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Technology integration class #2 2011.ppt


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Class #2 Integrating Technology into Education

Class #2 Integrating Technology into Education

Published in: Education, Technology

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  • ICT (Information, Communications and Technology) LITERACYApply Technology Effectively• Use technology as a tool to research, organize, evaluate and communicateinformation• Use digital technologies (computers, PDAs, media players, GPS, etc.),communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function ina knowledge economy• Apply a fundamental understanding of the ethical/legal issues surrounding theaccess and use of information technologies
  • Create Media Products• Understand and utilize the most appropriate media creation tools,characteristics and conventions• Understand and effectively utilize the most appropriate expressions andinterpretations in diverse, multi-cultural environments
  • INFORMATION LITERACYAccess and Evaluate Information• Access information efficiently (time) and effectively (sources)• Evaluate information critically and competentlyUse and Manage Information• Use information accurately and creatively for the issue or problem at hand• Manage the flow of information from a wide variety of sources• Apply a fundamental understanding of the ethical/legal issues surrounding theaccess and use of information
  • CRITICAL THINKING AND PROBLEM SOLVINGReason Effectively• Use various types of reasoning (inductive, deductive, etc.) as appropriate tothe situationUse Systems Thinking• Analyze how parts of a whole interact with each other to produce overalloutcomes in complex systemsMake Judgments and Decisions• Effectively analyze and evaluate evidence, arguments, claims and beliefs• Analyze and evaluate major alternative points of view• Synthesize and make connections between information and arguments• Interpret information and draw conclusions based on the best analysis• Reflect critically on learning experiences and processesSolve Problems• Solve different kinds of non-familiar problems in both conventional andinnovative ways• Identify and ask significant questions that clarify various points of view andlead to better solutions
  • Visual thinking and learning utilize graphical ways of working with ideas and presenting information. Research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think and how to learn.visual learning's role in mastering fundamental critical thinking skills:     Determining cause and effectMaking comparisonDecoding ideas Generating questionsEvaluating information Testing one's knowledge
  • Transcript

    • 1. Technology Integration
      Beyond the Basic Tools
    • 2. 21st Century Skills
      A Vision of K-12 Students
      Creativity and Innovation
      Communication and Collaboration
      Research and Information Fluency
      Critical Thinking, Problem Solving & Decision Making
      Digital Citizenship
      Technology Operations and Concepts
      “I need my teachers to learn”
    • 3. Technology Operations and Concepts
      Software support tools
      Materials generators
      Data collection and analysis tools
      Graphics tools
      Planning and organizing tools
      Research and reference tools
      Content area tools
    • 4. Materials Generator Software
      Easy Test Maker
      Worksheet and Puzzle Generator
    • 5. Graphics Tools
      Draw / paint programs
      Image editing tools
      Charting / graphing tools
      Clip art, animation, sound, video and font collections
      Microsoft Publisher
    • 6. Effective Desktop Publishing
      Use limited number fonts
      Use different fonts for title and text
      Use appropriate sizes for type
      Avoid overuse of type styles
      Match text and background colors
      Use visual cues
      Use white space well
      Create and use graphics carefully
      Avoid common text format errors
      Avoid common text break errors
    • 7. Planning and Organizing Tools
      Outlining Tools and Concept Mapping Tools
      Lesson Planning Tools
      Scheduling and Time Management Tools
    • 8. Tools for content Areas
      CAD and 3-D modeling systems
      Music editors and MIDI tools
      Reading tools – Accelerated Reader
      Graphing calculators – TI
      Lab packages – science
      GPSproducts and activities for educators
      iPod Touch for education
      iPad for education
    • 9. Multimedia vs. Hypermedia
      Multimedia – multiple media or a combination of media: still pictures, motion video, animation, and/or text items combined to communicate information in multiple ways.
      Hypermedia – linked media or interactive media. Media elements are linked with buttons or menus. A click takes the user to related items – text, video, sound. The Internet is hypermedia.
    • 10. Effective Multimedia Presentations
      Large enough type
      Contrast text and background
      Minimize test on each frame
      Too many different items on one frame
      Avoid too many fancy fonts
      Avoid gratuitous graphics
      Avoid gratuitous sounds
      Use graphics not just text
      Present in a dark room
      Avoid reading text aloud
    • 11. Research and Information Literacy
    • 12. Critical Thinking
      Reason Effectively
      Use Systems Thinking
      Make Judgments and Decisions
      Solve Problems
    • 13. Visual Learning
      Visual learning helps students:
      Make abstract ideas visible and concrete
      Connect prior knowledge and new concepts
      Provide structure for thinking, writing, discussing, analyzing, planning and reporting
      Focus thoughts and ideas, leading to understanding and interpretation
    • 14. Visual Learning
      Visual learning is a proven method in which ideas, concepts, data and other information are associated with images and represented graphically. Some of the techniques used in visual learning to enhance thinking and learning skills are:
      Idea Maps
      Concept Maps
      Mind Maps
    • 15. The WebQuest
      What is WebQuest?
      It is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. They are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of:
      The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March.
    • 16. The WebQuest – Two Levels
      Short Term WebQuests - The instructional goal is knowledge acquisition and integration. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it.
      Time frame - completed in one to three class periods.
      Longer Term WebQuest - The instructional goal of is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off.
      Time frame: one week to a month in a classroom setting.
    • 17. The WebQuest
      Start with samples
      The WebQuest Page
      Best WebQuests
      Tom March
      Kathy Schrock’s WebQuest Archives
      ThinkQuest – a different approach
      Web-Based Projects
    • 18. The WebQuest – non-critical
      WebQuests are most likely to be group activities, although solo quests are also fine.
      WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within.
      WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with one discipline until they are comfortable with the format.
    • 19. The WebQuest – critical attributes
      Introduction- sets the stage and provides some background information.
      Task - easily done by students and interesting.
      Information sources- needed to complete the task. Many resources are embedded in the WebQuest document itself as anchors pointing to information on the Web.
      Process- the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
      Guidance - on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams.
      Conclusion- that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
    • 20. The WebQuest
      Where can I post a WebQuest?
      Design Steps
    • 21. Task
      Present a WebQuest that you found on the Internet …
      Is it an effective project based learning tool?
    • 22. 3D Internet Virtual World community
      Second Life Educational Uses
      Science Learning in Second Life
      Active Worlds
    • 23. Web 2.0
      Slideshare – a tool for sharing learning
      upload your presentations for display and/or comment
      Diigo – a powerful social bookmarking sit
      store all of your valuable educational Internet sites