16. WHAT ISTECHNOLOGY?
Any tool used as a means of performing an operation
or achieving an end
Businesses use newer tools to perform that operation
more efficiently or achieve that end more effectively.
17. Are my students learning?
Can I be more effective? Can I be more efficient?
18. TECHNOLOGY INTEGRATION
It is the use of technology tools in general content
areas in education in order to allow students to apply
computer and technology skills to learning and
problem-solving. Generally speaking, the curriculum
drives the use of technology and not vice versa.
22. • Arbitrary
• Random & sporadic
• Focused on the technology
• Used mostly by instructor to deliver content
& information
• Used individually
Using Technology
23. Technology Integration
• Planned and purposeful
• Part of the culture/environment of the classroom or program
• Supports learning objectives
• Used mostly by the students to create, construct, and connect
knowledge
• Used to facilitate collaboration
25. 5 levels of technology integration
Infusion
Instructor provides the learning contexts & students choose the tech to achieve the outcome
Entry
Instructor uses tech tools to deliver content
Transformation
Instructor encourages the innovative use of tech
Adaptation
Instructor facilitates students exploring and independently using tech
Adoption
Instructor directs students in conventional, procedural use of tech
26. Technology Integration Matrix
Entry Adoption Adaptation Infusion Transformation
Active
Constructive
Cooperative
Authentic
Intentional
Where are you?
27.
28. STUDENTS
• What are the students' expectations of technology?
• What are the students' experience with technology?
• Can all students access the technology?
• How will technology affect the roles and responsibilities of the
students?
• What factors may influence student perception and use of
technology?
30. INSTRUCTOR
• How much skill/experience do you have using
technology?
• How much time do you have?
• What is your role as an instructor?
• What are your expectations of technology?
31. INSTITUTION
• Is the infrastructure in place for students to use the technology?
• What support services are available for the students and instructor?
• What is the technology "culture" of the institution?
32. • Communication & collaboration
• Presentation & information sharing
• Information searching & resource management
• Learning management systems
TECHNOLOGY TOOLS
33. ASSURE good learning
• A —Analyze learners
• S — State standards & objectives
• S — Select strategies, technology, media & materials
• U — Utilize technology, media & materials
• R — Require learner participation
• E — Evaluate & revise
34. EVALUATION
• Did the use of technology help students
achieve objectives?
• How did the use of technology help change
students' engagement in learning?
• How did the use of technology change
teaching behaviors and practices?
• Did the technology improve teaching
effectiveness and efficiency?
35. Types of technology integration
• ONLINE LEARNINGAND BLENDEDCLASSROOMS
• PROJECT BASEDACTIVITIES INCORPORATINGTECHNOLOGY
• GAME BASED LEARNINGAND ASSESMENT
• LEARNINGWITH MOBILEAND HANDLED DEVICES
• INSTRUCTIONALSTOOLS LIKE INTERACTIVEWHITEBOARDSAND STUDENT
RESPONSE SYSTEMS
• WEB-BASED PROJECTS , EXPLORATIONS,AND RESEARCH
• STUDENTCREATED MEDIA LIKE PODCASTS,VIDEOS,OR SLIDESHOWS
• COLLABORATIVEONLINETOOLS LIKEWIKISOR GOOGLE DOCS
• USING SOCIAL MEDIATO ENGAGE STUDENTS
45. How to know if your technology is integrated?
• An outside observer would view the use of technology as a seamless component of the lesson.
• Students work toward a lesson-relevant goal.
• The technology activity is a logical extension of the lesson.
• A real problem is being solved by the use of technology.
• You can describe how a particular student is benefiting from technology..
• You would have trouble accomplishing your learning goals if he technology were removed.
• You can explain what the technology is supposed to do in a few sentences.
• All students are able to participate.
• Student are genuinely interested and enthusiastic about learning.
• More cool stuff is happening than you expected.
53. SAMR MODEL
• The Substitution Augmentation Modification Redefinition Model offers a method of
seeing how computer technology might impact teaching and learning. It also shows
a progression that adopters of educational technology often follow as they progress
through teaching and learning with technology.
•
While one might argue over whether an activity can be defined as one level or
another, the important concept to grasp here is the level of student engagement.
One might well measure progression along these levels by looking at who is asking
the important questions. As one moves along the continuum, computer technology
becomes more important in the classroom but at the same time becomes more
invisibly woven into the demands of good teaching and learning.
58. INSTRUCTIVISM
• Teacher- and institutionally-centered.
• Knowledge is created by instructors and institutions
and is delivered to students.
• Teachers and institutions create the processes and
conditions for success.
59. CONSTRUCTIVISM
• Teacher moves into facilitator role, promoting peer-
to-peer learning.
• Students create and construct their own knowledge,
building on foundations of previous learning.
• Knowledge is socially constructed.
• Knowledge is external to the user and learning is the
act of internalizing knowledge.
• Learning is a social process.
• Meaning is created by the learner.
60. • Lots of overlap with constructivism. Relationships and networks are a
primary source of learning. Focuses on building a network of knowledge
sources to access whenever you need them.
• Knowledge rests in diversity of opinions.
• Learning is a process of connecting information sources & may reside in
non-human devices
• Capacity to know is more critical than what is known
• Nurturing and maintaining connections is needed to facilitate continual
learning
• Ability to see connections between fields, ideas, and concepts is a core
skill
• Decision-making itself is a learning process. Choosing what to learn and
the meaning of incoming information is seen through the lens of a
shifting reality (meta-cognition).
CONNECTIVISM
67. There is a growing body of evidence that technology
integration positively affects student achievement and
academic performance.
When used in collaborative learning methods and leadership
that is aimed at improving the school through technology
planning, technology impacts achievement in content area
learning, promotes higher-order thinking and problem
solving skills, and prepares students for the workforce.
CONCLUSION
68. Kids AREN’T motivated by
technology. Instead, they’re motivated by
opportunities to make a difference in the
world; they are motivated by opportunities to
ask and answer their own questions; and they
are motivated by opportunities to learn
together with like-minded peers.
Digital tools CAN make all of that work
possible — but until we start seeing
technology as nothing MORE than a tool,
we’ll keep wasting time and cash on products
that do nothing to change learning in
meaningful ways for our kids.
CONCLUSION
69. “Effective integration of technology is achieved when students are
able to select technology tools to help them obtain information in
a timely manner, analyze and synthesize the information, and
present it professionally. The technology should become an
integral part of how the classroom functions—as accessible as all
other classroom tools.”
CONCLUSION
- NATIONAL EDUCATIONALTECHNOLOGY STANDARDS FOR STUDENTS,
INTERNATIONAL SOCIETY FORTECHNOLOGY IN EDUCATION
Notes de l'éditeur
Active - students are actively engaged in using tech
Cooperative - students use tech to collaborate with others
Constructive - students use tech to connect new information to their prior knowledge
Authentic - students use tech to link learning activities to the "real world"
Intentional - students use tech to set goals, plan activities, monitor progress, and evaluate results
Entry - instructor uses tech tools to deliver content, teacher is in control
Adoption - instructor directs students in conventional, procedural use of tech, teacher makes decisions about when/how students use the technology, students need a procedural understanding
Adaptation - instructor facilitates students exploring and independently using tech, teacher guides the students in using tech, students are able to use the tech independently without procedural instruction and begin to explore the technology
Infusion - instructor provides the learning contexts and students choose the tech to achieve the outcome, a range of tech tools are integrated flexibly into the classroom, students make decisions about how to use technology
Transformation - instructor encourages innovative use of tech, students are self-directed in using tech to facilitate higher order thinking and to complete learning activities not possible before
Developed by Univ of Southern Florida for K-12 education. TIM focuses on pedagogy NOT tech tools.
As you move up the levels, there is greater student ownership of learning, and a shift from procedural to conceptual understanding, a move from conventional to complex use, a shift from lower-order to higher-order thinking and skills
Big mistake - assuming students are "digital natives" and will just get it. Digital native coined by Marc Prensky in 2001. Although this terminology is thrown about frequently in popular media, it is at best simplified and at worst inaccurate. Studies show that there continues to be a "digital divide" among young people (usually due to access or parental restrictions) and that young people who do use tech use it in a very narrow way (texting, gaming, media consumption such as watching movies).There may not be as vast a difference between old and young generations as we once thought, and students certainly continue to need teachers to guide them in using tech in a relevant way.
Available IT resources and support
Wireless internet access and capacity on campus
How apps will be purchased and distributed (for iPads)
ASSURE starts with looking at the learner in detail. Define your audience. Understand their general characteristics Nothing you plan or design is effective unless you have taken the time to look at the learners. Knowing as much as possible about your learners is critical to design and implementation of instruction.
Second, the second letter in ASSURE, S, refers to knowing the intended outcomes or expectations. No instruction should begin without everyone having a clear understanding of what is supposed to happen in the instruction. Objectives should be stated in terms of what the learner will do.
The second S refers to selecting your media and materials. In steps 1 and 2, you have defined the beginning point (audience characteristics and skills) and end point (outcomes). Now you have to build an instructional bridge to connect those two points.
The next step is Using your media and materials. Preview and practice yourself, then roll out the lesson with students.
Require learner performance. Students need to actively use the tech, practice, and receive feedback.
The final component is to evaluate and revise. Evaluate the entire process. Gather data on outcomes and impressions from the learners. Did the learners meet the objectives? Were the media and materials effective? Did the learners use the materials properly? Identify discrepancies between what you intended and what actually happened, and make revisions.
Integrative – adj. serving or intending to unify separate things.
Pedagogy – n. the method and practice of teaching, especially as an academic subject or theoretical concept.
Pedagogy should drive tech use, not the other way around.
If you are using tech well, you should leverage it to increase interaction w/ students
Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught
Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims.
Technology knowledge (TK) is knowledge about standard technologies.
PCK - knowledge of pedagogy that is applicable to the teaching of specific content. This knowledge includes knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching. This knowledge is different from the knowledge of a disciplinary expert and also from the general pedagogical knowledge shared by teachers across disciplines.
Technological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach but also the manner in which the subject matter can be changed by the application of technology.
Technological pedagogical knowledge (TPK) is knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exists for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s
affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies.
Technological pedagogical content knowledge (TPCK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help
redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.
The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions. As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.
Instructivism
Teacher- and institutionally-centered. Knowledge is created by instructors and institutions and is delivered to students. Teachers and institutions create the processes and conditions for success.
Constructivism
Teacher moves into facilitator role, promoting peer-to-peer learning. Students create and construct their own knowledge, building on foundations of previous learning.
Knowledge is socially constructed
Knowledge is external to the user and learning is the act of internalizing knowledge
Learning is a social process
Meaning is created by the learner
Connectivism
Lots of overlap with constructivism. Relationships and networks are a primary source of learning. Focuses on building a network of knowledge sources to access whenever you need them.
Knowledge rests in diversity of opinions
Learning is a process of connecting information sources & may reside in non-human devices
Capacity to know is more critical than what is known
Nurturing and maintaining connections is needed to facilitate continual learning
Ability to see connections between fields, ideas, and concepts is a core skill
Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality (meta-cognition).
Instructivism
Teacher- and institutionally-centered. Knowledge is created by instructors and institutions and is delivered to students. Teachers and institutions create the processes and conditions for success.
Constructivism
Teacher moves into facilitator role, promoting peer-to-peer learning. Students create and construct their own knowledge, building on foundations of previous learning.
Knowledge is socially constructed
Knowledge is external to the user and learning is the act of internalizing knowledge
Learning is a social process
Meaning is created by the learner
Connectivism
Lots of overlap with constructivism. Relationships and networks are a primary source of learning. Focuses on building a network of knowledge sources to access whenever you need them.
Knowledge rests in diversity of opinions
Learning is a process of connecting information sources & may reside in non-human devices
Capacity to know is more critical than what is known
Nurturing and maintaining connections is needed to facilitate continual learning
Ability to see connections between fields, ideas, and concepts is a core skill
Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality (meta-cognition).
Bloom's to guide objectives
Pedagogy means the method and practice of teaching, especially as an academic subject or theoretical concept.