Original citation for this reading: Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.

1. Week 10th
Teaching with Technology
Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.),
Teaching: Theory into practice,(pp. 154-170).Needham Heights, MA: Allyn and Bacon.
Presented by: Mashael Aladmawi

2. Four Purposes to this reading:
• 1- Examine different stages of technology adaption.
• 2- Review traditional roles that techno has served in the classroom.
• 3- Examine how classroom would be when attention is given to
educational technology.
• 4- Provide some specific examples that incorporate contemporary
educational principles.

3. Two things must happen to help re-establish the role and value of the
individual classroom teacher:
First, the perspective of the classroom must change to become learner
centered.
Second, students and teachers must enter into a collaboration and partnership
with technology in order to create a “ community” that nurtures, encourages,
and supports the learning process.

4. Two main types of technology in education:
• Product technologies = hardware, audio-visual equipment,
videocassette, recorder. computer software, books, worksheet.
• Idea technologies= simulations. (ex. ride aboard the space shuttle).

5. technology in education
Vs.
Educational technology
EDU Tec:
Involves applying ideas from various
sources to create the best learning
environment possible for students. It
also ask questions such as how a
classroom might change or adapt
when a computer is integrated into the
curriculum.
Tec in EDU:
How many computers or
videocassette recorders are in a
classroom and how they might be
used to support traditional
classroom activates.
But… this is a misleading and
potentially dangerous interpretation.

6. Figure 1. A model of adoption of both “idea” and “product” technologies in education.
Click here for an animated version of this model

7. There are five phases of adoption technologies in classroom:
1.Familiarization= Instruction.
2. Utilization= tries out the technology.
3.Integration= designate certain tasks to the technology.
4.Reorientation= focus on student’s learning.
5.Evolution= To be continued….

8. Teachers who adapt technology without
considering the belief structure into which
these products and ideas are necessarily
limited to the third phases of integration.

9. TraditionalRoleofTechnologyinEducation
This approach exemplify the “ student as
bucket” metaphor where the emphasis is
on pouring knowledge into students
minds by designing and delivering well-
planned information.

10. Figure 2. Philosophies of learning and teaching can be viewed as a continuum with extreme educational interpretations of behaviorism (for example, instruction) and cognitivism (for
example, construction) at either end. Any one educator's philosophy resides somewhere on this line. The threshold between the two views marks a critical point of "transformation" for
an educator.

11. Contemporary Role of Technology in Education
“Schoolwork often focuses on remembering and organization lesson content,
but rarely on making information meaningful learning. Meaningful learning is
the product of building external connections between existing and
new information” Mayer(1984).

12. How can teaching with technology
facilitate deeper, more meaningful,
cognitive processing?

13. Effective technology-based teaching is more likely the
result of teacher’s abilities to design lessons based
upon robust instructional principles.
It is also should be grounded in the literature on
effective pedagogy in general.

14. Principles to guide effective teaching
I. Effective learners actively process lesson content.
II. Presenting information from multiple perspectives increase
the durability of instruction.
III. Effective instruction should build upon student’s knowledge
and experiences and be grounded in meaningful contexts.

15. Group discussion
• Technologies can improve the quality of education, as an educator
compare and contrast “product” and “idea” technologies regard to
your own position. How would you use technology in the
classroom?
• Knowing and using ICTs is important in today’s fast changing
knowledge society, what can be done to help teachers to use
technology smartly in the classroom?

16. Summary
• The reading examined why technology has failed to impact
education in the past and outlined the conditions necessary for
technology to be used effectively in the future. To be used
effectively, idea and product technologies must be united and
teachers must venture beyond familiarization and utilization
and into the integration, reorientation, and evolution phases of
technology use.

17. Conclusion
• Teachers who learn to integrate technology may go on to
conceptualize their roles in the classroom.
• The classroom learning environment should constantly
change to meet the challenge and potential provided by new
understandings of how people learn.

18. Thank you for cooperation

19. • Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In
A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-
170). Needham Heights, MA: Allyn and Bacon.
• The two diagrams were taken from the same reading.
http://www.nowhereroad.com/twt/
• Brain knowledge Picture. http://cogsnews.ucsd.edu/page/4/
• Humans from word Microsoft software.
REFERENCES