"Technology is genuinely integrated into a lesson when it is used as an add-on — something extra you play if there happens to be time left over at the end of the lesson."
When technology is treated as an extra thing bolted onto the end of a lesson, it never becomes truly integrated into the way we teach. Once technology is added into the learning experience instead, you can no longer argue "there's no time for technology" — because that would be the same as arguing there's no time for teaching.
"ICT integration should be guided first by the learning outcomes, then by the learning events that support them, and only then by the technology chosen."
The guiding question should always be: what is the learner supposed to learn? Once the outcome is clear, you consider which learning event could lead to it — and only then do you decide which technology could enhance that event.
"The Learning Events framework covered in this module includes five types of activities: acquisition, discovery, dialogue, practice, and creation."
Acquisition is narrative, listening, and apprehending — the classic "sage on the stage." Discovery hands learners curated resources to explore on their own. Dialogue involves discussion and collaboration. Practice is applying what's been learned. Creation is producing something new.
"Acquisition — where the teacher stands at the front of the class presenting information — is a learner-centred event, similar to discovery."
Acquisition is very much a teacher-driven process — the teacher has the information and disseminates it to the class. Discovery flips this: learners are given resources and allowed to explore and find things on their own, making it a far more learner-centric event.