Phillips, M. (2015). Digital technology integration. In M. Henderson & G. Romeo (Eds.). Teaching and digital technologies: Big issues and critical questions (pp. 318-331). Cambridge University Press.

Abstract:

“There are a wide variety of approaches that have been developed by researchers in an attempt to understand the ways in which second order barriers can be overcome and digital technologies integrated in school classrooms. These include learning theories such as constructivism, behaviourism, cognitivism or connectivism which have all been used to explain effective use of digital technology; however, the following section will provide you with a critical understanding of three different perspectives that are often used, sometimes erroneously, to examine teachers’ technology integration: Diffusion of Innovations, TPACK and SAMR. These three perspectives have been chosen not only because they are commonly used in schools and professional development settings, but also because they provide you with three different ways to consider effective technology use: Diffusion of Innovations provides you with the opportunity to examine effective digital technology use across social systems. TPACK draws your attention to the forms of knowledge individual teachers need to effectively integrate digital technologies into their practice while SAMR is a framework that allows you to consider the effectiveness of digital technology use in different classroom activities.”