A presentation I made for our subject Educational Technology. Topic: Integration of technology to different teaching strategies and approaches.

1. TECHNOLOGY INTEGRATION IN
STRATEGIES/APPROACHES
Mirasol S. Madrid
II-9 BS Psychology

2. INQUIRY APPROACH

3. INQUIRY APPROACH
Today’s students need more than technology instruction.
They need to develop critical thinking, problem solving, and
other 21st century skills to excel in today’s digital world.
The technology is a tool that is used to support learning and
increase inquiry; technology in itself is not the end goal of a
project.

4. INQUIRY APPROACH
Technology-integrated materials that can be used for Inquiry approach in
classrooms:
 Wikipedia
 Blogs and Articles
 Yahoo Answers
 About.com
 Power Point Presentations
 Interactive Whiteboards (SMART)

5. INQUIRY APPROACH
In an article by Bruce and Levin out of the University of Illinois, they
began to research the potential uses of technology within their own
classrooms as they saw that their students were coming in with
increasing knowledge and ease of use with these tools and that
schools were not keeping up with this advanced knowledge of
students.
They found that by allowing students to use the tools they
interacted with on a daily basis, they could increase the inquiry based
learning going on within their own classrooms and allow students even
more freedom to develop individualized learning experiences.

6. INQUIRY APPROACH

7. INQUIRY APPROACH
In another book addressing the use of technology with “Net Geners”, the
authors Diane and James Oblinger discuss how education must keep up
with the needs of this new generation of technology users. Teachers and
staff must start to incorporate these tools into their curriculum design plans so
that students reach optimal levels of engagement. For those teachers that
insist on only following the traditional lecture course design, this will mean
students will disengage even further from the class and not learn to their
fullest potential. By incorporating technology and especially collaboration,
students will engage with the subject matter at a deeper level according to
the authors.

8. COOPERATIVE LEARNING

9. COOPERATIVE LEARNING
The instructional strategy of cooperative learning focuses
on having students interact with each other in groups in
ways that enhance their learning. This strategy is grounded
in the theory that learning can be maximized through well-
designed, intentional social interaction with others (Gerlach,
1994; Vygotsky, 1978

10. COOPERATIVE LEARNING
Cooperative learning provides an environment where
students can reflect upon newly acquired knowledge, process
what they are learning by talking with and actively listening to
their peers, and develop common understanding about topics.
As students talk through material, they deepen their
understanding of it and become more conscious of the
strategies necessary for arriving at an answer (Bandura, 2000).

11. COOPERATIVE LEARNING
To prepare students to be successful in this type of
environment, we need to provide them with opportunities
to connect and collaborate with peers, some of whom they
may never meet face-to-face, on projects that require
multiple skills and talents.

12. COOPERATIVE LEARNING
Technology can play a unique and vital role in cooperative
learning by facilitating group collaboration, providing structure
for group tasks, and allowing members of groups to
communicate even if they are not working face to face. It can
help us realize the hope of schools as places that serve students
anytime, anywhere and facilitate their growth into lifelong
learners. Studies show that there is a modest increase in effect
size when students use technology collaboratively, or work
together with computers (Urquhart & McIver, 2005).

13. MULTIPLE INTELLIGENCE

14. MULTIPLE INTELLIGENCE
Technology is a way to allow the utilization of various
intelligences. Technology can provide students with the
proper medium through which they may demonstrate and
present their mastery of the subject through technology-
based project learning.

15. MULTIPLE INTELLIGENCE
As an example, a literature instructor has assigned the novels
Brave New World by Aldous Huxley and 1984 by George Orwell.
The instructor plans to cover not only the literary constructs of
the novels but also the concepts of utopianism. The political,
social, economic, cultural, educational, and religious aspects of
societies will be the topics of discussions as well. The instructor
utilizing multiple intelligences will assign a variety of projects from
which learners will choose.

16. MULTIPLE INTELLIGENCE
Verbal-linguistic Intelligence
The traditionalist learner who is also probably a verbal-
linguistic intelligence learner will choose to write a term paper.
Logico-Mathematical Intelligence
The logico-mathematical intelligence learner might choose to
create economic models of a utopia illustrating perfectly
controlled economies of supply and demand.

17. MULTIPLE INTELLIGENCE
Naturalist Intelligence
The naturalist intelligence learner may choose to create a paradigm of
how utopian ideas have come about in the past and why they have failed.
Musical and Kinesthetic Intelligence
The musical and kinesthetic intelligence learners may pool resources and
utilize the companion interpersonal intelligence to create a musical play
based upon one of the novels.

18. MULTIPLE INTELLIGENCE
Intrapersonal Intelligence
The intrapersonal intelligence learner may choose to
investigate the writings of Thomas More’s Utopia and create
a comparative study of More’s writings with the two novels.
Or perhaps the intrapersonal learner may wish to explore
the history of utopianism through film.

19. MULTIPLE INTELLIGENCE
Visual – Spatial Intelligence
The visual-spatial intelligence writer may attempt to design
architecturally the hatchery building so described in Brave New World.
Conclusion:
Educational institutions need to break away from the standardized and
traditional assessments of exams, essays, and term papers.