Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Teaching well using technology tli2009
1. Teaching Well Using
Technology
Adapted from a NERCOMP presentation by Kevin
Barry, University of Notre Dame & Tom Laughner,
Smith College
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2. Seven Steps for Choosing
Technology
Step 1: Ask: What do I want my students to learn?
Step 2: Identify the best teaching strategies.
Step 3: Plan Major Assessments and Exams.
Step 4: Consider Times and Spaces for Learning.
Step 5: What Technologies Can and Can’t Do.
Step 6: Sequence the Learning and Choose the Technology.
Step 7: Implement, Evaluate, Think Creatively.
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3. Step 1: Articulate Student Learning
Goals
Identify the most important outcomes for the
course.
Keep the course focused - What specifically are you
going to teach?
Form the basis for designing assessments/
assignments.
Add transparency for the students.
Decrease time spent responding to student work.
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4. Writing Student Learning Goals
Use specific observable language.
Students will be able to:
Describe, analyze, argue, solve, create, compare, etc.
Avoid vague or passive language.
Goals of knowing and understanding are valuable but vague.
What would a student do to demonstrate their knowledge/
understanding?
Avoid passive language such as “Students will be exposed
to...”
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5. Sample Course Goals I
Course: American Diplomacy
By the end of the course, I want my students to:
Think like a diplomat.
Negotiate a solution with an adversarial party.
Identify key elements of a treaty.
Develop an alternative course of action to a 20th
century diplomatic crisis.
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6. Sample Course Goals II
Course: Chemistry
By the end of the course, I want my students to:
View science as questions that are constantly being
reframed and investigated.
Possess the chemical tools to build further knowledge.
View chemistry problems as unique, requiring problem-
solving skills.
Be interested and confident enough to read and
explore independently.
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8. Step 2: Identify the Best Teaching
Strategies...
...for higher-order reasoning and critical thinking.
writing and discussion
faculty-student contact
collaborative work
feedback to students
explicit standards and criteria
problem/questions/issues as sources of motivation
assignment-centered course
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9. What Students Value (Feldman,
1988).
Sensitivity and concern with class level and progress.
Preparation and organization.
Knowledge of subject.
Stimulation of interest in the subject.
Enthusiasm.
Clarity and understanding.
Availability and helpfulness.
Concern and respect for students.
Perceived outcomes or impact of instruction.
Fairness; quality of tests and major assignments.
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10. Technology Stretch
How might these technologies be used
to support the concepts in Steps 1 & 2?
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11. Step 3: Plan Major Assignments
and Exams
The “Assignment-Centered Course”
Review: What learning do I want to
occur?
Plan major assignments and
assessments that will facilitate and test
the learning you want to occur.
Insert them in the week they are due.
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12. Ask These Questions
Validity: Are the assignments likely to elicit the kind of
learning you want?
Consider what the assignment is called.
Consider the context in which students produce work:
Time frame, level of memorization required,
accessibility of help, likely work strategies
Workload
Are the assignments and exams manageable in terms
of number, type, length, and spacing across the term?
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14. The Coverage-Text Centered
Course
1 - 1500-1800 6 - Mid-Term
2 7
3 8 - World War I & II
4 - Industrial 9
Revolution
10 - Final Exam
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15. Goals for this course
Evaluate the role of the Renaissance,
Reformation, Scientific Revolution, and
Enlightenment in Western Civilization.
Apply the notion of revolution to the
Industrial Revolution.
Analyze the impact of two major wars on
the twentieth century.
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16. The Assignment-based Course
Skeleton
1 6
2 7 - Same, on Industrial
Revolution
3 - Out of class, revised
empirical essay on 8
1500-1800.
9 - In-class essay on
4 World Wars
5 10 - Final Exam -
Cumulative
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17. The Backward Design Process
(Wiggins & McTigue)
Identify
desired
results
Determine
Acceptable
evidence
Plan learning
experiences and
instruction
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18. Step 4: Consider Times and
Spaces for Learning
Aspects of the learning process
First exposure
Processing
Response
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19. Principles for Using Time and
Space
Increase time on task.
Involvement is the key.
Invest teacher time in the most difficult aspects of learning.
Make students responsible for first exposure
Daily assignments that count
Guidance as needed: addl. resources, technology,
extra help.
Use technology to create, expand, and enhance the use of
space/time.
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20. Time and Space for Learning:
Three Examples using Technology
Students read out of class and then bring
writing to class for group discussion. Revise
writing in class.
Daily online quizzes on reading assignments.
Teacher directs discussion based on results.
Students take quizzes using clickers. Teacher
tailors in-class problem sets based on results.
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21. Step 5: What Technology
Tools Can and Cannot Do
Technology cannot improve learning if
accompanied by ineffective teaching strategies.
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22. Overview of Technology Tools
Collaborative tools
Presentation software
Asynchronous communication
Synchronous communication
Media tools
Web-based course management systems
Assessment tools
Interactive course software
Simulation
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23. Collaborative Tools
Allow multiple authors and reviewers to
interact with a document.
Associates authors or reviewers with
comments and/or edits.
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24. Presentation Tools
Facilitates display of text, graphics, sound, video, and
other media.
Relatively simple environment.
Easy update and customization of presentations.
May be made available outside of class.
Provide access to the presentation file.
Distribute on the web.
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26. Synchronous Communication
Participants use chat or other conferencing software.
Input devices range from keyboard to headset to
webcam.
May include white board, audio, video, and
application sharing.
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27. Media Tools
Facilitate display of, interaction with
and creation of multimedia information.
Can serve as an alternative form of
student assignment.
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28. Web Based Course Management
Systems
One stop location that provides the
functionality of email, web pages, assessments,
and Web 2.0 tools.
Facilitates the creation of complex, interactive
sites with assessments, embedded video, and
Wimba voice tools.
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29. Interactive Course Tools
Tools that provide instruction and
feedback.
May include multimedia elements.
May be web-based or standalone.
http://nlvm.usu.edu/en/nav/vlibrary.html
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30. Simulation/Modeling
Attempts to model a real world or theoretical process or
event.
Often shows a simplified view to facilitate
understanding.
Examples
Orbital motion - http://www.nd.edu/~learning/
orbital/orbitals.swf
Mathematics in Architecture - http://www.nd.edu/
~learning/orbital/arch-tour/index.html
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31. Step 6: Sequence the Learning &
Choose the Technology
Identify the steps that lead to successful completion of
the major assignment(s)/assessment(s) in your course
skeleton.
For each step, decide:
What needs to be done?
Where?
With whom? Synchronous, asynchronous, or both?
With what methods or tools?
Identify inherent limitations and possibilities.
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32. Four Questions Faculty Ask When
Choosing Technology
Does the tool help to build engagement and community in the
classroom?
Does the tool lead to enhanced student learning? How do I
know?
Does the tool fit my philosophies, priorities, and styles of
teaching?
Is the tool consonant with time pressures and other
constraints?
What equipment, training, or other resources are
required?
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33. Step 7: Implement, Evaluate, Think
Creatively
Implement
Implement in small steps when possible.
Gradual implementation allows for evaluation prior to
large time investments.
Use technology to:
Enhance something you’re already doing.
Do something in a radically new way.
Do something you’ve never done.
Evaluate
Know what impact you expect and plan to evaluate the results.
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34. Think Creatively
Open yourself to new ways of thinking...
What is teaching? What is my role as a teacher?
What is learning? How do my students learn?
What is “class”? How can I use times and
spaces more effectively?
Can technology help? How?
Think of non-traditional uses.
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