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  • 1. Dan Winter EDU5315 Technology Applications for the Classroom 5-13-09 Class Work Assignment 1: Module 1: Introduction, Perspectives on Educational Technology, Foundations of Effective Technology Integration, and Problem Based Learning Welcome to EDU 5315 - Technology Applications for the Classroom. This week you will introduced to Perspectives on Educational Technology, Foundations of Effective Technology Integration, and Problem Based Learning. We begin here to give you a context for Instructional Technology. This week you will need to respond to two questions in the discussion forum. Additionally, you will create a Personal Portfolio using the course wiki tool. It is important to provide a good introduction to yourself in the portfolio; I will be using these introductions to create work groups. Good luck this week. Discussion Question 1: Please provide a thoughtful response to the following question. Your response should be completed by Thursday. You are also required to provide a thoughtful response to one of you classmates' posting, this second response is due by Sunday. In his book High Tech Heretic, Clifford Stoll (1999) says, quot;You certainly can get an excellent education without a computerquot; (p. 32), and quot;When ev.ery student . . . is pressed to become a computer maven, and only the incompetent are allowed to become plumbers, neither our programs nor our pipes will hold waterquot; (p. 123). After reading Chapter 1, how would you respond to this position? In today’s world, technology is growing expediently and schools need to re-structure their classroom environments to meet the new needs of the 21st century student. This includes digital age literacy, increased need for higher order thinking skills, ways to effectively communicate, and production at a high level as identified by the enGauge Report in 2003 (Metiri Group). The report identifies these four skills sets that students going into the workforce will need to be competitive in a global environment. To say that “you certainly can get an excellent education without a computer” (p.32) may possible be true, after all, the book argues that even if schools have technology, it still comes down to the classroom teacher as too how the information will be presented, connected, and transferred (Roblyer). Certainly a teacher can present material without the use of the most current “processes and tools” (Roblyer). However, the skills that students will need to succeed in the future workplace will not be as proficient. Technology is not related to just computer applications, those that do not thrive in a computer based learning environment could consider vocational training. Vocational training allows students the option to use current technology in trades to further their education. In this manner, the pipes would hold water. The 21st century classrrom should allow students to utilize their strengths to their advantage, but also increase their weaknesses to make them strengths. In creating a classroom environment in which the applications change, but the structure is stable, allows newer technologies to come while giving the teacher the ability to adapt to the newer technologies. “Teachers must realize that change is inevitable; that means resources as well. With new and better products coming out, teachers need to adapt” (Roblyer). A more constructivist approach and the ability to implement differentiated instruction allows teachers the ability to design specific instruction for individual student needs. Therefore, the student that is less proficient in computer
  • 2. Dan Winter EDU5315 Technology Applications for the Classroom 5-13-09 Class Work based applications, might consider training in the process of a trade. The students that excell in computer based instruction can also thrive in a computer rich environment that fosters higher order thinking skills. WORKS CITED Metiri Group). quot;enGauge 21st Century Skills For 21st Century Learners.quot; 2003. TechLearning. June 2008 <http://www.techlearning.com/techlearning/pdf/events/techforum/sd06/CherylSkillsBrochure.pdf>. Roblyer, M.D. Integrating Educational Technology Into Teaching, Fourth Edition. Upper Saddle River: Pearson Education, Inc., 2006. Discussion 1 Reply Response Hi Suzanne, I liked reading your post; I think you make very solid points in your statement. I especially agree with you when you stated “I know there are still many administrators, board members, and even educators who continue to view technology as a potential “replacement” or “babysitter” for a teacher.” This made me think of a recent news clip I saw on a robotic teacher, Saya, originally employed as a receptionist was tested in a Japeneese school (Familari). The andriod was obviously only a test and does not have the mental capabilities to function as an everyday teacher, but the thought that a robot could possible take over a teachers’ role is interesting, although far from possible today. Today’s technology implications in education are the use of computers, media, and the ability to communicate through rich applications. I think this technology will never replace good teaching and an is a vital tools to be used that expands the classroom past our confined walls. Some administrators, educators, or school board members do not want to embrace the idea of technology in the classroom. Often times educators see it as something they must do to keep students engaged, but do not realize that they need to teach students proper use of this technology. Even worse, some administrators and school board members only see technology as a trend that is expensive and unnecessary. Schools need to implement technology into their pedagogy and content across all grades. Instructional technology will and always changes but students need to learn how to utilize this technology to help them succeed later in life. I discuss the idea of cultural change and the idea of the 21st century workplace with many administrators that try to buck the system or view technology as an obstacle. We are trying to prepare students for a culture that involves jobs that we do not exist. There will always be a small vocal minority that is afraid of this change. As new teachers come into our business, it is important that they have fundamental skills to adapt to changing technology. The article Technology and Pedagogy focused on the need for preservice programs to have students learn instructional technology in such as way that as the technology becomes obsolete, the methodology for implementation is kept. “Students learn[ed] a structure to learn about technology that could be applied to future learning about any technology…” (Beaudin). Great post, thanks! Dan WORKS CITED Beaudin, Lorraine and Hadden, Correy. quot;Technology and Pedagogy - Building Techno-Pedagogical Skills in Preservice Teachers.quot; 2005. May 2009 <https://my.sju.edu/render.UserLayoutRootNode.uP?uP_tparam=utf&utf=
  • 3. Dan Winter EDU5315 Technology Applications for the Classroom 5-13-09 Class Work %2fcp%2fip%2flogin%3fsys%3dbbent%26url%3dhttp%3A%2F%2Fbbent.sju.edu%2Fbin%2Fcommon%2Fcourse.pl? course_id=_47935_1>. Familari, Peter. Saya the robot makes debut as a teacher at a Japenees school. 10 March 2009. May 2009 <http:// www.news.com.au/technology/story/0,25642,25166109-5014239,00.html>. Discussion Question 2: Please provide a thoughtful response to the following question. Your response should be completed by Thursday. You are also required to provide a thoughtful response to one of you classmates' posting, this second response is due by Sunday. Richard Clark's now-famous comment about the impact of computers on learning was that the best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition (Clark, 1983, p. 445).Why do you think this statement has had such a dramatic impact on the field of educational technology? How would you respond to it? As you begin thinking about your response to this question, I would suggest doing a quick reveiw of the quot;No Significant Differencequot; website. This comment has a great deal of impact on educational technology. The stereotypical views of technology in most people’s mind see the use of computer applications in the classroom as a “drill and practice” or “behaviorist” model (Roblyer). Students view a series of learning tutorials, and then complete rote activities that require less direct teaching from the teacher. This is a “systems approach to instructional design” (Roblyer). A teacher not proficient in proper techniques, when trying to implement technology in curricula, often do the subject of instructional technology ill justice in this manner. The other side, constructivist view allows the teacher to facilitate the learner’s experience. Often times, when working with teachers in utilizing proper pedagogical techniques, teachers explain that they get to know their students better as they interact with their students in a different way, directing and guiding their learning. This approach takes on a more student centered learning environment in which students work on creating content, projects, and participating in inquiry based learning activities. Effective computer based instruction involves a merger of pedagogy, content, as well as technology. A combination of both objectivists and constructivists need to be taken in perspective. WORKS CITED Roblyer, M.D. Integrating Educational Technology Into Teaching, Fourth Edition. Upper Saddle River: Pearson Education, Inc., 2006. Discussion Question 2 Reply Response Steve, I think your statements hold true that it is not about the use of technology, rather whether the use of the technology impacts student achievement. It is obvious to see that the teacher who used the Discovery Education video clip and resources in their teaching practices demonstrated
  • 4. Dan Winter EDU5315 Technology Applications for the Classroom 5-13-09 Class Work the proper strategies that teachers should take when implementing educational technology. It is a fundamental belief that we must get away from utilizing technology as a productivity tool, but instead use it to foster higher order thinking skills. In the article Technology as a Tool to Support Instruction, Lynee Schrum states “In a technology-rich classroom, students don't quot;learnquot; technology. Technology merely provides the tools to be used for authentic learning.” (Schrum). School must provide the support for teachers to learn how to implement an authentic experience for students and teachers. Instead of teachers using Microsoft word to merely type a paper or take notes, have students utilize word to hold peer edits utilizing tracked changes. Instead of having student create a PowerPoint, have students create digital posters, create a podcast, a blog, or a wiki engaging students to discuss concepts promoting the depth of knowledge and conversations needed to fully understand concepts. By engaging technology in such a manner, students utilize a media rich environment that allows flexibility for creating and connecting new ideas. The ability to create and connect is what makes learning memorable, authentic, and engaging. When students are engaged in activities that are meaningful to them, they are more likely to transfer the knowledge learned, which promotes achievement. Dan WORKS CITED Schrum, Lynee. quot;Technology as a Tool to Support Instruction.quot; 17 August 2005. Education World. May 2009 <https://my.sju.edu/render.UserLayoutRootNode.uP?uP_tparam=utf&utf=%2fcp%2fip%2flogin%3fsys%3dbbent %26url%3dhttp%3A%2F%2Fbbent.sju.edu%2Fbin%2Fcommon%2Fcourse.pl?course_id=_47935_1>. S TUDENT W IKIS YOU WILL FIND YOUR quot;PERSONAL P ORTFOLIOquot; (WIKI) IN THIS FOLDER . F OR WEEK ONE , PLEASE CREATE A WIKI PAGE AS AN INTRODUCTION TO YOURSELF . I NCLUDE A PICTURE OF YOURSELF , A BRIEF BIOGRAPHY , THE REASONS THAT YOU ARE TAKING THIS CLASS , AND WHAT YOU HOPE TO LEARN IN THE CLASS . O N THE SECOND PAGE , POST ALL OF YOUR ASSIGNMENTS . Y OU BE AS CREATIVE AS YOU LIKE WITH THE POSTING OF YOUR ASSIGNMENTS . I HAVE INCLUDED AN EXAMPLE UNDER D R . L EES ' WIKI . Personal Portfolio Wiki Picture of myself; my wife and I; Leah Prego; Wrestling; Technology Job; Teaching Biography: Hello, my name is Dan Winter. This is my second class at SJU and I am currently enrolled in the Instructional Technology program. I live in Warrington Pa, Buck County with my wife Leah. We have been married for two years and are expecting our first child mid way through June (Due date June 17th). We opted not to find out the gender and are excitingly awaiting the baby’s arrival.
  • 5. Dan Winter EDU5315 Technology Applications for the Classroom 5-13-09 Class Work I work for Neshaminy School District in Bucks County, PA as an instructional technology coach. I have been in this position for the last 2 years and work in the district’s curriculum and instruction office. Previous to obtaining this position, I worked teaching 8th grade Earth & Space Science and 9th grade physical science for 5 years. As an instructional technology coach, I oversee the Classrooms for the Future (CFF) grant for the district, working with over 50 teachers helping to implement 21st century skills into their curriculum. Over the two years, the CFF grant afforded 700+ laptops, 35 IWB’s, DLP’s, teacher laptops and more. Our instructional technology specialist K-12 retired in January and since I have taken on more responsibilities besides the grant. I work with our IT department helping train teachers on certain program software that the school district offers. I also chair the committee that is running the professional learning day for the district on May 19. Each year our district holds a professional learning day devoted to literacy and this year the theme is digital literacy. In my spare time, I also am the Head Wrestling Coach at Neshaminy High School. I have been involved with wrestling for over 20 years. My first season was this last winter; we finished 3rd in our league and 6th in our district tournament. This is my second master’s program; I obtained a M.S. from Temple University last summer in curriculum, instruction, and technology. The program offered much in the sense of classroom pedagogy, but did not offer as much in educational technology. I eventually found myself looking for more classes enriched in technology applications. This is what led me to the SJU program and specifically this technology application class. I have hopes to learn new and interesting techniques to implement technology into our schools curriculum. I hope this class allows me to stay current in educational technology trends, learning new and exciting strategies when implementing technology.