Edu 430 Day 1 2009
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Edu 430 Day 1 2009

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Edu 430 Day 1 2009 Edu 430 Day 1 2009 Presentation Transcript

  • Florida Southern College Fall 1B October 20 – December 3, 2009 Kathy Herold
    • What do teachers need to know?
    • Why do they need to know it?
  • T eaching is not a science; it is an art. If teaching were a science there would be a best way of teaching and everyone would have to teach like that. Since teaching is not a science, there is great latitude and much possibility for personal difference. -George Polya cited in O’Connell and Robertson, 2002 View slide
    • Relevant standards
      • State http://www.fldoe.org/bii/curriculum/sss/
      • National
        • English/Language Arts, for example:
        • http://www.ncte.org/standards
      • NETS
        • Student: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
        • Teacher: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
    • And, how they relate to 21 st Century Skills
    • A couple of learning theories
    • Definition of “educational technology” and related terms
    • The use of technology tools
    • How and why to adapt lesson plans
    View slide
    • Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:
      • English, reading or language arts
      • World languages
      • Arts
      • Mathematics
      • Economics
      • Science
      • Geography
      • History
      • Government and Civics
    • In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:
      • Global awareness
      • Financial, economic, business and entrepreneurial literacy
      • Civic literacy
      • Health literacy
    • Content Learning
    • Learning and Innovation Skills
      • Critical Thinking and Problem Solving
      • Communication and Collaboration
      • Creativity and Innovation
    • Information Literacy
      • Information Literacy
      • Media Literacy
      • ICT Literacy
    • Life and Career Skills
    • Many ways to understand what it is and how it happens.
    • Let’s watch a short video on learning theories
    • http://ia300238.us.archive.org/0/items/DannyMaasTILTEpisode11TechnologyforLearningWindowsMediaVersion/TILT0011Technology_For_Thinking.wmv
    • There are numerous theories of how we learn
    • http://tip.psychology.org/theories.html
        • Two theories of particular interest are
        • constructivism – J Bruner
        • experiential learning – C Rogers
    • Good teachers follow all kinds of philosophies.
    • Good teachers keep students engaged and challenged and work with both language and content to develop skills, abilities, knowledge and experience.
    • There are any number of ways that technology can help, from providing resources for content to support of independent thinking.
    • Has many definitions:
      • Mechanisms for distributing messages: postal systems, radio and tv, telephone, satellite, computer networks.
      • Electronic media used as tools to create, learn, explain, document, analyze.
      • The application of knowledge to meet the goals, goods and services desired by people.
      • The set of tools, both hardware and software that helps us act and think better (from pencil and paper to electronic gadgets), that helps us share information and knowledge quickly and efficiently.
      • The application of scientific or other organized knowledge – including any tool, technique, product, process, method, organization or system – to practical tasks.
    So, what exactly is technology ?
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  • M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.2 Computer Systems Vocational Training Instructional Systems and Design Media and Audio-Visual Educational Technology
    • AECT defines educational technology as media for communicating concepts
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.3
    • ISPE defines educational technology as systems to improve productivity and competence.
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.4
    • ITEA defines educational technology as a “preparation for the world of work”
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.5
    • ISTE defines educational technology as “computers and related electronic resources”
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.6
    • Technology is not a panacea.
    • Literacy offers limited rationale.
    • Teachers are not developers.
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.7
    • Possible doesn't equal desirable, feasible, or inevitable.
    • Change is too fast to keep up with.
    • Older technologies can be useful .
    • Teachers always will be important .
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.8
    • Motivates
    • Provides Unique Instructional Capabilities
    • Supports New Instructional Approaches
    • Increases Teacher Productivity
    • Required Skills for an Information Age
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.9
    • Influence student academic performance
    • Develop higher order thinking and problem solving
    • Improve student motivation, attitude, and interest in learning
    • Help to prepare students for the workforce
    • Address the needs of low performing, at-risk, and learning disabled students
    • Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.10
    • Student use of technology also brings about a change in the way learning occurs …
      • Outside the classroom is learning is “natural” – students are encouraged to explore, inquire, experiment, and come to their own conclusions, without assistance from adults.
      • In the classroom, often students are taught to listen, memorize and not to question.
    • Technology allows the classroom to more easily replicate those “natural” learning activities.
    • Must keep in mind, however, just because something can be done with technology, doesn’t always mean it should be.
  • Each type of technology can help fulfill learning goals in different ways: Goal Technology Communication and writing Word processing and email, electronic discussion Organization and analysis Database, spreadsheets, graphic organizers Importance of visual communication Drawing, presentation, media Memorization Drill and practice, instructional video Exploration Electronic encyclopedia, simulations, hypermedia-based presentation
    • Directly supports the curriculum objectives
    • Provides opportunities for student collaboration
    • Adjusts for student ability and prior experiences, and provides feedback
    • Is integrated into the instructional day
    • Provides opportunities for students to design and implement projects
    • Is used in environments where teachers, the school community, and the district support the use of technology
    • Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.11
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  • M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.12
    • Most important in the discussion of assessment is that both the product of student learning and the process of student learning are the foci of assessment.
    • Many different ways to assess:
      • Scoring guides
      • Rubrics
      • Multiple Choice
      • Checklist and peer team reports
      • Performance assessments
      • Problem-solving notebooks
      • Electronic portfolios
    • Assessing Projects Website
    • http://www97.intel.com/en/assessingprojects
    • The three sections
    • Assessment Plans,
    • Assessment Strategies, and
    • Workspace
    • focus on 21 st Century Skills, provide resources, examples and practice that can be used for a variety of assessment purposes.
  • Issues in Education and Technology Cultural/ Equity Educational Societal M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.13 Legal/ Ethical
  • Societal Issues
    • Economic conditions
    • Anti-technology positions
    • Impact of No Child Left Behind Act
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.14
  • Educational Issues
    • Standards movement
    • Reliance on Internet and Distance Education
    • Debate over directed vs. inquiry based/constructivist instructional methods
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.15
  • Cultural & Ethnic Issues
    • Digital Divide
    • Racial and gender equity
    • Special Needs
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.16
  • Legal and Ethical Issues
    • Viruses/Hacking
    • Plagiarism
    • Privacy/Safety
    • Copyright
    • Illegal download/Software piracy
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.17
  • Emergent Trends
    • Wireless connectivity
    • Merging of technologies
    • Portable devices
    • High-speed communication
    • Visual immersion systems
    • Intelligent applications
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.18
  • Implications of New Technologies
    • Flexible learning environments
    • Adaptable assessment options
    • Reliance on distance learning
    • Support for people with disabilities
    M. D. Roblyer Integrating Educational Technology into Teaching , 4/E Copyright © 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. 1.19
  • Let’s Take a 10-minute break!
    • Demonstrating originality and inventiveness in work
    • Developing, implementing and communicating new ideas to others
    • Being open and responsive to new and diverse perspectives
    • Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs
    • Exercising sound reasoning in understanding
    • Making complex choices and decisions
    • Understanding the interconnections among systems
    • Identifying and asking significant questions that clarify various points of view and lead to better solutions
    • Framing, analyzing and synthesizing information in order to solve problems and answer questions
    • Articulating thoughts and ideas clearly and effectively through speaking and writing
    • Demonstrating ability to work effectively with diverse teams
    • Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
    • Assuming shared responsibility for collaborative work
    • Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.
    • Flexibility & Adaptability
      • Adapting to varied roles and responsibilities
      • Working effectively in a climate of ambiguity and changing priorities
    • Initiative & Self-Direction
      • Monitoring one’s own understanding and learning needs
      • Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise
      • Demonstrating initiative to advance skill levels towards a professional level
      • Defining, prioritizing and completing tasks without direct oversight
      • Utilizing time efficiently and managing workload
      • Demonstrating commitment to learning as a lifelong process
    • Social & Cross-Cultural Skills
      • Working appropriately and productively with others
      • Leveraging the collective intelligence of groups when appropriate
      • Bridging cultural differences and using differing perspectives to increase innovation and the quality of work
    • Productivity & Accountability
      • Setting and meeting high standards and goals for delivering quality work on time
      • Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)
    • Leadership & Responsibility
      • Using interpersonal and problem-solving skills to influence and guide others toward a goal
      • Leveraging strengths of others to accomplish a common goal
      • Demonstrating integrity and ethical behavior
      • Acting responsibly with the interests of the larger community in mind
    • Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand
    • Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
    • Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.
    • Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.
    • Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
    • Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy
    • Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information