UNIT III
ICT in Teaching-Learning
& Assessment
Part 1 — Sections A · B · C
Integrating ICT (TPACK & TIM) · Learning Theories · Discipline-Specific Tools
Course 5.6: ICT in Education | NEHU, Shillong | B.A.B.Ed / B.Sc.B.Ed
ROADMAP
What This Part Covers
A
Integrating ICT
TPACK framework and the Technology Integration Matrix (TIM) for planning purposeful technology use.
B
Learning Theories
How Behaviourism, Cognitivism, and Constructivism each shape distinct, coherent ICT practices.
C
Discipline-Specific Tools
Hands-on functional skills with GeoGebra, PhET, Stellarium, OSM, Marble, Turtle Art & mind-mapping.
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A · INTEGRATING ICT
TPACK — Three Core Knowledge Domains
Developed by Mishra & Koehler (2006), building on Shulman’s Pedagogical Content Knowledge (1986).
CK
Content Knowledge
The teacher’s knowledge of the actual subject matter to be taught — facts, concepts, theories, and procedures within a discipline.
PK
Pedagogical Knowledge
Knowledge of the processes, methods, and practices of teaching and learning — classroom management, lesson planning, and assessment, independent of subject.
TK
Technological Knowledge
Knowledge of standard technologies (books, chalkboards) and digital technologies, including the ability to learn and adapt to new tools.
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A · INTEGRATING ICT
TPACK — Where the Domains Intersect
The three domains combine, pairwise, into three further, more specific forms of knowledge.
PCK
Pedagogical Content Knowledge
Knowing how to teach a specific subject — which representations, analogies, and sequencing make a particular concept learnable.
TCK
Technological Content Knowledge
Knowing how technology and subject matter shape each other — e.g., how GeoGebra changes what is possible to teach in geometry.
TPK
Technological Pedagogical Knowledge
Knowing how teaching and learning can change when particular technologies are used — e.g., how a quiz app changes formative assessment.
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A · INTEGRATING ICT
TPACK — The Integrated Core
TPACK
The integrated understanding at the centre of the framework: knowing how to teach a specific topic, to specific learners, using technology in a way that genuinely supports understanding — rather than technology used for its own sake.
CLASSROOM ILLUSTRATION
A mathematics teacher who knows the properties of triangles (CK), knows that learners construct geometric understanding through manipulation and discovery rather than definitions alone (PK), and knows how to use GeoGebra’s dragging tools to let students discover the angle-sum property for themselves (TK) is drawing on TPACK — the technology is chosen because it makes a specific mathematical idea learnable in a specific way, not merely because it is available.
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A · INTEGRATING ICT
The Technology Integration Matrix (TIM)
Where TPACK describes the knowledge a teacher brings to planning, the TIM — developed by the Florida Center for Instructional Technology (FCIT), University of South Florida (2019) — describes and evaluates the technology use that actually occurs in a lesson.
It crosses five characteristics of meaningful learning environments with five levels of technology integration, producing a 25-cell matrix. The next two slides unpack each axis.
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A · INTEGRATING ICT
TIM — Five Characteristics (1 of 2)
Five characteristics of meaningful learning environments, evaluated in every lesson:
Active
Students are actively engaged in using technology as a tool, rather than passively receiving information from it.
Collaborative
Students use technology to collaborate with others rather than working in isolation.
Constructive
Students use technology to connect new information to prior knowledge, building understanding rather than reproducing facts.
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A · INTEGRATING ICT
TIM — Five Characteristics (2 of 2)
The remaining two characteristics of meaningful learning environments:
Authentic
Students use technology to link learning to meaningful, real-world contexts.
Goal-directed
Students use technology to set goals, plan, monitor, and evaluate their own learning.
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A · INTEGRATING ICT
TIM — Five Levels of Technology Integration
Entry
The teacher begins to use technology tools to deliver curriculum content; students are largely passive recipients.
Adoption
The teacher directs students in the conventional, procedural use of technology tools.
Adaptation
The teacher facilitates students in exploring and independently using technology tools, with some student choice.
Infusion
The teacher provides the learning context, and students choose which technology tools to use to achieve the outcome.
Transformation
The teacher encourages innovative use of technology to facilitate higher-order learning that may not have been possible without it.
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A · INTEGRATING ICT
TPACK & TIM — Complementary Questions
Used together, the two frameworks answer two questions every student teacher should ask when planning a technology-integrated lesson.
TPACK asks:
“Do I have the right combination of content, pedagogical, and technological knowledge to teach this well?”
TIM asks:
“How far does my planned use of technology move students from passive reception toward active, self-directed, transformative learning?”
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B · LEARNING THEORIES
Every ICT Choice Reflects a Theory of Learning
How a teacher uses ICT in the classroom is never theory-neutral: every choice of tool and task reflects, explicitly or implicitly, a belief about how learning happens. Behaviourism, Cognitivism, and Constructivism — the three major learning-theory traditions studied in teacher education — each suggest a distinctive, coherent way of using ICT.
Behaviourism
Stimulus → Response → Reinforcement
Cognitivism
Information processing in memory
Constructivism
Active, social construction of knowledge
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B · LEARNING THEORIES
Behaviourism and ICT
Associated with B. F. Skinner: learning is a change in observable behaviour brought about by stimulus, response, and reinforcement.
ICT APPLICATION
Computer-Assisted Instruction (CAI) of the drill-and-practice and tutorial kind: software presents a stimulus (a question or task), records the learner’s response, and immediately reinforces correct responses — through a score, a badge, or positive feedback — while allowing repeated practice on incorrect ones.
Strength: building fluency and automaticity in well-defined, sequential skills.
EXAMPLES
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B · LEARNING THEORIES
Cognitivism and ICT
Learning is an internal process of information processing — attention, encoding, storage in working/long-term memory, and retrieval — not simple stimulus-response.
ICT APPLICATION
Mayer’s (2009) cognitive theory of multimedia learning: people learn more deeply from words and pictures presented together than from words alone, provided the material manages the limited capacity of working memory — e.g., placing on-screen text near the graphic it explains and removing extraneous decoration.
Strength: makes abstract processes (the water cycle, a circuit) directly perceivable.
EXAMPLES
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B · LEARNING THEORIES
Constructivism and ICT
Drawing on Piaget (individual knowledge construction) and Vygotsky (1978, sociocultural learning within a zone of proximal development): learners build understanding through experience, exploration, and dialogue.
ICT APPLICATION
Learners actively explore, manipulate variables, and construct their own conclusions — often through dialogue and collaboration mediated by technology, rather than receiving ready-made knowledge from the teacher.
EXAMPLES
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B · LEARNING THEORIES
Comparative Summary
Theory | View of Learning | Role of ICT |
Behaviourism | Change in behaviour through stimulus-response and reinforcement | Deliver drills, provide immediate feedback and reinforcement, build fluency |
Cognitivism | Internal processing, organisation, and storage of information in memory | Present well-structured multimedia; reduce cognitive load; support organisation of ideas |
Constructivism | Active, social construction of knowledge through experience and dialogue | Enable exploration, discovery, collaboration, and authentic problem-solving |
Reflective point: most real lessons blend all three — a drill for fluency, an animation to explain a concept, and a collaborative task to apply it.
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B · LEARNING THEORIES
One Lesson, Three Theories
Most real lessons blend all three traditions rather than relying on just one:
1
Behaviourist
A drill app to build fluency in number facts.
2
Cognitivist
A labelled animation to explain why a procedure works.
3
Constructivist
A collaborative simulation task to apply it to a new problem.
Recognising the theoretical basis of each ICT choice helps a teacher use it deliberately rather than by habit.
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C · DISCIPLINE-SPECIFIC TOOLS
Making the Abstract Explorable
Beyond general-purpose office and presentation software, several free, open, discipline-specific tools let subject teachers make abstract or inaccessible phenomena directly explorable. Student teachers are expected to develop working familiarity with each tool below — not merely to describe it, but to use it competently and justify the pedagogical choice.
GeoGebra
PhET
Stellarium
OpenStreetMap
Marble
Turtle Art
Mind-Mapping
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C · DISCIPLINE-SPECIFIC TOOLS
GeoGebra
MATHEMATICS
Free dynamic mathematics software combining interactive geometry, algebra, spreadsheets, graphing, and calculus in one environment; objects can be dragged and manipulated in real time.
CLASSROOM USE
Constructing a triangle and dragging its vertices so learners discover that the angle sum always equals 180°.
Try it: Construct a triangle, measure its angles using the built-in tools, and verify the angle-sum property by dragging a vertex.
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C · DISCIPLINE-SPECIFIC TOOLS
PhET Interactive Simulations
SCIENCE
Free, research-based interactive simulations from the University of Colorado Boulder (Physics, Chemistry, Biology, Earth Science, Maths) that let learners manipulate variables and see the effect immediately.
CLASSROOM USE
Using the ‘Circuit Construction Kit’ simulation to build and test series and parallel circuits without physical apparatus.
Try it: Open any one simulation relevant to your teaching subject, change at least three variables, and record how the output changes.
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C · DISCIPLINE-SPECIFIC TOOLS
Stellarium
ASTRONOMY / EARTH SCIENCE
A free, open-source planetarium that renders a realistic 3D sky in real time, showing constellations, planets, and celestial motion for any date, time, and location.
CLASSROOM USE
Showing learners how the night sky visible from Shillong changes across the seasons.
Try it: Locate the current position of the Moon and identify two visible constellations for the present date and Shillong’s coordinates.
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C · DISCIPLINE-SPECIFIC TOOLS
OpenStreetMap (OSM)
GEOGRAPHY / SOCIAL STUDIES
A free, editable, collaborative world map built by volunteer contributors, usable both to view and to add local geographic data.
CLASSROOM USE
Mapping local landmarks, roads, or land-use features around the school as a collaborative class project.
Try it: Create a free account, and add or edit one local point of interest (e.g., your school or college) to the map.
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C · DISCIPLINE-SPECIFIC TOOLS
Marble
GEOGRAPHY / EARTH SCIENCE
A free virtual globe application (from the KDE project) for exploring physical and political maps, terrain, and satellite views in 3D.
CLASSROOM USE
Comparing the physical relief of the Meghalaya plateau with a neighbouring river-plain region.
Try it: Switch between the atlas, satellite, and OpenStreetMap views of the same region and note what each reveals that the others do not.
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C · DISCIPLINE-SPECIFIC TOOLS
Turtle Art
COMPUTER SCIENCE / MATHEMATICS
A visual, block-based programming environment (in the Logo tradition) in which learners snap together command blocks to move an on-screen ‘turtle’ and draw shapes and patterns.
CLASSROOM USE
Programming the turtle to draw a regular polygon, linking geometry (interior angles) with computational thinking.
Try it: Write a short block sequence that draws a square, then modify it to draw a hexagon.
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C · DISCIPLINE-SPECIFIC TOOLS
Mind-Mapping Tools
CROSS-CURRICULAR
Software such as CmapTools, Coggle, and MindMeister for creating visual, node-and-link diagrams that represent concepts and the relationships between them.
CLASSROOM USE
Building a collaborative concept map summarising the causes of a historical event before a class debate.
Try it: Create a one-page concept map on any topic from your teaching subject, using at least three levels of sub-concepts.
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PART 1 · RECAP
Key Takeaways
1
TPACK describes the integrated content, pedagogical, and technological knowledge a teacher needs; TIM evaluates the quality of technology use actually observed in a lesson, from entry to transformation.
2
Behaviourism, Cognitivism & Constructivism each suggest distinct, coherent ICT practices — and most real lessons deliberately blend all three.
3
Discipline-specific tools (GeoGebra, PhET, Stellarium, OSM, Marble, Turtle Art, mind-mapping software) make abstract content directly explorable — and require deliberate, hands-on skill-building, not just familiarity.
Next — Part 2: D. E-Portfolios · E. Assessment Tools · F. ICT for CCE
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