Learning Models and Technology Integration
to make appropriate (different) responses to a
Behaviorist Theory (BF Skinner)
 Learning is an activity that occurs inside the
mind and be inferred only be observed
behaviors
 Positive reinforcement (increases desired
behaviors with rewards)
 Negative reinforcement (increases desired
behaviors by withholding rewards)
 Punishment (decreases undesirable behaviors
with aversive stimuli)
Information-Processing Approach (Atkinson-Shiffrin)
- Learning is encoding information into human
memory, similar to the way a computer stores
information.
- Sensory registers, short-term (working) memory,
and long-term memory
- Attention is necessary for encoding.
- Practice reinforces retention and aids recall.
Cognitive-Behavioral Theory (R Gagne)
- Learning is shaped by providing optimal
instructional conditions.
- Different kind of skills (concepts, rules,
problem-solving) require different learning
conditions.
- Learning is a building process; learners must
have the prerequisite skills for each new skill.
1. Gain Attention
2. Inform Learner of Objectives
3. Prior Learning
4. Present Content
5. Provide Guidance
6. Practice
7. Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer to the Job
Gagne’s Learning Hierarchy
 Signal Learning - simplest form of
learning (classical conditioning)
 Stimulus-response learning - based on the use
of 'rewards' and 'punishments‘ (operant
conditioning)
 Chaining - ability to connect two or more
previously-learned stimulus-response bonds
into a linked sequence (complex psychomotor
skills)
 Verbal association - form of chaining in which
the links between the items being connected
are verbal in nature
 Discrimination learning - developing the ability
series of similar stimuli that differ in a
systematic way. Interference is a condition
where one piece of learning inhibits another.
Interference is thought to be one of the main
causes of forgetting.
 Concept learning - developing the ability to
make a consistent response to different stimuli
that form a common class or category of some
sort. It forms the basis of the ability to
generalize, classify etc.
 Rule learning - involves being able to learn
relationships between concepts and apply these
relationships in different situations, including
situations not previously encountered. It forms
the basis of the learning of general rules,
procedures, etc.
 Problem solving - involves developing the
ability to invent a complex rule, algorithm or
procedure for the purpose of solving one
particular problem, and then using the method
to solve other problems of a similar nature
Systems Theory and Systematic Instructional Design
- An instructional system is designed by stating
goals and objectives, doing task analysis to set a
learning sequence, matching assessment and
instruction to objectives, creating materials, and
field testing and revising materials.
- A complete learning system contains objectives,
learning activities, and assessments.
Contributors to the Systems Approach
- Robert Mager – instructional objectives
- Robert Glaser – criterion-referenced testing
- Lee Cronbach and Michael Scriven – formative
and summative assessments
- David Merrill – component display theory
- Charles Reigeluth – elaboration theory
Social Activism Theory (John Dewey)
- Learning is individual growth that comes about
through social experiences.
- Growth is fostered through hands-on activities
connected to real world issues and problems.
Social Cognitive Theory (Albert Bandura)
- Learning is an information processing activity
resulting from interactions among behaviors,
environment, and student factors.
- Student learn either through actions they take
(enactive learning) or through observing others
(vicarious learning).
 - Motivation to learn and persist at learning tasks
is shaped by students’ self-efficacy (belief in
their abilities to accomplish actions needed to
learn).
Scaffolding Theory (Lev Vygotsky)
- Learning is cognitive development shaped by
individual differences and the influence of
culture.
- Adults (experts) and children (novices) perceive
the world differently. The difference between
them is the Zone of Proximal Development
(ZPD).
- Adults support learning through scaffolding
(helping children build on what they already
know).
Cognitive Development Theory (Jean Piaget)
- Learning is cognitive growth through
neurological and social maturation.
- Children go through stages of cognitive
development (sensorimotor, pre-operational,
concrete and formal operational) by interacting
with their environment.
- When they confront unknowns, they experience
disequilibrium: they respond with assimilation
(fitting it into their views) or accommodation
(changing their views)
Multiple Intelligences (Howard Gardner)
- Learning is shaped by innate intelligences:
linguistic, musical, logical-mathematical, spatial,
bodily-kinesthetic, intrapersonal, interpersonal,
and naturalist
Be part of the solution!
For every problem, proposed a solution using technology integration.
You will be given 30 seconds to think and 30 seconds to act out your
solution.
You can assign one member to explain the solution in 30 seconds.
Your score will depend on the efficiency of the proposed solution (7
pts) and clarity of presentation (3 pts)
Problem 1
Due to past failures, at-risk students need more
than usual motivation. How can you motivate them
through technology integration?
Possible solution
- Visual and interactive qualities of the internet
and multimedia resources draw and hold
students’ attention.
- Drill and practice / tutorial materials give
student private environments for learning and
practice.
- Video-based scenarios, simulations show
relevance of science and math skills.
- Hands-on production work (e.g. multimedia,
web pages) gives students an active role in
learning.
Problem 2
Schools have limited budgets, must save money
on consumables. Teachers are also in short supply in
some subject areas. How can technology integration
address this?
Possible solution
- Simulations allow repeated science experiments
at no additional cost.
- Distance education can offer subjects for which
schools lack teachers.
Problem 3
Students find repetitive tasks (handwriting,
calculations) boring and tedious. Students lack motor
skills to show their designs. How can technology
integration address this?
Possible solution
- Word processing to make quick, easy revisions
and corrections to written work.
- Calculators and spreadsheets to do low-level
calculations involved in math/science problem
solving.
- Computer-assisted design (CAD) and drawing
software to try out and change designs.
- Virtual tours to see places the students could
not go physically.
Problem 4
Students need to learn modern methods of
communicating information; how to analyze the quality
of visual presentations
Possible solution
- Do research reports as multimedia products or
web pages.
- Become media savvy by using information on
the Internet and video.
Integrating Technological Tools
For each slide, identify the tool associated with the
brand or logo.
Explain how teachers can use this in the teaching
process and suggest a learning model that can be used
alongside this tool.
SMAR MODEL
The SMAR Model is a framework created by Dr. Gagne’s main contributions to learning instruction
Ruben Puentedura that categorizes four different were:
degrees of classroom technology integration. It was  5 learning capabilities
created to share common language across disciplines as  9 steps to successful learning
teachers strive to help students visualize complex
concepts. Gagne’s Taxonomy of Learning Outcomes
Intellectual Skills
Substitution Cognitive Strategy
Technology acts as a direct substitute, with no Verbal Information
functional change Attitude
Augmentation Motor Skills
Technology acts as a direct substitute, with
functional improvement Behaviorism Theory (B.F Skinner)
Modification - Burrhus Frederick Skinner
Technology allows for significant tasks redesign - Operant Conditioning
Redefinition - Stimulus-Response (S-R) pattern
Technology allows for the creation of new tasks,
previously inconceivable Reinforcement
 Positive Reinforcement
TPACK Model - Added to increase the response
- Punya Mishra and Matthew J. Koehler (2006)  Negative Reinforcement
- it is a technology integration framework that - Removed to increase the response
identifies the types of knowledge instructions
need to combine for successful edtech Reinforcement is different to punishment.
integration

Identified three primary forms of knowledge: High Possibility Classroom Model

1. Content Knowledge
2. Pedagogical Knowledge Why High Possibility Classroom Model?
3. Technological Knowledge • From research and analysis
• Classroom teachers’ practices in action or
TPACK or Technological, Pedagogical and Content Action Knowledge (AK)
Knowledge • What is possible to achieve using technology
- full understanding of how to use technology • More examples of teachers’ practices in
Technological Content Knowledge (TCK) technology integration
- set of skills which teachers develop to identify • Filling the gap in what is known about
the best technology to support students as they
learn content • Theory
Technological Pedagogical Knowledge (TPK) • Creativity
- set of skills which teachers develop to identify • Life Preparation
the best technology to support pedagogical • Contextual Accommodations
approach • Public Learning
Pedagogical Content Knowledge (PCK)
- Knowledge about the content and how to teach Theory
that specific content 1. Construction of learning
2. Purposeful teaching
Robert Gagne: Cognitive Behavioral Theory 3. Focused planning
Basic Principles of Gagne’s Theory 4. Enriched subject matter
• Involved with the U.S. Air force when he started 5. Promotion of reflective learning
thinking of his theory. 6. Shifts in conversations
• They called it “condition of learning” 7. Thinking and authentic student engagement
• Consisted of 3 main principles
Construction Learning Preparation
• more student-centered and less didactic 1. Operationalizing the real world
• personal student’s learning 2. Giving voice
• determine problem they want to explore 3. Ownership and responsibility
Purposeful Learning 4. Revelation of effectiveness in terms of self regulation
• linking it to what students do in classroom
Focused Planning Operationalizing the Real World
• repertoire of ways of working when students • Technology = Chalk board
use technology in classroom • There is no difference
Enriched Subject Matter Giving voice
• Knowledge or Discipline + Project-Based • Providing opportunities to students experiment
Approach technology
Reflective Learning Ownership and Responsibility
• think about learning because of personal access • Letting the students to step out from their
to technology comfort zone
Shifts in Conversations and Thinking Effectiveness
• more attention to the question they ask in • Important role for technology to support
classroom students in regulating what and how they learn • Global
Authentic Student Engagement citizen
• forming an invisible connection to the digital
world Contextual Accommodation
1. The personal and professional
Creativity 2. Changes to time
1. Boosting Creativity 3. Nurturing Community
2. Production 4. Defining the Games
3. Unleashing playful moments
4. Supporting Values The Personal and Professional
5. Differentiating learning • Teachers to embrace technology more
• Personal use has the potential to crossover to
Boosting Creativity professional use Changes to Time
• Tapping the student’s imagination • Schools dispense the short learning timeframe =
• Direct engagement with digital technology go with the flow
• Either in traditional or modern technology
Production Nurturing Community
• letting the students to produce as much as they • Online professional learning networks
can • Technology practice in meaningful ways
• activating original ideas from the students Defining the Game
Unleashing Playful Moments • Technology practice in meaningful ways
• play in their classroom
• walk in the shoes of learners
Supporting Values
• learning matter at school
• commenting on or celebrating what students
create
Differentiating Task
• work their own pace on a task – or on different
task Systems Theory and Systematic Instructional Design
Making Public Learning Learning Processing Theory
• Real audience Multiple Intelligences
• Interactive whiteboard
• Setting tasks for students that are completed
using simple applications
• But are consequences