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    Slidecast Module3 Slidecast Module3 Presentation Transcript

    • The Changing Role of the Classroom Teacher in Future Educational Technology Cheryl Blackmore Memorial University Education 6620-081
    • The Information Age
      • “The advent of the information society has called into question many of our assumptions about education.” 7
    • Classroom-based Instruction - Unchanged for Centuries 1
      • Independent student work 8
      • Students as passive recipients 2
      • Rote memorization of facts 2
    • Historical Perspective
      • Teacher-centered instruction 16
      • Instructor = distributor of information 10, 12, 17
      • “ One size fits all” education 2
    • Current Perspective
      • Engagement in and interaction with technology is inconsistent 11
      • Instruction is based on Industrial-age educational models 5
      • The needs of the Information age require innovative educational models 5
      • Assessment = tests and papers 10
    • The Information Age
    • Effective Learning Tasks 8
      • The task should be: 8
        • Creative
        • Purposeful
        • Contributory
      • Students should: 8
        • Define projects
        • Make useful contributions
      • Learner-controlled environment 8
    • The Technological Shift in Education
    • From the Industrial Age…
    • To the Information Age
    • Enhancing Education
      • Technology in education allows teaching and learning to become: 14
        • Dynamic
        • Enhanced
        • New and innovative
    • The Shift in the Role of the Teacher
    • Teacher Role Comparison
      • Historically:
      • Instruction 16
      • Teacher-centered 16
      • “ sage on stage” 5
      • Now and Beyond:
      • Construction 16
      • Learner-centered 16
      • “ guide on the side” 5
    • Innovation in Education
      • A new model of teacher leadership in educational technology is necessary 15
      • Inclusion of ICT means a change in locus of control in the classroom 15
      • Professional growth model for IT use and understanding is key 14
    • The Changing Work of Teachers 7
      • Teachers will spend more time:
        • Supporting individuals
        • Organizing team work
        • Managing classroom activity
      • Teachers will spend less time:
        • Whole class teaching
    • Students First 9
      • Student-teacher relationship becomes reciprocal
      • Inquiry-based activities
      • Interdisciplinary method of learning
      • Activities are structured around student need and interest
    • Distance Learning = Further Change
    • Cooperative Learning
      • The responsibility for learning shifts from educator to student 6
      • Students and teacher work together to: 6, 17
        • Set learning objectives
        • Design learning activities
    • A Question of Beliefs
      • If technology education is to succeed, the beliefs of teachers must be confronted 3
      • Instructional beliefs strongly influence curricular decisions made in the classroom 3
    • Addressing Assumptions
      • To ensure success of technology in education, teachers must: 11
      • Address instructional assumptions
      • Relax control within the classroom
      • Engage learners
      • Model high standards of responsible learners
    • Framework for 21st Century Learning 13
      • Essential Scaffolding :
        • Teaching skills discretely and within context
        • Providing opportunities for interdisciplinary skill application
        • Integrating technologies in innovative learning opportunities
        • Encouraging learning beyond the classroom
    • The Future of Educational Technology
    • The Innovative Teacher
      • “ Only a teacher, live in the classroom, can bring about the thrill of discovery” (The Role of the Teacher in Ed-Tech Section, ¶1) 4
    • The role of the teacher is certain to change dramatically as it shifts…
    • From:
      • Transmitter 16
      • In control 7
      • Rooted in history 1
    • To:
      • Facilitator 12
      • Guide 17
      • Mentor 10
      • Co-learner 9
    • References
          • 1. Annand, D. (2007). Re ‐ organizing universities for the information age. International Review of Research in Open and Distance Learning 8(3). Retrieved July 30, 2009, from http://www. irrodl .org/index.php/irrodl/article/view/372/952
          • 2. Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly 28(1) . Retrieved July 30, 2009, from http://www. educause . edu/EDUCAUSE +Quarterly/EDUCAUSEQuarterlyMagazineVolum/PlanningforNeomillennialLearni/157325
          • 3. Handal, B. (2004). Teachers’ instructional beliefs about integrating educational technology. Journal of Science and Technology (e-JIST) 7 (1). Retrieved July 30, 2009 from http://www. ascilite .org.au/ajet/e-jist/docs/Vol7_No1/Commentary/Teachers_ins_beliefs. htm
            • 4.Hashim, H. & Mustapha, W. (2005). Computers: Educational technology paradox? The Turkish Journal of Educational Technology 4(3) . Retrieved July 26, 2009 from http://www. tojet .net/articles/438. htm
            • 5. Huebner, M. & Wiener, R. (2001). Distance education in 2001. Journal of Visual Impairment and Blindness, 95 (9). Retrieved July 30, 2009 from http://www. afb .org/jvib/JVIB950902.asp
            • 6. Isman, A., Dabaj, F., Altinay, Z. & Altinay, F. (2004). Roles of students and teachers in distance education . International Journal of Instructional Technology and Distance Learning, 1 (5). Retrieved July 30, 2009 from http: //itdl .org/Journal/May_04/article05. htm
            • 7. Jenkins, J. (1999). Teaching for tomorrow: The changing role of teachers in the connected classroom. EDEN 1999 Open Classroom Conference.Retrieved July 26, 2009 from http://www. eden-online . org/papers/jenkins . pdf
            • 8. Kearsley, G. & Shneiderman, B (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology 38(5). Retrieved July 26, 2009 from http://home. sprynet . com/~gkearsley/engage . htm
            • 9. Maine Education Policy Research Institute (2004). Trading roles: Teachers and students learn with technology. Report: J. Fairman. Retrieved July 30, 2009 from http: //usm . maine .edu/cepare/Reports/MLTI_Report3. pdf
            • 10.Murchu, D. (2005). New teacher and student roles in the technology-supported, language classroom. International Journal of Instructional Technology and Distance Learning, 2 (2). Retrieved July 30, 2009 from http://www. itdl .org/Journal/Feb_05/index. htm
            • 11. Oblinger, D., & Oblinger, J. (Eds.). (2004). Educating the net generation [e ‐ Book]. Retrieved July 30, 2009 from http://www. educause . edu/educatingthenetgen
            • 12. O’Neil, T. (2009). How distance education has changed teaching and the role of the instructor. Information Systems Education Journal, 7( 48 ). Retrieved July 30, 2009 from http: //isedj .org/7/48/ISEDJ.7(48). ONeil . pdf
          • 13. Partnership for 21 st Century Skills. (2004). Framework for 21st century learning. Retrieved July 30, 2009, from http://www.21stcenturyskills.org/index. php ? option=com_content &task=view&id=254& Itemid= 120
          • 14. Reid, S. (2002). Teachers’ views on technology and the future of teaching. International Electronic Journal for Leadership in Learning 6(21). Retrieved July 26, 2009 from http://www. ucalgary .ca/iejll/reid_s
          • 15. Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education 2 (2). Retrieved July 30, 2009 from http://www. citejournal .org/vol2/iss2/general/article2.cfm
          • 16. Tapscott, D. (1998). Growing up digital: The rise of the net generation . New York, NY: McGraw-Hill Companies
            • 17. W ellburn, E., Francis, L., Riecken, T.& Farragher, P. (1993). Changing roles: technology, staff development and action research at a Canadian middle school. Technology, Pedagogy and Education,2 (2),155 — 165. Retrieved July 30, 2009 from http: //pdfserve . informaworld .com/242980__750842837. pdf