Pach’s Premises of Successful Technology Integration The University of Akron 5500:475

Pach’s Premises of Successful Technology Integration Premise 1: Students should experience technology in the classroom within the context of the subject matter Implication : All teachers are computer teachers just as all teachers are reading teachers

Premise 1: Students should experience technology in the classroom within the context of the subject matter

Implication : All teachers are computer teachers just as all teachers are reading teachers

Premise 1 Reading is not only being taught as a separate skill, it is being integrated into the curriculum. Reading is something people do while being historians, scientists, mathematicians, artists, etc. So is technology use. We want our students to consider using the best tool for the job.

Reading is not only being taught as a separate skill, it is being integrated into the curriculum.

Reading is something people do while being historians, scientists, mathematicians, artists, etc.

So is technology use.

We want our students to consider using the best tool for the job.

Premise 1 We need to model these strategies to our students. The State of Ohio agrees that any teacher can teach content and these skills: Reading is an appendage (endorsement) license one adds to an existing license in an area. Technology has become one, as well.

We need to model these strategies to our students.

The State of Ohio agrees that any teacher can teach content and these skills:

Reading is an appendage (endorsement) license one adds to an existing license in an area. Technology has become one, as well.

Pach’s Premises of Successful Technology Integration Premise 2: Teachers do not need to abandon their favorite methods of instruction to integrate technology within their teaching. Implication : Technology can enhance lectures, cooperative learning experiences, and individual student investigations.

Premise 2: Teachers do not need to abandon their favorite methods of instruction to integrate technology within their teaching.

Implication : Technology can enhance lectures, cooperative learning experiences, and individual student investigations.

Premise 2 - Brainstorm: If you like to use direct instruction, technology can be a teaching tool. If you like to use constructivist, inquiry-based methods, technology can also be a teaching tool.

If you like to use direct instruction, technology can be a teaching tool.

If you like to use constructivist, inquiry-based methods, technology can also be a teaching tool.

Premise 2 Your curriculum should drive the technology, not the other way around. “ The Computer Integration Diet” Bad Diet : Follow this plan, buy this book, take these pills, (doesn’t take your lifestyle into consideration) Bad Computer Integration : Put these computers here, printer there (doesn’t take your teaching style and class activities into consideration)

Your curriculum should drive the technology, not the other way around.

“ The Computer Integration Diet”

Bad Diet : Follow this plan, buy this book, take these pills, (doesn’t take your lifestyle into consideration)

Bad Computer Integration : Put these computers here, printer there (doesn’t take your teaching style and class activities into consideration)

Premise 2 Don’t let the technology support steer you into using technology for a classroom experience if it opposes your classroom philosophy. If the teacher and the technician work together well, the technology should be transparent!

Don’t let the technology support steer you into using technology for a classroom experience if it opposes your classroom philosophy.

If the teacher and the technician work together well, the technology should be transparent!

Pach’s Premises of Successful Technology Integration Premise 3: Students need to observe the teacher modeling appropriate content area technology application AND need experience in practicing these techniques themselves. Implication : There should be a “volleying” effect between teacher and student technology experimentation with the teacher always steering the students to content applications.

Premise 3: Students need to observe the teacher modeling appropriate content area technology application AND need experience in practicing these techniques themselves.

Implication : There should be a “volleying” effect between teacher and student technology experimentation with the teacher always steering the students to content applications.

Premise 3 - Example Math teacher solves an equation using a graphing calculator projected in a screen. Students try solving problem with teacher at their seats. Student does homework, creates a challenge that he/she can’t solve. Student shares challenge with teacher. Teacher shares challenge with class…

Math teacher solves an equation using a graphing calculator projected in a screen.

Students try solving problem with teacher at their seats.

Student does homework, creates a challenge that he/she can’t solve. Student shares challenge with teacher.

Teacher shares challenge with class…

Premise 3 - Another Example In a lab after school, history teacher notices that students are proficient in newsgroups and using them to keep up with the new WB fall lineup. Teacher demonstrates to class newsgroup discussions on the Civil War and generates an assignment having students agree or disagree with an opinion expressed on the newsgroup.

In a lab after school, history teacher notices that students are proficient in newsgroups and using them to keep up with the new WB fall lineup.

Teacher demonstrates to class newsgroup discussions on the Civil War and generates an assignment having students agree or disagree with an opinion expressed on the newsgroup.

Pach’s Premises of Successful Technology Integration Premise 4: Students in a school-based setting should have the opportunity to work together with other students in using the technology. Implication : Five computers in a classroom are not necessarily a technology shortage.

Premise 4: Students in a school-based setting should have the opportunity to work together with other students in using the technology.

Implication : Five computers in a classroom are not necessarily a technology shortage.

Premise 4 - continued Not only does this learning environment create an opportunity for dialogue, but it ensures equity if all members of the group have an opportunity to interact with the technology. There is no point in having students come to a classroom building to do independent, self-paced work when this can now be done from home at their own time.

Not only does this learning environment create an opportunity for dialogue, but it ensures equity if all members of the group have an opportunity to interact with the technology.

There is no point in having students come to a classroom building to do independent, self-paced work when this can now be done from home at their own time.

Questions? Comments? Conclusions?