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