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

Innovations in Education and Teaching International · 2008 · 331 citations · 35 references

Open access

TL;DR

ICT integration is becoming an essential competency for teachers, yet they rarely follow linear instructional design models, and constructivist theories of interactivity and usefulness underpin the proposed model. The study proposes a generic model comprising pedagogy, social interaction, and technology to guide teachers in integrating ICT effectively into curricula. The model, consisting of pedagogy, social interaction, and technology, is illustrated by examples of designing web‑based learning environments, facilitating online discussions, and comparing ICT tools. The authors present these examples as evidence of the model’s applicability to create interactive, technology‑enhanced learning experiences.

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.