Transcript Shelly Cashman Series Discovering Computers A Link to the
T e a c h e r s D i s c o v e r i n g C o m p u t e r s
Integrating Technology in the Classroom
3 rd Edition Chapter 6
Technology and Curriculum Integration
CHAPTER 6 OBJECTIVES
Define curriculum and explain curriculum standards and benchmarks Explain technology integration, or curriculum integration Describe the use of computers in computer labs versus classroom instruction Identify ways in which technology can positively influence learning 2
CHAPTER 6 OBJECTIVES
Identify ways to plan for technology integration Explain various planning tools and instructional models Describe the steps of the ASSURE Model Identify ways to get started using technology at a new school Describe the use of learning centers 3
WHAT IS CURRICULUM?
Education is all of the experiences that a learner has under the supervision and guidance of teachers Curriculums include plans or written documents 4
WHAT IS CURRICULUM?
Country or state agencies 5
WHAT IS CURRICULUM?
Curriculum Standards and Benchmarks • Curriculum standard – Defines what a student is expected to know at certain stages of education • Benchmark – Specific, measurable learning objective 6
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WHAT IS TECHNOLOGY INTEGRATION?
Combining of all technology parts, such as hardware and software, together with each subject-related area of curriculum to enhance learning Establish connections between subject matter and the real world 8
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WHAT IS TECHNOLOGY INTEGRATION?
Curriculum drives technology 10
WHAT IS TECHNOLOGY INTEGRATION?
Classroom Integration versus Computer Labs • Computer labs – A designated classroom filled with computers – Teachers schedule time to use the labs for many purposes 11
WHAT IS TECHNOLOGY INTEGRATION?
Classroom Integration versus Computer Labs • Point of instruction – Technology in the classroom at the teachers’ and students’ fingertips 12
WHAT IS TECHNOLOGY INTEGRATION?
Classroom Integration versus Computer Labs • Point of instruction – Teachable moments 13
THE CLASSROOM IN ACTION
Introduction to Mr. Balado’s classroom • Instructional computer with access to the Web and connected to a large television set • Allows Mr. Balado to access vast amounts of information 14
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INTEGRATING TECHNOLOGY INTO THE CURRICULUM
Technology can motivate students and increase class attendance Technology must be integrated into the curriculum • Identify goals • Develop innovative ways to teach a diverse population of learners with different learning styles 16
Technology is a tool that creates valuable learning experiences for many different types of learners 17
CHANGING INSTRUCTIONAL STRATEGIES
Teachers are shifting from being the dispenser of knowledge to being the facilitator of learning • Students can accomplish learning with the teachers’ assistance • Learning is not just storage of knowledge, but includes problem solving 18
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BARRIERS TO TECHNOLOGY INTEGRATION
Lack of teacher training Lack of administration support Limited time for teacher planning Placement of computers in remote locations Overcoming the barriers 20
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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
The Learning Process • Authentic learning – Instructional activities that demonstrate real-life connections by associating the concept being taught with a real life activity or event 22
TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
The Learning Process • Active learning – Students become active in the learning process • Anchored instruction – Providing a knowledge base on which students can build 23
TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
The Learning Process • Problem-based instruction – Students use the background (anchor) information to solve complex problems • Discovery learning – Inquiry-based method for teaching and learning 24
TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
Technology and the Learning Process • Numerous technology tools to support many types of instruction and learning – Multimedia – Example - Body Works – Allows students to build cognitive scaffold – Encourages students to think in colors, sounds, and animations 25
TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
Technology and the Learning Process • Numerous technology tools to support many types of instruction and learning – The Web – Educational equalizer – Allows children to experience new educational opportunities – Interaction with others outside of the school 26
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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS
Technology and the Learning Process • Numerous technology tools to support many types of instruction and learning – Cooperative learning – Students work in groups to achieve learning objectives – High order thinking skills 29
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STRATEGIES FOR INTEGRATING TECHNOLOGY INTO TEACHING
Best strategy is to put the technology in the hands of teachers Provide consistent application of technology tools to support instructional curriculum area Continuous planning 31
THE ROLE OF THE SCHOOL DISTRICT
Technology plan • Outline of procedure for procuring equipment and software • Training • Plans often updated annually 32
THE ROLE OF THE SCHOOL DISTRICT
Mentorship program • Teaming new teachers with experienced teachers 33
PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
Decide on most appropriate technology to achieve desired learner outcomes Preparing the classroom environment 34
PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
One-Computer Classroom • Maximize effectiveness of one computer • Use large screen television for output • Projection screens • Used to introduce topics rather than specific skills 35
PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
Two-Computer Classroom • Develop a strategy to manage both computers • Many questions determine strategy – Will the computers be configured the same?
– Web connectivity?
– How much time per student?
– How will student evaluation be done?
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PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
More Than Two Computers • Arrange classroom into learning centers • Use planning criteria mentioned previously 37
PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
Using a Computer Lab • Advantages – One computer per student – Hands-on – Tutorials – Remediation – Cooperative learning – Computer skill instruction – Internet research 38
PLANNING FOR TECHNOLOGY INTEGRATION IN THE CLASSROOM
Using A Wireless Mobile Lab • Portable cart with wireless notebook computers • Can be transported from one classroom to another 39
PLANNING LESSONS WITH TECHNOLOGY
Must consider skill levels of students • Skill assessment survey 40
PLANNING LESSONS WITH TECHNOLOGY
KWL Charts • Instructional planning chart to assist teachers in identifying curriculum objectives – What students Know – What students Want to know – What they will Learn 41
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INSTRUCTIONAL MODELS
A systematic guide for planning instruction or a lesson 43
INSTRUCTIONAL MODELS
The ASSURE Model • Guide for planning and delivering instruction that integrates technologies and media into the teaching process 44
INSTRUCTIONAL MODELS
The ASSURE Model • Analyze the learner • State your objectives or identify your objectives or purpose • Select media and materials 45
INSTRUCTIONAL MODELS
The ASSURE Model • Utilizing Media and Materials • Require Learner Participation • Evaluate and Revise 46
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GETTING STARTED AT A NEW SCHOOL
Consider ways to utilize available technology Become familiar with the technology Ask questions 48
GETTING STARTED AT A NEW SCHOOL
Information About Technology • Find out who else in the school uses technology • Determine if there is a technology committee – Teacher’s manual • Determine where to get support 49
GETTING STARTED AT A NEW SCHOOL
Technology Training • Does the school offer professional development or inservice training • Talk to your principal, curriculum coordinator, or district instructional technology coordinator 50
GETTING STARTED AT A NEW SCHOOL
Hardware • Determine how to obtain additional hardware or upgrades • Join the technology committee • Research grants 51
GETTING STARTED AT A NEW SCHOOL
Software • Determine what type of software is available • Check the classroom to see what is already installed • Special education requirements • Procedure for obtaining additional software • Is a bid list available?
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GETTING STARTED AT A NEW SCHOOL
Other Technologies • Media specialist can provide access to other technologies • Find a list of materials in use throughout the district 54
GETTING STARTED AT A NEW SCHOOL
Technology Supplies • Determine procedure for obtaining additional supplies and parts 55
PUTTING IT ALL TOGETHER
Creating an Integrated Learning Environment • Learning centers – Breaks classroom into many types of learning environments 56
PUTTING IT ALL TOGETHER
The Classroom Centers • Mr. Balado classroom – Seven learning centers – Discovery computer center – Web search center – Modeling center – Great explorers library center – Science center – Scanning center – Hyperstudio center 57
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PUTTING IT ALL TOGETHER
The Results of Technology Integration • Mr. Balado’s results – Creative projects – Students were actively involved – Higher-level thinking – Improved self-esteem, self-confidence, and writing skills 59
CHAPTER SUMMARY
Define curriculum and explain curriculum standards and benchmarks Explain technology integration, or curriculum integration Describe the use of computers in computer labs versus classroom instruction Identify ways in which technology can positively influence learning 60
CHAPTER SUMMARY
Identify ways to plan for technology integration Explain various planning tools and instructional models Describe the steps of the ASSURE Model Identify ways to get started using technology at a new school Describe the use of learning centers 61
T e a c h e r s D i s c o v e r i n g C o m p u t e r s
Integrating Technology in the Classroom
3 rd Edition Chapter 6 Complete
LEARNING THEORIES AND EDUCATIONAL RESEARCH
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LEARNING THEORIES AND EDUCATIONAL RESEARCH
Learning • The process of gaining knowledge or skills acquired through instruction or study, or to modify behavior through exposure to a type of conditioning or form of gaining experience 64
LEARNING THEORIES AND EDUCATIONAL RESEARCH
Theory • A scientific set of principles presented to clarify or explain a phenomenon Learning Theories • Provide frameworks for interpreting the conditions and observations of teaching and learning and provide the bridge between education and research 65
CONSTRUCTIVISM
Learn by doing Based on a type of learning where the learner forms or constructs much of what they learn or comprehend 66
CONSTRUCTIVISM
Jerome Bruner • Learning is an active process in which the learner constructs new ideas or concepts based on their current or past knowledge 67
CONSTRUCTIVISM
Jerome Bruner • Emphasizes an integrated curriculum where students learn a subject in various ways • Cognition – An individual progresses through different intellectual stages 68
CONSTRUCTIVISM
Jerome Bruner • Learning should be discovery 69
CONSTRUCTIVISM
Jerome Bruner • Socratic method – Students are engaged in discussion • Spiral curriculum – Students continually build upon what they already have learned 70
CONSTRUCTIVISM
Jean Piaget • Influenced the constructivist movement • Developed the cognitive learning theory • Defined four cognitive stages 71
CONSTRUCTIVISM
Jean Piaget • Four cognitive stages – Sensorimotor – Preoperational – Concrete operational – Formal operations • Schema • Assimilation • Accommodation 72
CONSTRUCTIVISM
Lev Vygotsky • Russian psychologist interested in children’s cognitive development 73
CONSTRUCTIVISM
Lev Vygotsky • Social constructivist theory – Learning is significantly influenced by social development • Zone of proximal development – Difference between the problem solving ability that a child has learned and the potential they could achieve from collaboration with a more advanced peer or expert 74
CONSTRUCTIVISM
Lev Vygotsky • Collaborative learning • Scaffolding • Schemata • Anchored instruction – anchor 75
CONSTRUCTIVISM
John Dewey • Educational psychologist, philosopher, and political activist • Progressive Education • Pragmatism 76
BEHAVIORISM
Learning as it relates to behavior Teachers cannot communicate information well if they cannot control student behavior Positive and negative rewards 77
BEHAVIORISM
Ivan Pavlov • Famous for behavioral experiments with dogs • Class conditioning 78
BEHAVIORISM
B.F. Skinner • Operant conditioning – Learning is controlled and results in shaping behavior through the reinforcement of stimulus response patterns • Reinforcement 79
BEHAVIORISM
Robert Gagne • Psychologist and educator • Three principles for successful instruction – Providing instruction on the set of component tasks that build toward a final task – Ensuring that each component task is mastered – Sequencing the component tasks to ensure optimal transfer to the final task 80
BEHAVIORISM
Robert Gagne • Five categories of learning 81
BEHAVIORISM
Robert Gagne • Nine events of instruction – Gain attention of the learners – Inform learners of the objective – Stimulate recall of prior learning – Present the stimulus or lesson – Provide learning guidance and instruction – Elicit performance – Provide feedback – Assess performance – Enhance retention and transfer 82
OTHER EDUCATIONAL THEORISTS
Howard Gardner • Intelligence is the ability to gain knowledge, apply knowledge, manipulate one’s environment, and think abstractly • Theory of Multiple Intelligences 83
OTHER EDUCATIONAL THEORISTS
Howard Gardner • Theory of Multiple Intelligences – Linguistic – Verbal – Logical – Mathematical – Spatial – Visual – Body – Kinesthetic – Musical – Interpersonal – Intrapersonal – Naturalist 84
OTHER EDUCATIONAL THEORISTS
Benjamin Bloom • Classified learning into three domains – Cognitive domain – Affective domain – Psychomotor domain 85
OTHER EDUCATIONAL THEORISTS
Benjamin Bloom • Bloom’s Taxonomy – Knowledge – Comprehension – Application – Analysis – Synthesis – Evaluation • Mastery learning 86
THE CLASSROOM IN ACTION
Students in Mrs. Gautier’s class have difficulty remembering a spelling rule Mrs. Gautier drew a ladder on the board with the six thinking levels (Bloom’s Taxonomy) Students on Knowledge level 87
THE CLASSROOM IN ACTION
Students cannot move up the ladder until they master the current level Students work in groups to help each other remember the rule After a few minutes, all students remember the rule 88
THE CLASSROOM IN ACTION
Mrs. Gautier created a large thinking ladder for the center of the classroom as a visual cue Mrs. Gautier created a PowerPoint presentation illustrating how students move up the thinking ladder “Think Time” 89
THE CLASSROOM IN ACTION
Each student develops three questions based on a reading selection Each question comes from a different thinking level Students must be able to think on a level before writing a question on that level 90
THE CLASSROOM IN ACTION
Mrs. Gautier works her thinking ladder into every subject The introduction of Bloom’s Taxonomy produced a real excitement in Mrs. Gautier’s class as students moved up the ladder 91