Planning, Instruction, and Technology

Standards for Technology-Literate

Students

Teaching, Learning, and Technology

Technology and Education

The Technology Revolution and the

Internet

Technology and Curriculum Planning

Learning goal for students – Develop a range oftechnology competenciesResource for planning – Through the extensivematerials available on the InternetInstructional Tools – Improve students’ ability tolearn through techniques such as simulation and visualization in science, text analysis in literature,software that encourages reflection & higher-orderthinking skills

Advantages of the Internet

Navigating and integrating knowledge – studentscan work on projects that integrate info from varioussources that they could not otherwise accessCollaborative learning – Through project-centeredactivitiesComputer-mediated communications – Online sitesset up for teachers and students to correspond with“pen pals” around the world, experts, other students

Improving teachers’ knowledge and understanding –use of databases (ERIC, Educators’ Reference Desk)

Standards for Technology Literate Students

Creativity and innovationCommunication and collaborationResearch and information fluencyCritical thinking, problem solving and decision makingDigital citizenshipTechnology operations and concepts

Implementing the Standards An Example from Early Elementary School

Students learn to identify polar bears, lions and other animals through images, video clips & sounds on the World of Animals CD-ROM

Students answer questions about the science and social living issues related to these animals

Students create their own stories about what they learned using Kid Pix. They print out their own books to share with family and friends

How to Use Technology to Teach for Understanding

Evaluate which topics are worth understanding

Think about what students should understand about a topic

Pay attention to how students develop and demonstrate understanding

Consider how students and teachers assess learning

Reflect on how students and teachers can learn together

Fostering Scientific Reasoning with Multimedia Instruction – Example A

Lesson about how electric motors work begins with a frame that shows a motor with all of its parts labeled: battery, wires, commutator, wire loop, magnets.

When “Alice” clicks on any part, a list of frequently asked questions appears. When she clicks on one of the questions, Dr. Phyz appears and offers an answer as he moves about the screen (see next slide).

Alice can click on each of the questions for each part as many times as she likes. The pace is under her control.

Multimedia Instruction – Example A Results

College students like Alice see one version of the lesson designed to promote meaningful learning.

A second version consists of a continuous narrated animation in which Dr. Phyz explains the role of the battery, wires, etc. Same words and animation as the interactive lesson.

Both versions produce good retention. But when asked questions that require scientific reasoning, only the interactive lesson produces good results (see next slide for sample questions).

Question type Example

Troubleshooting Suppose you switch on an electric motor,but nothing happens. What could havegone wrong?

Redesign What could you do to reverse the movementof the electric motor, that is, to make thewire loop move in the opposite direction?

Principle induction Why does the wire loop move?

What-if What happens if you move the magnetsfurther apart?

Multimedia Instruction – Example A Scientific Reasoning Questions

Fostering Scientific Reasoning with Multimedia Instruction – Example B

Fifth graders work with Earthquake Forecaster to determine which of 5 dichotomous variables contribute to level of earthquake risk (3 of 5 do, no interactions).

The introduction to the program explains the importance of developing means to predict earthquakes to protect others and maintain safety.

Students worked together in different pairs over the school year, one or two sessions most weeks. See following slides for how the program guided students scientific inquiry.

Find Out Screen

Case Request Screen

Results and Conclusion Screen

Notebook Screen

Multimedia Instruction – Example B Results

Overall number of valid judgments increased over the school year (individual assessments).

A higher functioning partner enhanced the performance of the individual student in question.

The effect of a higher functioning partner was greater in terms of helping the student in question realizing their faulty reasoning judgments.