Transcript Integrating Technology Into The Curriculum Part II

A Look at Educational Technology
Presenter: Leonard H. Elovitz, Ed.D.
“If you don’t have a destination…
…then any route will get you there.”
Anonymous
Imagine a school…
…where
…students take responsibility for
their own learning.
…where
…students are constantly engaged
in higher-order thinking activities.
…where
…students are working
collaboratively to solve problems
that have never been solved before.
…where
PERIOD 1
Math
PERIOD 2
Language Arts
PERIOD 3
Physical
Education
Lunch
PERIOD 4
…learning is not bound to a
schedule.
…where
…classrooms utilize space in
meaningful ways.
…where
…the teacher is not the
center of attention.
…where
…the possibilities are endless!
Welcome to the future!
DO WE NEED TO CHANGE?
• Did You Know?
Trends We Can’t Ignore
Trend # 1
Moore’s Law
EVERY 18 MONTHS
COMPUTER POWER DOUBLES
PRICE IS CUT IN HALF
Trend # 1
Moore’s Law
Trend # 1
Moore’s Law
“…computer chip complexity is continuing to
advance at a rate predicted by Moore’s
Law…who observed that the capabilities of silicon
chips were doubling every 18 months…the result
is that the small chip inside today’s throwaway
musical greeting card has more computing power
in it than existed in the entire world prior to
1950.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)
GATE’S LAW
"The speed of software halves every 18 months."
FIRST PC
1975
$7,000
Trend # 2
The Internet
Creating The First Global Colony
Trend # 2
The Internet
“…the World Wide Web is doubling
in size every few months.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)
Trend # 2
The Internet
• New York Times – 2001
– Estimates that between 325 – 375 million
people on line
– Grow to 450 M – 500 M by 2002
750 M by 2005
– US and Canada 40 % of this number
today
– 2005 – decrease to 25-30%
Trend # 2
The Internet
• 680,000,000 users (9/03)
• 150,000 new users a day
• 555 B files on the www
• 55% homes on online
• 38% 5 hrs.week
World Use
Percent of Use by Country
Languages on The Internet
Use By Language
Trend # 3
Bandwidth – Fast and Cheap
• Gilden’s Law of Photon: Bandwidth will
triple every three months.
• Soon speeds of 1000 CDROMS/sec.
• Will increase by 1 Million times in next 20
years.
Trend # 3
“This is the first time in history
that the student, teacher, and
content do not have to be in the
same place at the same time.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)
Trend # 4
Age of Information
Trend # 4
Age of Information
• Infoglut
• infowhelm
• 540,000 words today
• 5 X more than Shakespeare’s
time
Trend # 4
Age of Information
• New York Times gives more
information to most people than
a person in 1900 knew in a
lifetime.
• 1.5 exabytes of new information
a year (1 plus 18 zeros)
Age of Information
• George Gilder said we are in the
age of disposable information - in a
4 year program by the beginning of
the third year, information learned
as a freshman is either wrong or
outdated.
Trend # 4
Age of Information
“The educational models of the past operate on
the assumption that content was king. In fact,
content is free and overwhelming in size. In a
world of rapid information growth, it is context
that matters. Context is king. This means that
learners at all ages need to master two very
important skills: 1 – the ability to locate
information specifically related to the question
they are exploring; and 2 – to establish the
veracity and utility of this information.”
David D. Thornburg, The Future Isn’t What it Used to Be
(1997)
Trend # 5
Technology Fusion
Technology fusion
• Mainframe - desktop-laptoppalmtop-celleputer that will
access web, email, point at
ATM for money, digital
camera, mp3 music, GPS
access. Speech to text.
One Hand Keyboard & Pen Styles
The Smart Pad
Write in pad it goes to PDA
We will soon be wearing a digital tool belt. Our
PC will be referred to as our docking station for
the digital camera, scanner, PDA, phone.
Today’s cell phones are now integrating Global Positioning
so you can be located and tracked. Imagine as you drive
by McDonalds, getting a coupon emailed to you so you can
swing right in.
The time to transform is…
“Students are still being taught a lot of information
without any need to apply this information in a
meaningful way. They are taught the things just in
case they will need them later. For example, when
is the last time you needed to take the square root
of a large number by hand? Consider the shift to
just-in-time learning where context is ever present.
Something is learned because it is needed to answer
a larger question. This transformation has already
taken place in a few schools, but needs to become
more widespread if our schools are to remain
relevant to their students.”
…NOW!
“When the rate of change inside an
institution is less than the rate of
change outside, the end is in
sight.”
Jack Welch, CEO General Electric
The Trends
• Moore’s Law
• The Internet
• Bandwidth
• Information
• Infusion
Other Trends?
•
•
•
•
Micro
Electronic Crimes/Viruses
Medical Implications
Home Instruction
st
21
“Leadership in the
Century is not for
Wimps.”
Warren Bennis
e-Learning Putting a
World Class Education at
the Fingertips of All
Children
www.ed.gov/pubs/edpubs.html
National Educational Goals
• All students and teachers will have
access to information technology in their
classrooms, schools, communities, and
homes
• All teachers will use technology
effectively to help students achieve high
academic standards
National Educational Goals
Continued:
• All students will have technology and
information literacy skills.
• Research and evaluation will improve
the next generation of technology
applications for teaching and learning.
• Digital content and networked
applications will transform teaching and
learning.
Teacher Proficiency In Technology
as reported in NJDOE Tech survey
1999
2002
Beginner
37%
21.5%
Intermediate
41%
49.9%
Advanced
18%
24.0%
Instructor
6%
7.1%
Anytime there is a change, there is
opportunity. So it is paramount that an
organization gets energized rather than
paralyzed.
Jack Welch, CEO, GE
The International Society for Technology in Education
The primary goal of the ISTE NETS Project is
to enable stakeholders in PreK-12 education to
develop national standards for educational uses
of technology that facilitate school
improvement in the United States. The NETS
Project will work to define standards for
students, integrating curriculum technology,
technology support, and standards for student
assessment and evaluation of technology use.
Technology Capable Kids
•
•
•
•
•
Capable information technology users
Information seekers, analyzers, and evaluators
Problem solvers and decision makers
Creative and effective users of productivity tools
Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens
Parents want it!
• Parents want their children to graduate with
skills that prepare them to either get a job in
today's marketplace or advance to higher
levels of education and training.
Employers want it!
• Employers want to hire employees who are
honest, reliable, literate, and able to reason,
communicate, make decisions, and learn.
Communities want it!
• Communities want schools to prepare their
children to become good citizens and
productive members of society in an
increasingly technological and informationbased world.
The nation wants it!
• National leaders, the U.S. Department of
Education, and other federal agencies
recognize the essential role of technology
in 21st century education.
AND MOST OF ALL . . . KIDS
NEED IT!!!
National Educational Technology
Standards for Teachers:
• a national consensus on what teachers
should know about and be able to do with
technology.
Indicator Categories
• Technology Operations and Concepts
• Planning and Designing Learning Environments
and Experiences
• Teaching, Learning, and Curriculum
• Assessment and Evaluation
• Productivity and Professional Practice
• Social, Ethical, Legal, and Human Issues
Te chn ol o g y
Pe r forma n c e
Pro files
fo r
Tea c h e r P r e pa r a t ion
Profiles
• General Preparation Performance Profile
• Professional Education Performance Profile
• Student Teaching/Internship Performance
Profile
• First-Year Teacher Performance Profile
General Preparation
• GE 2022 Research & Technology
Professional Education
• ID 2950 The Child & Technology or
• IEL 3122 The Computer in Education
–
–
–
–
Technology Skills
Technology Evaluation
Integration of Technology into Lesson Planning
Electronic Portfolio
Student Teaching
• IEL 4800 Professional Internship
– Required Technology Rich Lesson
– Evaluation Rubric
– Field Supervisor Training
Correct Level of Difficulty
• Do the students have the skills to use the
technology?
• Does the technology assist the students in getting
the desired results?
• Do the students already know what is being
taught?
• Was the technology adequate for the task?
TEACH TO THE OBJECTIVE
Was the activity involving technology relevant
to the objective?
MONITOR & ADJUST
• Did the teacher actively observe the technology
activity and check for understanding?
• Did the teacher interpret the student behavior?
• Did the teacher act on the interpretation?
–
–
–
–
Proceed
Practice
Reteach
Abandon ship
Some Post-Observation Questions
How did the use of technology in this lesson support
student learning?
How did the use of technology in this lesson connect to
district and/or state standards?
Why did you choose the technology you did to support
this lesson?
How do you think the use of technology will make a
difference in student learning?
First Year
• School District Responsibility
Educational Leadership
• National ELCC Standards
• NETS for Administrators
• Computer Applications in Educational
Administration
• Electronic Portfolios
Technology Standards for
School Administrators
• “This material was originally produced
as a project of the Technology
Standards for School Administrators
Collaborative.”
•
I. Leadership and Vision:
• Educational leaders inspire a
shared vision for comprehensive
integration of technology of the
district technology plan.
•II. Learning and Teaching:
• Educational leaders ensure that
curricular design, instructional
strategies, and learning
environments integrate
appropriate technologies to
maximize learning and teaching.
•III. Productivity and
Professional Practice:
• Educational leaders apply
technology to enhance their
professional practice and to
increase their own productivity and
that of others.
•IV. Support, Management,
and Operations:
• Educational leaders ensure the
integration of technology to
support productive systems for
learning and administration.
•V. Assessment and
Evaluation:
• Educational leaders use technology
to plan and implement
comprehensive systems of
effective assessment and
evaluation.
•VI. Social, Legal, and
Ethical Issues:
• Educational leaders understand the
social, legal, and ethical issues
related to technology and model
responsible decision-making
related to these issues.
I.
Leadership and Vision
1.
participate in an inclusive district process through
which stakeholders formulate a shared vision that clearly
defines expectations for technology use.
2.
develop a collaborative, technology-rich school
improvement plan, grounded in research and aligned with
the district strategic plan.
3.
promote highly effective practices in technology
integration among faculty and other staff.
II.
Learning and Teaching
4.
assist teachers in using technology to access,
analyze, and interpret student performance data, and in
using results to appropriately design, assess, and modify
student instruction.
5.
collaboratively design, implement, support, and
participate in professional development for all instructional
staff that institutionalizes effective integration of
technology for improved student learning.
III. Productivity and Professional Practice
6.
use current technology-based management systems to
access and maintain personnel and student records.
7.
use a variety of media and formats, including
telecommunications and the school website, to communicate,
interact, and collaborate with peers, experts, and other education
stakeholders.
IV.
Support, Management, and Operations
8.
provide campus-wide staff development for
sharing work and resources across commonly used
formats and platforms.
9.
allocate campus discretionary funds and other
resources to advance implementation of the technology
plan.
10. advocate for adequate, timely, and high-quality
technology support services.
V.
Assessment and Evaluation
11. promote and model the use of technology to
access, analyze, and interpret campus data to focus
efforts for improving student learning and
productivity.
12. implement evaluation procedures for teachers
that assess individual growth toward established
technology standards and guide professional
development planning.
13. include effectiveness of technology use in the
learning and teaching process as one criteria in
assessing performance of instructional staff.
VI. Social, Legal, and Ethical Issues
14. secure and allocate technology resources to enable
teachers to better meet the needs of all learners on campus.
15. adhere to and enforce among staff and students the
districts acceptable use policy and other policies and
procedures related to security, copyright, and technology use.
16. participate in the development of facility plans that
support and focus on health and environmentally safe
practices related to the use of technology.