Guiding teachers in the process of ICT integration: Analysis of three conceptual models

Abstract

The rapid development of emerging technologies has resulted in the availability of a number of information and communication technologies (ICT) tools. Teachers must have the competency to choose and integrate proper tools into teaching and learning. Over the years, a number of conceptual models have been developed to guide the process of ICT integration. Some of the models look similar on the surface but are different in many aspects. Better discernment of the differences will enable teachers to follow the models more appropriately. This article compares the differences among the TPACK, PST, and Col models on the key components of content, pedagogy, social interaction, and technology.