Articlebronze2008

A generic model for guiding the integration of ICT into teaching and learning

328 citations0/0 files storedInnovations in Education and Teaching International

No readable copy stored yet — this record is metadata only.

Education and Technology Integration Online and Blended Learning Educational Technology in Learning

Abstract

Effective integration of Information and Communication Technology (ICT) into teaching and learning is becoming an essential competency for teachers. However, teachers do not usually follow linear instructional design models when they are planning for ICT integration. This paper proposes a generic model, which consists of three fundamental elements: pedagogy, social interaction and technology. Sound design of these components should help teachers to integrate ICT into their curricula in effective ways. Constructivist learning theories, the design of interactivity and the notion of usefulness provide the theoretical foundations for the construction of this model. Some examples of applying this model to the design of Web‐based learning environments, facilitation of online discussions and comparison of ICT tools are presented.

Citations in this library

Stored only when both papers are in the corpus — 328 citations exist upstream.

References

2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 1989Editorial: Three types of interaction 2004E-Moderating 1991Objectivism versus constructivism: Do we need a new philosophical paradigm?2005Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge 1996Instructional Media and Technologies for Learning 2004Designing electronic collaborative learning environments 2004Theory and practice of online learning

Cited by

2021Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study 2018Supporting Learning Engagement with Online Students 2014A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments 2016Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities 2019Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks

Imported from OpenAlex (CC0) — nothing here is generated.