Technology
Integration Strategies

Integration strategies
based on directed models

Integration strategies
based on constructivist models

Useful with
either models

Enabling Integration Strategies: Useful with Either Model

Some integration strategies are more general in purpose and can address the needs of either model.

Integration to generate motivation to learn. Constructivists argue that instruction must address students affective needs as well as their cognitive ones, hypothesizing that students will learn more if what they are learning is interesting and relevant to their needs. They recommend the highly visual and interactive qualities of Internet and multimedia resources as the basis of these strategies. However, proponents of directed methods make similar claims about highly structured, self-instructional learning environments. They say that some students find it very motivating to learn at their own pace, in a private environment, as they receive their immediate feedback about their progress.

Integration to optimize scarce personnel and material resources. Lots of courseware could help make up for the lack of required resources in the school or classroom-from consumable supplies to qualified teachers.

Integration to remove logical hurdles. Some technology tools offer no instructional sequence or tasks but help students complete learning tasks more efficiently. These tools support directed instruction by removing or reducing logistical hurdles to learning. For example, computer-assisted design software does not teach students how to design a house but allows them to try out designs and features to see what they look like before building models or structures.

Integration to develop information literacy and visual literacy. A rationale underlying many of the most popular directed and constructivist integration strategies is the need to give students practice in using modern methods of communicating information. For example, when students use presentation software instead of cardboard charts to give a report, they gain experience for postsecondary classrooms and business offices where computer-based presentations are the norm. When they develop multimedia book reports, instead of paper ones, they use more visually complex methods that are commonplace in our media-permeated culture. Using technology to communicate visually represents Information Age skills students will need both for higher education and in the workplace.