organizations and researchers have attempted to offer the model for effective technology integration. Since the best model for technology integration never exists, this paper aims to review of different models and strategies for computer integration and define factors influencing technology integration in teaching such as classroom orientation, instructional strategies, student computer activities, and also attitudes toward learning, pedagogical beliefs, and personal characteristics of the teacher.
Introduction:
Technology has revolutionized almost every aspect of human life. Information and communication technologies have changed the way we communicate, conduct business, entertain, and create and manage information. We now live in an information age where the whole world is stepping towards a global knowledge driven society. It has made our community as bigger and smaller the same time. Communication technology assistance has reduced the feeling of geography distances between people around the world. Conversely, availability of extreme information has expanded the world. Since education fundamentally involves information and communication, it is only natural that the technology, with its wide range of information and facilities services, is going to impact education. There are many paths which technology can support education as facilitating organization and control in the learning environment, facilitating communication with teachers and classmates, accessibility for more content, materials and resources.
Computer Technology in Education:
Generally, two different functions of computer in education have identified as between computer applications is recommended important for studying and implementing effective use of technology. In learning from computer the role of technology is defined as delivery system. In this manner computer offers information to learners and makes them to response and learners are not engaged with the process of learning and teaching. The effectiveness of using computer in education categorized the studies conducted on learning from computer and determined variety of forms of using computer as a tutor including: Computer Based Instruction (CBI), Computer Assisted Instruction (CAI), Integrated Learning Systems (ILS), and Intelligent Learning Systems (ITS). In spite of some opposite result reported toward the effectiveness of these forms of computer application, still, using computers in a tutorial capacity is suggested to be beneficial.
While using technology for “learning from computer” focuses on developing information of learners, the other function of computer usage for teaching is noted as using technology when learning activities are grounded in constructivism philosophy. Students may use computers and other technologies to write, analyze data, develop presentations, and collaboration. These forms of technology usage involve students in learning experiences and lead them to higher order thinking such as critical thinking and problem solving. According to Means and colleagues (1993), in “learning with computer” teachers and learners are more controlling the process of learning than the technology which is used. Additionally, in the area of mathematics, three paths of technology usage in classroom have been proposed for mathematics’ teachers to describe the way of computer technology use in their classrooms. These paths include games, structure computer task and, problem-solving software . It is argued that games are educationally useful for math when they have been designed and implemented purposefully. Although using computer technology in teaching as doing drill exercises has been also approved, but, integrating computer technology for engaging students in higher order thinking is suggested as more effective path of technology usage.
Role of ICT integration in lesson planning:
For decades, the integration of teaching material and media has been accounted for in the conceptualisations of lesson planning. Besides major fields of teachers’ planning decisions, such as content transformation, setting learning objectives, and selecting teaching methods, teachers have long been required to decide about appropriate material (e.g. worksheets, tasks) and media representation (e.g. realia, blackboard writing, and drawing) (Arnold and Koch-Priewe Citation2011). However, with the wider ICT transformation process in educational systems and the increasing attainment of prominence of digitalisation in schools, the demands posed on teachers’ action have changed fundamentally.
Schools are expected to increasingly interweave their curriculum with ICT, and teachers are required to provide learning opportunities for their students to allow the use of advanced technological tools and digital resources for creative and innovative problem solving. Therefore, the demand to integrate ICT in lesson planning clearly goes beyond teachers’ decisions about appropriate material and media representation.
Models for Technology Integration in Teaching:
In the last few decades, various models and theories have been used to study technology integration in classrooms and teachers’ roles, preparedness and capabilities. Ideally, theories and models are sources that support educators in the integration process. Studies have shown many learning theories, but the dominant categories are cognitivism, behaviourism, and constructivism. With the fast progress of technology and the vast amount of research papers about technology integration being published yearly, a study that reviews models and analyses is needed. In addition, a thorough review of theoretical frameworks used the integration of technology in classrooms is scarce. Therefore, this paper has the following research objective: 1- To review and analyse theoretical frameworks with models used for integration of technology in classrooms; 2- To review and understand the impact of technology integration on students’ learning capabilities; and 3- To review the importance of preparing teachers to effectively integrate technology in teaching.
Teacher Thought and Action Process (TTAP) Model:
The Teacher Thoughts and Action Process (TTAP) model explains the common relationship between teacher thought processes and related teacher behaviour. The model was developed by Peterson and Clark in 1978. While their research aimed to understand the overall dynamics of a classroom and the quality of education imparted, they maintained that it is imperative to understand the thinking and the mindset of a teacher which is at the base of planning, decision-making and the demonstration of certain interactive behaviours within a class and with the students. Therefore, the overall objective of TTAP is to dig deeper into understanding the fundamentals and underlying intricacies of the teaching process, and how it is closely associated with the thought process of the teachers and observable actions that take place as a result of that.
In general, the model consists of two aspects:
Teacher’s thought process: an individual thought process is a phenomenon which takes place inside the brain and cannot be measured directly. It can only be measured based on the actions taken as a consequence and their overall impact. The thought process includes the engaging thoughts and decision-making, the belief system and the associated theories built around it, and finally, the overall planning part which can include the three stages of pre-, post- and interactive thoughts. It can also be used to categorize teachers according to these three stages as teachers distinguish themselves in their thought processes. Teacher’s actions and their effects are observable and can be easily demonstrated, measured and assessed while the teacher is engaged in a classroom activity. The parameters that can determine the teacher's measurable actions would include the engagement and overall behaviour of the teacher as well as the students and e students’ overall achievements. The core of the model is that interactions between the underlying factors in both streams (i.e., the thought process and the observable actions) are cyclic and not linear.
Whereas, teacher's thought process cannot be directly measured; it can however be influenced by a number of factors that limit or inhibit it in a certain direction, either for the best or for the worse. For instance, the autonomy given to the teacher in designing a curriculum as well as the involvement and participation in the overall decision-making process would determine the flexibility and level of effort put in place by the teacher in his/her thought process. Similarly, the student-teacher and teacher-student interaction is reciprocal and closely associated with the overall achievement of the students.
Theory of Planned Behaviour Model:
The Theory of Planned Behaviour (TPB) by Ajzen (1980) is an extended work towards the earlier known model which is the Theory of Reasoned Action (TRA). In this regard, Ajzen stated thatThis model argues that a particular action by a person is driven by the attitude towards that particular behaviour. In general, the TPB advocates that there are certain parameters and factors which all come to contribute to a person’s intent towards a particular behaviour. The overall intent of a person is believed to be driven by the following three factors:
- Attitude to Use (ATU): the attitude towards certain behaviour
- Subjective Norm (SN): the suitability and importance of exhibiting certain behaviour as perceived on behalf of the people significant in certain scenario
- The perceived behavioural control (PBC): the overall controlling factor and the pre-conceived level of difficulty or ease in exhibiting a certain behaviour.
PBC is said to have a major impact in making strong correlations with one's intent to use technology. Once an insight is created in a person’s positive or negative intent towards certain behaviour, the behaviour can easily be understood. In this case, the TPB concept has been effectively used to evaluate the intention for adoption of technology in pre-service as well as in-service teachers.
Expectancy-Value Theory of Achievement Motivation Model:
The Expectancy-Value Theory of Achievement Motivation (EVTAM) is a model developed by Wigfield and Eccles (2000). This model was originally proposed to measure children’s keenness in performing, achieving and carrying on a certain task. The EVTAM is primarily used “to explain how expectancies and values directly and indirectly influence achievement, choices, performance, effort, and persistence across a wide range of academic and physical domains and age groups”.
The three main factors of the expectancy-value theory framework are presented as follows:
• Expectation of Success: the expectations of an individual about the completion of a task or the adoption of a technology both in the present as well as in future scenarios.
• Achievement Related Choices: the overall goals and objectives of an individual in achieving and completing certain tasks.
• Associated Task Value: the value proposition from an individual committed to the task. This includes the importance of the task, its overall usefulness, the value to oneself, and the cost of completing. In real-life scenarios, every individual has a different belief system, exhibits different attributes and acts differently to changes or new requirements. Some individuals would be quick learners and would adapt very easily to the change in their environment, whereas others would not. Overall performance of an individual is a direct derivative of the overall belief system, expectations and the value associated with that task. . Additionally, it allows researchers and policy makers to work effectively on the areas which directly impact the overall performance. Applying this model in a classroom environment provides a very useful insight in the end results. To make it clearer, any combination of beliefs and evaluations developed about a certain classroom management technique . could be either positive or negative. If positive, the teacher would likely continue to use it, but if negative, he/she would avoid it.
Substitution Augmentation Modification Redefinition (SAMR) Model:
The Substitution Augmentation Modification Redefinition (SAMR) model, developed in 2010 by the education researcher Ruben Puentedura, is an important guideline and a fundamental framework for the integration of technology in today’s classrooms. In today’s fast pacing and technologically evolving the world, every student is a carrier of a technological intervention which is a substitute and an augmented aid to conventional means of teaching. SAMR discusses the use and integration of these technological interventions/devices such as smart phones, iPads, Kindle, smart tabs, etc. into the conventional means of teaching so that both of these streams can be clubbed together to enhance the effectiveness of the teaching methods. SAMR is a method for both staff and students to gain expertise in new consumer technologies and software in order to enhance 21st century skills. SAMR views each technological intervention/device as a new task and offers a structural model which defines the stages of these transitions. Broadly segregated into ‘Enhancing’ and ‘Transforming’ SAMR within these two broad categories have the following four stages:
Substitution: specifies the incorporation of technology into the conventional classroom system whereby the technology (digital) acts as a better substitute for the already existing teaching methods (analogue) and practices. This is the realization part of the framework. Students, for example, can utilize a voice thread software to build a presentation that allows viewers to remark and annotate. • Augmentation: centres around the technology modalities which is to be used as a direct or indirect tool for assisting and aiding the entire education process. It is seen as a functional improvement. Students, for example, can utilize Google Doc's comment function to engage with others, or Google Earth to "visualize" geography and tag specific spots. • Modification: requires the modification in the existing processes and practices to make room for the technology to play its new role. Tasks are redesigned according to the technology used. For example, students can use audio-books to add audio to stories.
Re-definition: allows teachers to create new avenues, new streams and new tasks keeping in view the offerings technology has to make that could not have been imagined before. For example, instead of paper and pencil, pupils can choose a word processing tool. At the first two levels, technology is used for the enhancement of the learning experience, whereas in the last two levels, the technology is used to transform learning tasks and experiences through modification and redefinition. Thus, the use of technology can better promote student outcomes. The explored teachers and administrators perception of the SAMR model in integrating technology into the classroom environment. The study found that educators using the SAMR model were more capable of facilitating technology adoption at the service of better pedagogical results. Also it underscored that SAMR altered teachers observable practices by pushing them to incorporate technology on a greater degree.
Technology Acceptance Model (TAM):
The Technology Acceptance Model (TAM) is a working model developed by Davis (1989) and is an extension of the originally known Theory of Reasoned Action (TRA). TAM discusses the behavioural assessment of the entities which are the end-user or adopters of the use and adaptation of technology. In education, teachers are the integral part of the equation which would pave the way for technology adoption. The original TAM is influenced primarily by two basic factors from a user´s point of view. The enhanced Technology Acceptance Model (TAM) suggests that perceived usability and perceived usefulness are direct drivers of technological acceptance behaviours. They stated “Perceived usefulness is defined as the prospective user’s subjective probability that using a specific application system would increase his or her job performance within an organizational context” On the other hand, refers to “the degree to which the prospective user expects the target system to be free of effort”
- Individual’s Perceived Usefulness: the mindset and the benefit that one thinks would get from adopting and using a certain technology;
- Individual’s Perceived Ease of Use: is the overall keenness of an individual driven by the motivation that the work would be facilitated and simplified by adopting a certain technology.
There are, however, many intrinsic and extrinsic factors that might exert an influence on an individual in exhibiting these elements. These factors can be cultural barriers, linguistics, social factors, and the political framework of a country or an organization. There have been many changes to the original TAM and researchers have added a number of other interrelated factors to this model. TAM2 is an extended mode of the original work which also takes into account parameters like voluntariness of a user, social image, social influence and perceived importance and relevance of the technology to one’s tasks, output quality, and end results. Various studies used the Enhanced Technology Acceptance Model (ETAM) as their theoretical background for explaining technology use and adoption . These studies have found confirmation that perceived usefulness affects attitudes and degree of approval of a specific technologically-enabled practice.
References:
- Arnold, K. H., and B. Koch-Priewe. 2011. “The Merging and the Future of the Classical German Traditions in General Didactics: A Comprehensive Framework for Lesson Planning”. In Beyond Fragmentation: Didactics, Learning and Teaching in Europe, edited by B. Hudson and M. A. Meyer, 252–264. Opladen: Verlag Barbara Budrich.
- Atman Uslu, N., and Y. K. Usluel. 2019. “Predicting Technology Integration Based on a Conceptual Framework for ICT Use in Education.” Technology, Pedagogy and Education 28 (5): 517–531.
- https://in.search.yahoo.com/yhs/search?hspart=sz&hsimp=yhs-002&p=Models+for+Technology+Integration+in+Teaching&type=type80260-2605061758¶m1=1332108313
- https://www.researchgate.net/publication/357825957_Theoretical_Models_of_Integration_of_Interactive_Learning_Technologies_into_Teaching_A_Systematic_Literature_Review
Author
கட்டுரையாளர்
Mrs.M. Govindammal, & Mrs.A.Sathya,
Assistant Professor of Computer Applications, & Assistant Professor of Commerce,
The Standard Fireworks Rajaratnam College for Women, Sivakasi.
