CHAPTER 2

TECHNOLOGY IN TEACHING AND LEARNING

Dajotoy, Joey / Cavity, Arcelie / Hitalia, tiny Roselyn / Carmen, Flora Mae
Salvador, Niño / Paredes, Mernalyn / Balaba, Shielarose
This chapter introduces the standards that administrator, teachers, and students should observe in the use and integration of
technology in education. This chapter also explains how one entity of Tech – PACK is connected and interfaced with the other
entities. Likewise, it shows how the Tech – PACK process works in integrating technology in education.
Intended Learning outcome
At the end of this chapter, you are expected to :
 Design a plan assisting teachers in the integration of technology in instruction
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)
In every project that we need to accomplish, we specifically design and enumerate the guidelines, criteria, or specification
which meet our standards and eventually say,”Most like the way I want it” and It turns out to be perfect for us.
Like in constructing your dream house, you would ask the architect to design you according to your needs and likes, you
would choose a materials that are quality , you make sure that the carpenters and workers are thinking their job well to meet
you standards and acquiring beautiful furniture that will beautify in-doors of house this in the end will give you contenmentand
comfort for living our own house.
In choosing catering service for your party, you would select the one that serves savory dishes, with clean serving utensils
and crew that are alert and respectful. In this way, you do not satisfy yourself in terms of the entirety of the party but also your guests.
Another example is children being sent to school by their parents. The parents would see it that the school gives quality
education that will highly benefit their children. Quality education encompasses teaching strategies and pedagogies, assessments and
the facilities that support children’s learning. Having standard in teaching and learning help meet the needs and improvement of
children’s knowledge and skills.
Setting standards helps us achieve quality output may it be in house, office, and school. This in turn will give us fulfillment in
our activities for our family, friends, staff, heads, people in the society and the community.
In education, administrator and teachers with the support of the national educational departments and organizations define
their standards that would guide and help the students in possessing the knowledge and skills that are required of them to make them
successful learners and professionals in the future.
The use of technology in education is likewise guided by standards to develop among learners the skills that they need to
possess for the 21st century for them to be able to serve not only themselves but the world. This is where the International society for
Technology in Education (ISTE) comes in. ISTE is a nonprofit organization that promotes the use of technology to support and enhance
teaching and learning.
There are three standards that we have been developed by ISTE for better connection and empowerment among
administrators, teachers and students:
 Standards for administrators
 Standards for Teachers
 Standards for students

To better understand these standards set by ISTE, let us first define the term standard.
According to Merriam – Webster’s Learner’s Dictionary, “Standards is an idea or thing used as a measure, norm, or
model in comparative evaluations.” It can also be defined as a level of quality, achievement that is considered acceptable or
desirable; something that is very good and that is used to make judgment about the quality of other things; or something
established by authority, custom, or general consent as a model or example.
According to Dictionary.com,” Standards is a rule or principle that is used as a basis for judgment.”
In other words, “Standards” in incorporating the use of technology in education would mean something that would
serve a guide to assist the administrators, teachers, and learners in achieving quality and excellence in teaching and learning.
Below are the following ISTE standards for administrators, teachers, and students. For more information on ISTE
standards, visit http://www.iste.org/standards.

ISTE Standards for Administrators

Administrators are the lead supporters of digital and technology-rich teaching and learning environment. They lead in the
transformation of educational system with the affirmation that these technologies make teaching and learning more engaging,
interesting, inspiring, reflecting and empowering.
 Visionary Leadership. Being visionary leaders, they inspire and engage stakeholders in the development, communication,
and implementation of educational transformation with the use of digital and technological resources which are aligned
with the shared vision.
 Digital age learning culture. Education administrators lead in creating, promoting, and upholding digital age educational
environment culture. They ensure the effective use of digital tools and technological resources in meeting the diverse needs
of learners and help them to be more innovative, creative, and efficient in learning.
 Excellence in professional practice. Educational administrator ensure healthy and professional growth in technology fluency
and integration among educators to help enhance students’ learning. Further, educational administrator keeps themselves
informed with the changes and updates in technology that are beneficial in teaching and learning.
 Systematic improvement. Educational administrators also extend leadership in the improvement of the department,
organization, and school through the promotion and effective use of information and technology resources which make the
daily operations easy and efficient.
 Digital citizenship. Educational administrators ensure, promote, and model ethical use of information and communication
technology following policies and legalities of technology.
 ISTE Standards for Students

Acquisition of knowledge is not the only reason why students go to school. Developing and improving of skills are
likewise the goals of the learners. Teachers facilitate student’s cognitive, effective, and psychomotor learning to enable the
students to be life-ready and world-ready. With the ISTE Standards, students are more guided in learning both knowledge and
skills that will soon make a big contribution to the community and society.
 Creativity and innovation. Students exhibit constructive learning by generating new ideas out of the existing knowledge. They
create, explore, develop, and innovates products with the help of technology.
 Communication and collaboration. Students make use of a variety of technological tools and digital media to effectively converse,
interact, disseminate information, communicate, and collaborate with their peers to work on their school projects and other
tasks.
 Research and information fluency. Students utilize digital and technological tools to search and select for data and information,
organize process, analyze, synthesize, and evaluate information. Students likewise produce the processed reports with the aid of
the digital and technological tools.
 Critical thinking, problem solving, and decision making. Students use appropriate digital and technological tools in practicing
their creative and critical thinking skills to identify problems, plan, investigate, collect, process, analyze information in developing
solutions to help in decision making.
 Digital citizenship. Students practice ethical, legal, and responsible use of information, communication, and technology in learning
and production of outputs.
 Technology operations and concepts. Students exhibit awareness and knowledge in the effective selection and usage of
technology which allow them to learn, improve, and innovate.

The Significance of Standards

Standards are criteria that define what is expected from the administrator, teachers, and learners.

How to lead teachers and learners in the effective use of technology in teaching and learning; how to create a
Administrator culture of innovation to achieve excellence in education ; how to promote the positive integration of technology
into teaching and learning.
Content to teach; meeting the requirements of the curriculum; how to teach the lessons; how to assess the
Teachers learners; hoe to integrate technologies into teaching.
How learners learn; how learners acquire knowledge and skills; how well learners perform; how learners create,
Learners innovate, collaborate and communicate with the use of technologies; how to integrate technologies into
learning.

The set standards would be futile if these are not demonstrated by

the people involved in the implementation. The administrators,
teachers and learners must be compliant with the standards to
achieve high quality service, teaching, and learning. Moreover,
being compliant or noncompliant is associated with consequences.
This is the question of what will be done to those who have
complied and failed to comply with the standards – (compliant)
Teachers’
Learners’

giving of incentives and positive remarks; and (noncompliant)

giving of remedial instructions and delays or limited opportunities.
It is just enough to remember that having standards like of the
technology standards of ISTE, provides expectation from the
administrators, teachers and technology regarding the knowledge
and skills that each one should acquire while performing
competency in technology integration within the teaching and
learning process. Study Figure 2.1. Discuss the relationship of
Administrator
Figure 2.1 Standards of the Integration of technology standards with the teaching and learning process.
Technology in Teaching and Learning Standards
Standards
ator
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND TECHNOLOGY INTEGRATION PLANNING (TIP)
Teaching can be associated with soldiers who go to war. Soldiers are being trained and they make a lot of preparation.
Before going to war, they plan for the tactics and strategies to be done; they make sure that they are complete with their
stockpile of ammunition and protection. No soldier will go to war without enough bullets in his pockets. Same with
teaching, teachers are trained on how to teach and manage a class. Before stepping inside the classroom, they have made
their lessons plan on what to teach and how to teach, they make sure that they have all the materials needed for the
lesson. The use of technology is one of the materials that teachers make use to deliver the lesson successfully to their
learners. However, sometimes the use of technology becomes ineffective because of insufficient knowledge on the true
purpose and proper use of such technology. This is why the Technological Pedagogical Content Knowledge (TPACK) by
Mishra, P. & Koeler, M. and Technology Integration Planning (TIP) by Roblyer, M.D & Doering, A.H. came into existence,
to guide teachers on hoe to integrate technology into teaching.

Tech – PACK, previously known as TPCK, later TPACK,

Figure 2.2 TPACK and its Knowledge Components
Source:www.tpack.org
making teaching and learning with the use of technology a success.
is a framework that integrates technology in education to
help encapsulate the complex interactions among
content, pedagogy, and technology. TPACK provides a
picture of the entire process of technology integration
that helps identify what is essential and what is not in any
discussions of teacher using technology for teaching
subject matter.
According to Mishra & Koehler (2006), the TPACK
Framework which is shown in Figure 2.2, “emphasizes the
connections, intercations, affordances, and constarints
between and among content, pedagogy, and technology.
In this model, it shows that content (C), pedagogy (P), and
Technology (T) are the three main components of
tecahers knowledge. Looking at the model closely, it
shown the interactions between and among the bodies of
knowledge: PCK (Pedagogical Content Knowledge), TCK
(Technological Content Knowledge), TPK (Technological
Pedagogical knowledge), and TPACK (Technological
Pedagogical Content Knowledge) which are significant in

Content Knowledge (CK)

 Teacher’s knowledge about the subject matter
 Includes concepts, theories, ideas, organizational, frameworks, evidences, and proofs, stablished, practices and
approaches toward developing such knowledge (Shulman, 1986)
 Having no comprehensive knowledge in content may cause erroneous information to learners, thus may develop
misconceptions about the subject matter.
Pedagogical Knowledge (PK)
 Teacher’s deep knowledge about the process and practices or methods of teaching and learning.
 This includes lesson planning, classroom management skills, understanding how students learn, and student
assessment.
 A teacher with profound pedagogical knowledge facilitates student’s construction of knowledge and acquisition of
skills, and helps students in developing habits of mind and positive dispositions toward learning.
 Therefore, understanding of cognitive, social, and developmental theories of learning and how they apply to
students in the classroom are requisites of pedagogical knowledge.
Pedagogical content knowledge (PCK)
 Covers conditions that promote learning: teaching, learning, curriculum, assessment, reporting, and pedagogy.
 There is transformation of the subject matter for teaching which happens when teacher interprets the subject
matter.
Technology knowledge (TK)
 The definition of TK is fluid due to its fast updates and upgrades that happen from time to time. However,
technology applies to all technological tools and resources.
 Understanding of technology which is beyond the definition of computer literacy is a must in TK. Thus, essential
appreciation and mastery of information technology for information processing, communication, and problem
solving are important.
Technology Content Knowledge (TCK)
 TCK is an understanding of the way in which technology and content affect and restrict one another.
 This overlap explains that teaching is more than the subject matter they teach; they must also have a profound
knowledge on the way how subject matter can be taught through the use of particular technologies.
 Teachers need to figure out which specific technologies are appropriate in delivering the subject-matter to have a
better understanding and appreciation of the lesson.
 This allows us to determine the suitable pairing of appropriate technology to the content or vice versa.
Technological Pedagogical Knowledge (TPK)
 TPK is an understanding of how teaching and learning can change when particular technologies are used in
particular method.
 The fucos of this TPK is to have an understanding of the affordances of technology and how they can influence
differently the context and intentions of teaching.
  Teachers have to look beyond the normal functions of techonology, they have to be creative and think of other
possible things that this technologies can do to achieve advancement in the learning and understanding of the
students.
Technological Pedagogical Content knowledge (Teck-PACK)
 Tech-PACK shows interactions among the main components of knowledge-content, pedagogy, and knowledge.
 Tech-PACK is the basis of effective teaching with technology.
 The relationship among the components of knowledge are interfaced with one another to have a stronger
content, more effective pedagogy and efficient technology that may remedy difficulties in teaching and learning
to develop higher comprehension and better learning.
“Context”
 This is the outer-dotted circle which highlights the understanding that technology, pedagogy, and content do
not exist in a vacuum, but rather, are represented in specific learning and teaching context.
Technology integration planning (TIP)
Technology integration planning (TIP) is a model created for teachers as a guide that ensures the effeciency of
integration of technology in education. TIP gives teachers a systematic way to indentify and address challenges involved
in integrating technology into teaching practices (Roblyer & Doering, 2013, p. 52)
Further, TIP Model shows teachers how to establish a milieu in which technology can effetually enrich learning.
In the earlier editions of TIP model, there were five to six phases to enable the teachers successfully integrate
technology in instruction. In the recent edition (6th), it boils down into three phases with sub steps in each phase (as
shown in Figure 2.3).

Phase1: Analysis of learning and teaching

Needs
Step 1: Determine the relative advantage
Focus: will a technology-based method
offer relative advantage?

Heraclitus once said that nothing is

permanent in this world except change. But,
some people resist to change things that they
are used to doing because according to them
they still able to deliver well using the hold
method even if there are new better
approaches to achieve the task. However,
change may be acceptable if they would
understand the advantages of the new
method over the old one. This is seeing a”
relative advantage” as mentioned by Everett
Rogers ( Diffusion of innovation, (1995).

Below are the measures to see relative

advantage easier:

1. Compatibility- method consistent with

their cultural values and beliefs and others
adopted in the past. For example, teachers
see using technology as compatible with
their views of being an updated teacher.
2. Complexity- easy enough for them to
learn and to carry out on a frequent basis.
Teachers who use technology-based
method feel no fear and find difficulties in
understanding and learning something new.
3. Triability- being able to try out a little
before making a final decision. Teachers have the courage to try using and applying technology-based methods
than saying no to it outhright.
4. Observability- seeing others they respect or emulate using the method successfully. Observation is one of the
many ways to help teachers decide whether technology-based method will be helpful or not or if it is effective
or not.
At this phase, teachers do curriculum review and assessment of teaching methods, then, they determine
problems in instruction and find out which technology may be helpful to remedy the problem.
Summary of issues to address the step 1
1. Are there any topics or curriculum objectives I have difficulty teaching?
2. Do any of these instructional problem areas have technology-based solution?
 3. What is the relative advantage of the technology-based solutions?
4. Is the relative advantage sufficient to justify the effort involved?
Step 2: Assess tech-pack
Focus: what is my technological pedagogical content knowledge (tech-PACK)?
Teachers have to be proficient in content, pedagogy and technology before the day of instruction comes.
The teacher has to spend time in understanding all the components of knowledge to have a better and
successful delivery of the lesson. Being knowledgeable of the content, pedagogy and technology will make the
teacher confident in the entire process of teaching and of learning. This Tech-PACK helps to emphasize
technology contribution to teaching. (Review the Tech-PACK discussed earlier in this chapter)
Summary of issues to Address in Step 2:
1. Do I have the mastery of the subject matter, both the content and its context?
2. Is the pedagogy I am planning to employ appropriate for the subject matter, my learners and technology?
3. Is the technology I am planning to use appropriate for the subject matter, pedagogy, and my learners?
4. Have I reviewed my TPACK?
Phase 2: Planning for integration
Step 3: Decide on objective, assessments
Focus: How will I know students have learned? Teachers define the skill they want their students to possess
upon learning the lesson and create ways to measure the authenticity of students’ learning and how successful
the activities have been carried out by them.
The problems that have been identified in phase 1 must be addressed successfully by defining observable and
measureable outcomes. Then, teachers design activities or performance tasks to measure the outcomes.
Teachers must remember that having more than the multiple choice activities is better to effectively see
authentic learning among learners.
Summary of issues to addressed in step 3
1. What kind of performances do I expect from students to show they learned?
2. What is the best way for me to assess student learning progress and products?
3. Do the desired instrument exist or do I have to develop them?
4. What other method could gauge success? (eg.g observations, attitude, instruments)
Step 4: Design integration Strategies
Focus: what teaching strategies and activities will work best? Teachers decide on pedagogies and study its execution.
In deciding on the instructional course of action, the characteristics of the topic and the needs of the students
are being taken into consideration whenever teachers create an instructional design for technology integration.
With this, teachers make decision on:
1. Instructional approaches- traditional or constructivist approach
2. Curriculum approaches- single subject approach or interdisciplinary approach
3. Grouping- from individual to pair or group learning
4. Sequence- must have acquired technology prerequisite skills to successfully learn from the resources
Summary of issues to addressed in step 4
1. Should instruction be directed, constructivist, or a combination of both?
2. Will the instruction be single subject or interdisciplinary?
3. Should activities be individual, paired, small group, or whole class?
4. What strategies should I use to encourage female and minority student to be integrally involved with the
technologies?
5. What sequence of activities should I teach?
6. Have I built in demonstrations of the skills students will need to use both equipment and the specific software?
7. Have I allowed students enough time to get used to materials before beginning a graded activity?
Step 5: Prepare instructional Environment
Focus: are essentials conditions in place to support teaching and learning? Teachers establish the educational
environment to carry out effectively the plan of using technology in teaching and learning.
With the support of international society for technology in education (ISTE) the teachers will be guided in setting
the essential standards to unleash at its level best the potential of technology tools and method when used in
teaching and learning. Teachers have to remember the integration of technology in education would only be
successful if there is an adequate hardware, software, and technical support available.
Summary issues to address in step 5
1. What are the technological needs necessary to carry out the activities (e.g. computer software, printer,ect.)?
2. Is the supply of the computers and copies of software enough to carry out the activities?
3. When and how long when the technology resources be needed?
4. Do I need to set the schedule for occupancy of laboratory or media center?
5. Will projection devices or large screens be needed for demonstrations?
6. Have I checked out the legalities of the uses of technology I want to make?
7. Have I looked into students’ privacy and safety in carrying out the activities?
8. Have I considered the necessary provisions for students with physical disabilities in carrying out the activities?
9. Am I knowledgeable in troubleshooting if ever problems arise during the activity?
10. Have I set and tested everything that is needed before the student to the activity?
 11. Do student already have the knowledge in using the technologies that they will be using for the activity?
12. Am I already with a backup plan whenever the plan resources fail to work?
Phase 3: post instruction analysis and Revisions
Step 6: Analyze results
Focus: what work well? What could be improved? Teachers have to spend time reflecting and assessing themselves to
determine whether the integration of technology and if all processes in teaching and learning went on smoothly
and have been successful in the delivery.
Summary issues to address in step 6
1. Was there a change in the behavior of the student upon learning the subject matter?
2. Were the students engaged in the instruction and task given?
3. Did the technological work well as expected?
4. Did the student work deeply and thoroughly in the teaching and learning environment?
5. Is the integration of the technology in education, instructions, strategies, activities, assessments work well in the
entire teaching and learning process?
Step 7: Make revisions
Focus: should I make the revision? After analyzing the result, it is important to determine the necessary areas which
need improvement for better execution of instruction with technology integration the next time around.
Summary issues to address in step 7
1. What pedagogy should I do to make the instruction more interesting and engaging?
2. What technology resources should I used next time for better understanding of the lesson?
STRATEGIES OF TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING
In every cycle, anything and everything begins with the first stage. Before a butterfly begins to spread its wings
to fly, it passes through different stages from a tiny egg to a beautiful insects with wings. A teacher likewise passes
through different stages of teaching from novice to proficient, to distinguished or expert teacher. A teacher move on
from one stage to another based on his experiences, achievement, increased knowledge and skills, and developing
characteristics. Same is true when it experiment on how technology can be integrated in instruction until he understand
fully the appropriate use of technology in instruction.
The following are the different stages of technology integration
Beginning stage Developing Stage Proficient stage Transformative stage
Teachers will make use of Teachers plan, manage, Teachers demonstrate and model Teachers engaged with
chalkboards, textbooks, and facilitate student effective use of a variety of existing students to explore and
workbooks, handout, understanding of and emerging technology-based determine appropriate uses
worksheets, in their technologies and other resources to encourage in a range of existing and emerging
instructions and activities resources best suited to of learning experiences. technology-based resources
despite the presence of the support specific learning so that student may
selected technologies and experiences. effectively plan, manage, and
other resources that support evaluate their learning
student learning experience. experiences.
Teachers research and Teachers facilitate and Teachers model creativity and Teachers collaborate with and
discuss strategies students guide students as they knowledge construction and involve students as leads
can use to promote employ strategies to enable students to demonstrate learners to engage with
knowledge construction and construct knowledge and creativity and innovation. activities to promote in
demonstrate creativity. They promote creative thought; Teachers advocate for and creativity and innovation and
monitor safe, ethical, legal, they model safe, ethical effectively instruct students in the explore complex issues. They
and healthy use of legal, and healthy use of safe, legal, ethical, and healthy use engage students as active
technology and information technology and of technology and information participants in the safe ,
resources information resources and resources including emerging ethical, legal, and healthy use
help student address policies and practices related to of technology and
threat to security of issues such as security, intellectual information resources by
technologies, data and property , and personal rights encouraging them to establish
information policies and procedures for its
use and determining methods
to address its misuse
Teachers use and modify the Teachers adapt or create Teachers design and customized teachers collaborate with
existing learning resources to instructional activities that instructional activities in response students to identify and
redesign instructional and allow student to collect and to student learning styles, develop personalized
learning activities for student report information through preferences, and abilities so that instructional activities that
learning. a variety of products and student develop questions, allow student to formulate,
formats. Teachers and propose solutions, and, elicit evaluate, and test hypotheses
develop and conduct feedback on their learning. to address complex problems
formative and summative Teachers provide students with that address real-world local
assessment to inform various opportunities to and global issues with their
teaching learning. demonstrate skills and knowledge teachers, other students,
to adapt future teaching and outside expert and share their
learning opportunities. information for real world
application