Theoretical Frameworks & Models for Technology Integration

Educational Technology Series: Topic Intro | Part 1 | Part 2 | Part 3 | Part 4

Educational Technology Series
Part 2:
Theoretical Frameworks & Models for Technology Integration

Overview

Effectively integrating technology into education is a complex endeavor, one that requires innovative and creative ways of thinking about several concepts simultaneously, and/or rethinking more traditional ideas in fresh ways. In itself, effective pedagogy is already an intricate web of components, including individual human learners and instructors, discipline-specific content, and pedagogical knowledge and training. When the element of technology is woven into the web, this multilayered domain becomes even more complex. 

As a result, research and application of teaching and technology requires theoretical foundations and models which can support such complexity. Developing theory for effective educational technology integration is difficult because it requires a detailed understanding of intricate relationships that are contextually bound (Mishra & Koehler, 2006). Further, just as instructors intentionally design and facilitate their lessons, it is just as important to carefully select what kind of technology, how much technology, and the rationale for the use of the technology (Schlosser et al., 2022, p. 239). 

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Pedagogical Model and Theoretical Framework

Although not an exhaustive list, the following pedagogical model and theoretical framework can provide research-based guidance for deciding how best to integrate technology into your teaching practices. 

Integrated Design (ID)

Integrated Design (ID) is an approach to course design which takes a more student-centered approach to course planning and tends to start by examining the situational factors and works “backwards” from traditional planning (CEE, 2022; Miller, 2022). This same approach can be leveraged for planning effective technology integration by asking “what are my learning objectives and outcomes?”. Asking this question first allows instructors to prioritize course goals and learning objectives as part of the decision making when selecting technology because successful tech choices should also be goal focused (Miller, 2022). In the same way that instructors and course designers use theoretical frameworks and learning models to design courses, learning assessments and classroom activities to support the learning objectives, educational technology choices should follow that same process. To apply this same strategy for technology integration, instructors can start by asking themselves the following three questions:       

  1. What teaching challenge am I trying to solve? 
  2. What tool can support this? 
  3. How to best implement it?  

The Technological Pedagogical Content Knowledge model (TPACK)

The Technological Pedagogical Content Knowledge model (TPACK) is a theoretical framework for effective technology integration in education which is increasingly becoming more popular (Mishra & Koehler, 2006; Stanford Teaching Commons). This model is designed to help identify and support the complex structure of effectively incorporating three essential domains which are needed to successfully integrate educational technologies: content knowledge, pedagogical knowledge and technological knowledge. Content knowledge (CK) refers to topics such as discipline and subject matter. Pedagogical Knowledge (PK) refers to topics such as theoretical frameworks and teaching methods, which may or may not be discipline specific. Technological knowledge (TK) refers to topics such as features and functionalities of a technology tool. Within the TPACK model these three domains are of equal importance and are interdependent of each other (Stanford Teaching Commons).   

Diagram: TPACK Venn—three overlapping circles (TK, PK, CK), center TPACK, outer 'Context' ring
Source: Image from Stanford Learning Commons

Before jumping straight into developing a technology-enhanced learning activity, taking the time to break down these three concepts and understand their compositions both individually and collectively, can help instructors develop and identify themes (Mishra & Koehler, 2006) relevant to their teaching, as well as help instructors “consistently and continuously reflect on and respond to the changing interactions between these dimensions” (Saichaie, 2020, p. 101). These practices may result in a more unified and coherent overall teaching strategy. At the initial course design stage or first instance of considering integrating technology as a core tool in your course, instructors may benefit from using a template (Appendix 2A) to brainstorm ideas relevant to their specific discipline.  

Possessing knowledge on the theoretical frameworks and models for how to successfully integrate technology in the classroom is a smart step forward in any teaching journey. Some may see these skills and knowledge as the most essential and as a more perennial skill than simply learning how technology tools work. This is because many related topics such as the rapid rate at which technology evolves and updates, including features, functionalities, and software design are not as stable as a grounded theoretical framework. This is one of the many reasons to stay abreast of pedagogical theory, advances in pedagogical methods and strategies, and technology tools.  The next part of this training is understanding how to select actual educational technology tools.

  • Acknowledgement
  • This resource was developed by Lillian Jones (PhD Candidate, Spanish and Associate Instructor) while working as a Teaching Assistant Consultant in the Center for Educational Effectiveness, UC Davis.
  • Citation
  • Center for Educational Effectiveness (CEE). (2024). Educational Technology Series: Just-in-Time Teaching Resources. https://cee.ucdavis.edu/JITT
  • References
  • Center for Educational Effectiveness (CEE). (2022). Course design series: Just-in-Time Teaching Resources. https://cee.ucdavis.edu/JITT

    Miller, M. (2022). The Chronicle of Higher Education: How to make smart choices about tech in your class. The Chronicle of Higher Education. https://bit.ly/3BL4QJX

    Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Schlosser, L., Hood, C. E., Hogan, E., Baca, B., & Gentile-Mathew, A. (2022). Choosing the right educational technology tool for your teaching: A data-privacy review and pedagogical perspective into teaching with technology. Journal of Educational Technology Systems, 51(2), 236–251.

    Stanford Teaching Commons. (n.d.). Technology integration framework. Teachingcommons.stanford.edu. https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/technology-integration-framework