Florida Southern CollegeFall 1B
October 20 – December 3, 2009Kathy Herold
What do teachers need to know?
Why do they need to know it?
Teaching is not a science; it is an art. If teaching were a science there would be a best way of teaching and everyone would have to teach like that. Since teaching is not a science, there is great latitude and much possibility for personal difference.
-George Polya cited in O’Connell and Robertson, 2002
Relevant standards ◦ State http://www.fldoe.org/bii/curriculum/sss/ ◦ National
English/Language Arts, for example: http://www.ncte.org/standards
◦ NETS Student:
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Teacher: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
And, how they relate to 21st Century Skills A couple of learning theories Definition of “educational technology” and related terms The use of technology tools How and why to adapt lesson plans
Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include: ◦ English, reading or language arts◦ World languages◦ Arts◦ Mathematics◦ Economics◦ Science◦ Geography◦ History◦ Government and Civics
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: ◦ Global awareness◦ Financial, economic, business and entrepreneurial
literacy◦ Civic literacy◦ Health literacy
Content Learning
Learning and Innovation Skills◦ Critical Thinking and Problem Solving◦ Communication and Collaboration◦ Creativity and Innovation
Information Literacy◦ Information Literacy◦ Media Literacy◦ ICT Literacy
Life and Career Skills
Many ways to understand what it is and how it happens.
Let’s watch a short video on learning theorieshttp://ia300238.us.archive.org/0/items/
DannyMaasTILTEpisode11TechnologyforLearningWindowsMediaVersion/TILT0011Technology_For_Thinking.wmv
There are numerous theories of how we learn
http://tip.psychology.org/theories.htmlTwo theories of particular interest are
constructivism – J Brunerexperiential learning – C Rogers
Good teachers follow all kinds of philosophies.
Good teachers keep students engaged and challenged and work with both language and content to develop skills, abilities, knowledge and experience.
There are any number of ways that technology can help, from providing resources for content to support of independent thinking.
Has many definitions:
Mechanisms for distributing messages: postal systems, radio and tv, telephone, satellite, computer networks.
Electronic media used as tools to create, learn, explain, document, analyze.
The application of knowledge to meet the goals, goods and services desired by people.
The set of tools, both hardware and software that helps us act and think better (from pencil and paper to electronic gadgets), that helps us share information and knowledge quickly and efficiently.
The application of scientific or other organized knowledge – including any tool, technique, product, process, method, organization or system – to practical tasks.
So, what exactly is So, what exactly is technologytechnology?
ComputerSystems
VocationalTraining
InstructionalSystems
and Design
Media and Audio-Visual
EducationalTechnology
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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AECT defines educational technology as media for communicating concepts
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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ISPE defines educational technology as systems to improve productivity and competence.
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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ITEA defines educational technology as a “preparation for the world of work”
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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ISTE defines educational technology as “computers and related electronic resources”
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.6
1. Technology is not a panacea.2. Literacy offers limited rationale.3. Teachers are not developers.
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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4. Possible doesn't equal desirable, feasible, or inevitable.
5. Change is too fast to keep up with.6. Older technologies can be useful.7. Teachers always will be important.
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.8
Motivates Provides Unique Instructional Capabilities Supports New Instructional Approaches Increases Teacher Productivity Required Skills for an Information Age
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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Influence student academic performance Develop higher order thinking and
problem solving Improve student motivation, attitude, and
interest in learning Help to prepare students for the workforce Address the needs of low performing, at-
risk, and learning disabled studentsCenter for Applied Research in Educational Technology (CARET) http://caret.iste.edu
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.10
Student use of technology also brings about a change in the way learning occurs …
Outside the classroom is learning is “natural” – students are encouraged to explore, inquire, experiment, and come to their own conclusions, without assistance from adults.
In the classroom, often students are taught to listen, memorize and not to question.
Technology allows the classroom to more easily replicate those “natural” learning activities.
Must keep in mind, however, just because something can be done with technology, doesn’t always mean it should be.
Each type of technology can help fulfill learning goals in different ways:
Goal Technology
Communication and writing
Word processing and email, electronic discussion
Organization and analysis
Database, spreadsheets, graphic organizers
Importance of visual communication
Drawing, presentation, media
Memorization Drill and practice, instructional video
Exploration Electronic encyclopedia, simulations, hypermedia-based presentation
Directly supports the curriculum objectives Provides opportunities for student collaboration Adjusts for student ability and prior experiences,
and provides feedback Is integrated into the instructional day Provides opportunities for students to design and
implement projects Is used in environments where teachers, the
school community, and the district support the use of technology
Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.12
Most important in the discussion of assessment is that both the product of student learning and the process of student learning are the foci of assessment.
Many different ways to assess:
Scoring guides Rubrics Multiple Choice Checklist and peer team reports Performance assessments Problem-solving notebooks Electronic portfolios
Assessing Projects Websitehttp://www97.intel.com/en/assessingprojects
The three sectionsAssessment Plans,Assessment Strategies, andWorkspace
focus on 21st Century Skills, provide resources, examples and practice that can be used for a variety of assessment purposes.
Issues in Education and Technology
Cultural/Equity
Educational
Societal
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.13
Legal/Ethical
Societal Issues
•Economic conditions•Anti-technology
positions• Impact of No Child
Left Behind Act
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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Educational Issues
• Standards movement• Reliance on Internet and
Distance Education• Debate over directed vs.
inquiry based/constructivist instructional methods
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.15
Cultural & Ethnic Issues
• Digital Divide• Racial and gender
equity• Special Needs
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
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Legal and EthicalIssues
• Viruses/Hacking• Plagiarism• Privacy/Safety• Copyright • Illegal
download/Software piracy
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.17
Emergent Trends
• Wireless connectivity• Merging of technologies• Portable devices• High-speed
communication• Visual immersion systems• Intelligent applications
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.18
Implications of New Technologies
• Flexible learning environments
• Adaptable assessment options
• Reliance on distance learning
• Support for people with disabilities
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1.19
Let’s Take a 10-minute break!
Demonstrating originality and inventiveness in work
Developing, implementing and communicating new ideas to others
Being open and responsive to new and diverse perspectives
Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs
Exercising sound reasoning in understanding Making complex choices and decisions Understanding the interconnections among
systems Identifying and asking significant questions
that clarify various points of view and lead to better solutions
Framing, analyzing and synthesizing information in order to solve problems and answer questions
Articulating thoughts and ideas clearly and effectively through speaking and writing
Demonstrating ability to work effectively with diverse teams
Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
Assuming shared responsibility for collaborative work
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.
Flexibility & Adaptability◦ Adapting to varied roles and responsibilities◦ Working effectively in a climate of ambiguity and changing priorities
Initiative & Self-Direction◦ Monitoring one’s own understanding and learning needs◦ Going beyond basic mastery of skills and/or curriculum to explore and
expand one’s own learning and opportunities to gain expertise◦ Demonstrating initiative to advance skill levels towards a professional
level◦ Defining, prioritizing and completing tasks without direct oversight◦ Utilizing time efficiently and managing workload◦ Demonstrating commitment to learning as a lifelong process
Social & Cross-Cultural Skills◦ Working appropriately and productively with others◦ Leveraging the collective intelligence of groups when
appropriate◦ Bridging cultural differences and using differing perspectives to
increase innovation and the quality of work Productivity & Accountability
◦ Setting and meeting high standards and goals for delivering quality work on time
◦ Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)
Leadership & Responsibility◦ Using interpersonal and problem-solving skills to influence and
guide others toward a goal◦ Leveraging strengths of others to accomplish a common goal◦ Demonstrating integrity and ethical behavior◦ Acting responsibly with the interests of the larger community in
mind
Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand
Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.
Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.
Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy
Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information