Transcript Document

Transforming Learning with
New Technologies
Robert W. Maloy
Ruth-Ellen Verock-O'Loughlin
Sharon A. Edwards
Beverly Park Woolf
Chapter 12:
Integrating Technology and Creating
Change as Teacher Leaders
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Maloy et al.
Transforming Learning with New Technologies
Learning Outcomes
• Identify technology integration stages and issues
• Discuss digital inequality and the participation gap
• Analyze key technology and educational change
dynamics
• Discuss how teachers can use the technology
they have in classrooms to promote successful
learning
• Summarize ways teachers can become
technology-leading educators in schools
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Technology Integration and
Educational Change
• Technology does not automatically trigger
change
• Two elements are needed for success
– Teacher mindset: Focus on content before
technology
– Multiple pathways: It’s about how technology is
used, not about the amount of technology is
available
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Technology Integration Stages
and Issues
• A technology-using educator is one who:
– Makes informed choices
• Uses technology to improve learning, not for the
sake of using technology
– Explores technology
• Encourages students to be creators and critics of
technology, not just consumers
– Promotes change
• Not change for change’s sake, but to increase
students’ learning potential
• Technology is an invitation to rethink the way things
are done
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Inclusion and Infusion of
Technology
Inclusion
Infusion
• Technology used for
• Technology is ongoing,
traditional purposes of
infused feature of
transferring
teaching and learning
information and
• Technology is part of
OR
practicing skills
the day-to-day
• Technology included
educational experience
in daily activities, but
• Students regularly use
not central to them
computers
• Whole-group focus
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Stages of Technology Integration
• Entry
– Beginning to learn, gain skills
• Adoption
– Blending technology into current class practices
• Adaptation
– Full integration, using technology regularly
• Appropriation
– Confident use as in- and out-of-class tool
• Invention
– Exploring new ways to use, adding emerging
technologies
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Features of a TechnologyIntegrated Classroom
• Is a technology-integrated classroom about
the tools?
• Or is a technology-integrated classroom
about the actions that result from the tools?
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Technology Integration Issues
• Administrative Support and Teaching Style
– Requires training and support from administrators
– Harder for teachers with teacher-centered approaches
to integrate technology
• Unwillingness to Change Favorite Lesson Plans
to Include Technology
– Teachers have favorite lessons, and may lack the time
or incentive to change and integrate technology
• Reluctance to Use Technology in New Lesson
Plans
– Added burden of planning technology use and
organizing a new lesson plan
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Technology Integration Issues
• Use of Technology as a Reward or Punishment
– Potential power of technology minimized when students
view it as reward or punishment
• Using Technology as an Add-On to Other
Activities
– Technology added for technology’s sake, not for real
educational reasons
• Use of Technology to Separate Students by
Ability Groups
– Dividing by ability reinforces notion of haves and havenots in classroom achievement
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Digital Inequalities and the
Participation Gap
• Digital divide has shifted from a continuum
of computer access to one of high-speed
Internet access
• Different access to technology means
different experiences with technology
– High-income households are more likely to use
the Internet daily and own multiple devices
– African American and Latino students more
likely to access Internet primarily via mobile
phone
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A Digital Inequality Perspective
• More technology in homes and schools will
not solve the problem
• Lack of technology access creates a
participation gap between students
• Adding technology can actually increase the
gap, not close it
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Integrating Technology While
Addressing the Participation Gap
• One to One Laptop Computing: every student
has a device for use in school
– Driven by new machines, required college use, and
research studies showing positive results
• Bring Your Own Technology Programs:
students are invited to bring (or inexpensively
rent) their own devices
– The goal of increasing technology use in class may
actually perpetuate inequalities
• One/Two/Three Time Activities: small-group
work facilitated by technology
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Integrating Technology While
Addressing the Participation Gap
• Cooperative Learning and Groupwork:
use technology to prepare and present
• Interactive Digital Textbooks: successful
for individual use or classroom viewing
– The move from paper to digital textbooks is
now a national priority
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Technology and the Culture of
Schools
Maintain Existing
Patterns
Create Change
Automate
Infomate
Learning from computers Learning with computers
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Automate or Infomate
• Technology can automate (reproduce
existing practices) or infomate (change
existing practices)
Automate
Infomate
Recreate existing
processes w/ greater
efficiency
Redesigning and refining
an activity
No significant shift in
relationships or
organization
Fundamental shift of
control and organization
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Computers as Mindtools
• Mindtools are computer-based tools and
environments that partner with learner to
engage and facilitate higher-order thinking
• Technology use is moving from “learning
from computers” to “learning about
computers” and on to “learning with
computers” – or the state or being a
mindtool
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Computers as Mindtools
• Five ways that students learn when
computers are mindtools:
1.
2.
3.
4.
5.
Computers support knowledge construction.
Computers support explorations.
Computers support learning by doing.
Computers support learning by conversing.
Computers are intellectual partners that
support learning by reflecting.
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Different Types of TechnologyEquipped Classrooms
• Classrooms have varying computer availability
Four Dimensions of Technology-Equipped Classrooms
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Strategies for Single- and
Multiple-Computer Classrooms
• Information
– Classroom computers as always-on-call
librarians and tutors
• Interaction
• Presentation
– When combined with projector or television, a
computer can enhance presentation
• Rotation
– Small groups in one/two/three time formats
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Integrating iPads and Other
Tablet Computers
1. Create small group assignments
2. Use an iPad/tablet to display images
during story or discussion
3. Give similar assignments to rotate across
multiple devices, then ask students to
compare experiences
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Becoming a Technology-Leading
Teacher
• Leadership is not just defined by place in
hierarchy
– Even young teachers are leaders in their
classrooms
– Writing grants: corporate grants and crowd
funding can improve classroom technology
– Working with computer-using colleagues:
forge partnerships and alliances
– Joining professional organizations: ISTE,
CUE
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Celebrate Digital Learning Day
• Promoting greater awareness of digital
learning’s impact:
– Start a conversation in person or online about
computers and education.
– Try new teaching strategies and educational
technology tools on a regular basis.
– Showcase innovative practices using social
media.
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Involving Students in Technology
and Change
• Students involved in change are more likely
to embrace it
• Students are already technology experts
– Work with technology on a daily basis
– Exchange knowledge with others
– Constantly updating skills on new tools
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Technology and Change in Your
Future Classroom
• Digital pens record what was
written/spoken for conversion to typed text
• Digital notepads allow users to write and
draw on regular paper and then convert
them to digital text
• A tablet PC a linked device that allows one
to add/save directly to the screen in realtime
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Developing a TechnologyLeading Mindset
• Technology-leading mindsets require
continual creative and critical thinking
• Time and effort are required
• Create networks of technology tutors to
teach each other
• There is always more to learn
• Technology keeps you and students
learning, growing, and leading learning
together.
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