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Learners First Technology Second

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We have become as Seymour Papert says “technocentric” Instruction focused more on the technologies being used than on the students who are trying to use them to learn. The design of the learning …

We have become as Seymour Papert says “technocentric” Instruction focused more on the technologies being used than on the students who are trying to use them to learn. The design of the learning experience is more focused on the technologies than what is appropriate for students to learn. How do we integrate technology based on content, pedagogy, and planning?

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  • How do we make sure the learner comes first instead of the technology? How many are in schools that have had new technology purchased in the past two years? How were those descisions made? Who made them?
  • We have become as Seymour Papert says “technocentric” Instruction focused more on the technologies being used than on the students who are trying to use them to learn. The design of the learning experience is more focused on the technologies than what is appropriate for students to learn.
  • Unfortunately, this approach does not ensure that educational technologies will be well integrated into instruction aligned with specific content based learning goals. What is needed instead is an approach to tech integration that focuses on students learning needs rather than than specific features of the tools and resources. Is easily adaptable to multiple teaching styles and levels of tech proficiency Can be learned and applied relatively quickly Is predicated upon teacher ownership of the planning and implementation process for long term use.
  • How? Let’s begin by looking at the instructional planning process. Not a specific program or model but a generic process. Usually begin with curriculum standards. And we choose learning goals. Then we make pedagogical decisions such as teacher centered or student centered, level of Bloom’s taxonomy in standard, student’s prior knowledge and skills, amount of time needed for in depth learning, class organization that will work best with the learning that will take place such as whole group, small group, hands on, etc. And finally, what resources are needed.
  • Once these decisions are made, we begin to determine specific activities that will make up the learning experience depending on the content area. Each content area’s learning activity is different because the nature of inquiry and instruction differ among disciplines. Teachers consider activity types to make this process easier. For example, in science activities would include collecting data, doing procedures, and making connections between findings and science concepts. In literacy they may be vocabulary use, making predictions, and paired reading. Next comes assessment strategies. What formative assessment strategies will be used such as checking for understanding. And summative assessment strategies must be determined.
  • Last, we choose the resources and tools. This is the time to choose technology to ensure it is well integrated into instruction and keyed to specific content based learning goals. But since we know this is usually not the case, how can we help teachers make the shift?
  • Drs. Judi Harris and Mark Hofer at College of William and Mary have focused years of research on this issue. They developed a conceptual tool that helps teachers match technology integration strategies to how teaches plan. This tool is is a comprehensive set of learning activity types for each curriculum area with specific educational technologies that can best support the types of learning for each activity. They are available on a wiki free of charge! I will share the site address with you at the end of the session. Let’s look at the science activity types. There are 3 tables-conceptual knowledge building, procedural knowledge building, and knowledge expression. When, you look at SC science standards you see that there are process standards and concept standards. So this tool can be used in conjunction with the standards, the support document, and the s3 curriculum. For example, when we look at 3-5.3... Let’s take a quick look at the literacy activity types. Does the teacher have to use all these technologies? Will she even have access to all these technologies? When the tech integration is grounded in what makes good and effective instruction, then she becomes an advocate for tech integration and focus on students learning needs and preferences. Here’s the website
  • Transcript

    • 1. Learners First Technologies Last
    • 2.
      • Understand technology integration based on content, pedagogy, and planning.
      • Advocate for engaged learners.
    • 3. http://learningfirsttechlast.wikispaces.com Activating Activity
    • 4. How do we make sure learner comes first, not technology?
    • 5. Technocentric
    • 6.  
    • 7. How to Peel a Banana Like a Monkey
    • 8. Planning Pedagogical Decisions
    • 9. Activities
    • 10. Resources Tools
    • 11. Dr. Mark Hofer Dr. Judi Harris Activity Types on wiki
    • 12. Think about lessons you have designed. What activity types did you use? Based on earlier dialogue, what will you change? Wiki- A More Engaging Lesson page 32 What needs to happen to move more in that direction? How do you become an advocate for making the shift?
    • 13. Continue to be a learner. Read. Comment. Collaborate. Dialogue. Present. Request. Recommendations.... Present tech funding requests based on content, pedagogy, and planning.
    • 14. Questions? Comments? Feedback Form on wiki.
    • 15. Shirley Smith, Ph.D. 803.609.0840 [email_address] www.boldleaps.net It’s not about the technology .