Type i typeii_uses_of_ed_tech
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  • Maddox & Johnson, 2006Type II Uses of Technology in Education. Maddux & Johnson Editors.p.1 “Type I applications make it faster, easier, or otherwise more convenient to continual teaching in traditional ways. Type II applications make new and better ways of teaching available, ways not possible without the use of information/technology.” p.3 “We … emphasize there was nothing wrong with Type I applications…we advocate the use of excellentType I … bringing technology into schools requires so much money, time, … the cost can only be justified if we also”Training and professional development are terms that are often used interchangeably. Training will teach the teachers how to use technology for themselves, what Maddux and Johnson (2006) referred to as Type I use of technology. Type I applications make it faster or more convenient to continue teaching in traditional ways (Maddux and Johnson, 2006). Money spent on Type I uses of technology makes teaching easier on a teacher, but does not necessarily result in a different classroom experience for the students. Maddux and Johnson (2006) contrast Type I use of technology to Type II applications of technology; Type II technology use results in new ways of student learning that could not happen without that technology present. Type I technologies are worthy of training. Training is a one-time functional tour of how something works (Adam Garry, Instructional Summit, February 16, 2010). Type II technologies, technologies that potential impact student thinking and creation, deserve professional development. Through a methodical professional study, instructors can assure that all the teacher learning that needs to occur has a chance to take root and grow.When schools or school districts offer in-service training on technology it is neither in depth enough nor is it revisited within a reasonable amount of time to become permanent learning (Gura and Percy, 2005). Time is required for teachers to internalize the “new logistics of learning with technology” (Gura and Percy, 2005, p 142). If this time is not allotted in pre-service teacher training, the burden to schools or school districts is potentially a substantial amount of training.Training may not be enough for teachers to take a new technology and merge their content to deliver to students. Professional development, a commitment of as-needed training over time, will not only change teacher behavior in the classroom but student behavior (learning) in the classroom (Adam Garry, personal communication 11/11/09). The positive change in teacher practice can be independent of an increased student achievement; however student achievement is in fact dependent on a high level of teacher practice.
  • Teacher is using the IWB to do the same thing she may have done on an overhead projector, chart paper, etc.Type I as she is able to store, replicate the work.Discuss grade level/development possible implicationsHow could we use this as a Type II? Would it justify the cost?CREDITS:Teacher at IWB - http://tinyurl.com/4qang98Student at IWB - http://tinyurl.com/4h5wej5iPhone - http://tinyurl.com/6clj9hcIcons - http://www.iconspedia.com/icon
  • Student is doing the same thing he may have done with the paper calendar. The teacher can record, store, replicate this easier = Type I technology.CREDITS:Teacher at IWB - http://tinyurl.com/4qang98Student at IWB - http://tinyurl.com/4h5wej5iPhone - http://tinyurl.com/6clj9hcIcons - http://www.iconspedia.com/icon
  • Type I: read online/downloaded content, email/call parents, TypeII: create movies, audio interviews, pics to web, CREDITS:Teacher at IWB - http://tinyurl.com/4qang98Student at IWB - http://tinyurl.com/4h5wej5iPhone - http://tinyurl.com/6clj9hcIcons - http://www.iconspedia.com/icon
  • Blogging – Blogger, WordpressRSS RSS Aggregate: Google Reader, NetvibesSocial Bookmarking: Diigo, DeliciousPhotosharing: Flicker, PicasaSocial Networking: MySpace, Facebook, Bebo, TwitterVideo over IP: SkypeTypeII: always available to students, collaborative, TypeI: if not published, always private/teacher controlledCREDITS:Teacher at IWB - http://tinyurl.com/4qang98Student at IWB - http://tinyurl.com/4h5wej5iPhone - http://tinyurl.com/6clj9hcIcons - http://www.iconspedia.com/icon
  • Teacher at IWB - http://tinyurl.com/4qang98Student at IWB - http://tinyurl.com/4h5wej5iPhone - http://tinyurl.com/6clj9hcIcons - http://www.iconspedia.com/icon
  • http://www.usi.edu/distance/bdt.htmhttp://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29 – Mary Forehand, UGAWhen you have a really good hammer, everything looks like a nail….Task before tool.Notice that these tools could be at any level … they are fluid and the capability to move a tool up to the highest possible level of Blooms is what can transform your practice/their learning into the Type II category.Compared to the old Blooms Taxonomy that was passive these are action words.Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. (Anderson & Krathwohl, 2001, pp. 67-68)

Type i typeii_uses_of_ed_tech Type i typeii_uses_of_ed_tech Presentation Transcript

  • Using Technology
    How is it Being Used?
  • Two Types of Technology Instruction
    Type I
    Teacher efficiency
    makes my job easier for me to do
    Type II
    Transforms the manner in which we teach
    Changes the way learners learn
  • Revised Blooms Taxonomy