Technology in Education & The Internet


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Technology in Education & The Internet

  1. 1. Class Two Technology in Education & The Internet
  2. 2. Agenda <ul><li>Part I – Theory and Practical Matters </li></ul><ul><ul><li>Taxes </li></ul></ul><ul><ul><li>Views of Technology in Education </li></ul></ul><ul><ul><li>Parts of Computing </li></ul></ul><ul><ul><li>Technology Standards </li></ul></ul><ul><ul><li>Moodle </li></ul></ul><ul><ul><li>Google </li></ul></ul><ul><li>Part II – The Internet and Information </li></ul><ul><ul><li>Online Bookmarks </li></ul></ul><ul><ul><li>Information Literacy </li></ul></ul><ul><ul><li>Boolean Logic </li></ul></ul><ul><ul><li>Search Engines </li></ul></ul><ul><ul><li>Big 6 </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><li>Activities </li></ul></ul>
  3. 3. Five Views of IT/ET <ul><li>Technology as Media (AV) </li></ul><ul><li>Technology as Vocational Tools </li></ul><ul><li>Technology as Instructional Systems </li></ul><ul><li>Technology as Computer-based Systems </li></ul><ul><li>??? </li></ul>
  4. 4. What is IT/ET? Media Systems Computers Vocational Tools
  5. 5. Parts of Computing (Hardware) <ul><li>Input </li></ul><ul><li>Output </li></ul><ul><li>Processing </li></ul><ul><li>Storage </li></ul><ul><ul><li>Internal memory </li></ul></ul><ul><ul><li>External Memory </li></ul></ul><ul><li>Communications </li></ul>
  6. 6. Parts of Computing (Software) <ul><li>Operating System </li></ul><ul><ul><li>System extensions </li></ul></ul><ul><li>Application Software </li></ul>
  7. 7. Three Ways of Using a Computer in the Classroom <ul><li>Tool </li></ul><ul><li>Tutor </li></ul><ul><li>Tutee </li></ul>
  8. 8. Obstacles to Integration <ul><li>Limited availability of equipment </li></ul><ul><li>Lack of faculty training </li></ul><ul><li>No clear expectation that faculty will incorporate technology in academic activities </li></ul><ul><li>Lack of funds </li></ul><ul><li>Lack of time to develop facility in using equipment & software </li></ul>
  9. 9. Obstacles to Integration <ul><li>Doubt about the pedagogical validity of using newer technologies </li></ul><ul><li>Lack of technical support </li></ul><ul><li>Lack of appropriate materials, (i.e. integrated media materials suitable for teacher education instruction) </li></ul><ul><li>Absence of clear programmatic goals for the teacher ed programs as a whole. </li></ul>
  10. 10. NCATE Standards for Teachers (Old Version) <ul><li>Demonstrate knowledge of equity, ethical, legal, and human issues of computing in technology use as they relate to society, in all appropriate behavior. </li></ul><ul><li>Identify resources to keep current in applications of computing and related technologies in education. </li></ul><ul><li>Use technology to access information to evaluate personal and professional productivity. </li></ul><ul><li>Apply computers and related technologies to facilitate emerging roles of learners and educators. </li></ul>
  11. 11. NCATE Standards for Teachers <ul><li>Demonstrate skills in using productivity tools for professional and personal use, including word processing, database management, spreadsheet software, and print/graphic utilities. </li></ul><ul><li>Demonstrate knowledge of uses of multimedia, hypermedia, and telecommunications tools to support instruction. </li></ul><ul><li>Evaluate, select, and integrate computer/technology-based instruction in the curriculum in a subject area and/or grade level. </li></ul><ul><li>Develop student learning activities that integrate computers and technology for a variety of student grouping strategies and for diverse student populations. </li></ul>
  12. 12. NCATE Standards for Teachers <ul><li>Demonstrate knowledge of uses of computers for problem solving, data collection, information management, communications, presentations, and decision making. </li></ul><ul><li>Apply current instructional principals and research and appropriate assessment practices to the use of computers and related technologies. </li></ul><ul><li>Explore, evaluate, and use technology-based applications, communications, presentations, and decision making. </li></ul><ul><li>Evaluate and use computers and other technologies to support instruction. </li></ul><ul><li>Operate a computer system to use software successfully. </li></ul>
  13. 13. Learning Management System (LMS) <ul><li> </li></ul><ul><ul><li>IREX Learning Technologies </li></ul></ul>
  14. 15. Don’t Be Evil
  15. 16. Online Bookmarks <ul><li> </li></ul>
  16. 17. Information Literacy <ul><li> </li></ul>The ability to access, evaluate, organize, and use information from a variety of sources.
  17. 18. Boolean Logic <ul><li>AND OR NOT </li></ul>
  18. 19. Dogs Cats Birds 1 2 3 4 5 6 7
  19. 20. Search Engines <ul><li>Will your topic be adequately addressed on the Internet or in some other resources such as Galileo (library) databases? </li></ul><ul><li>How current does your information need to be? </li></ul><ul><li>What type of Internet resources will you need? </li></ul><ul><li>How will you narrow your search? </li></ul><ul><li> </li></ul>
  20. 21. The Big Six <ul><li>Task Definition: Don't start with the Web; start with the problem. Discuss what the students are trying to accomplish and what the result might look like. </li></ul><ul><li>Information-Seeking Strategies: Consider options and alternatives -- even within the Web. Big6 involves determining possibilities, and choosing the best sources given the situation. This means applying criteria, such as closeness to the problem, accuracy, currency, and authority of each Web site. Students should be able to explain why they chose to use a particular Web site based on one or more of these criteria. </li></ul><ul><li>Location and Access: Search tools are a key! Discuss how the various search systems differ. Students should be able to explain why they prefer one to another. </li></ul><ul><li>Use of Information: This stage involves selecting good information, again based on applying criteria. Discuss criteria and how to make choices based on criteria. </li></ul><ul><li>Synthesis: Ease of use is the primary concern in synthesis. How easy is it to find information on a Web site? Is it logical, easy to understand, simple to navigate, etc? </li></ul><ul><li>Evaluation: One aspect to focus on is efficiency -- saving time and effort while maintaining quality. This relates directly to the original concern of not being overwhelmed by information. What are some strategies for using the Web for a purpose, but doing so without wasting considerable time? </li></ul>
  21. 22. Evaluation <ul><li>Authority : Is the author an authority on the topic? Is this site from an organization or entity that you can trust? </li></ul><ul><li>Bias : Does the information on the page try to persuade rather than inform? Can you tell who is sponsoring the page? </li></ul><ul><li>Content : Is the information as good as or better than content that you can find somewhere else? Are their citations to other sources that you can use or compare? </li></ul><ul><li>Date : Is the information up-to-date? Is the website updated regularly? </li></ul><ul><li>Efficiency : Does the website load quickly or is the website too busy? </li></ul><ul><li>Functionality : Do you need additional plug-in's or help applications such as Window's Media Player or Quicktime to view movies ? Is the website accessible to handicapped individuals? </li></ul>
  22. 23. Try This <ul><li>A WebQuest is a problem-based activity created for the web but it may also use other non-web resources. </li></ul><ul><li>a) Visit the WebQuest Examples page. b) Select a WebQuest that interests you. c) Analyze it according to the Big6. Post your response on the bulletin board under the &quot;Information Literacy: Big 6&quot; thread -- include the </li></ul><ul><ul><li>name, </li></ul></ul><ul><ul><li>age level of intended audience, </li></ul></ul><ul><ul><li>URL of the WebQuest, </li></ul></ul><ul><ul><li>brief description of evidence (or lack thereof) in the design for each of the six Big6 steps, </li></ul></ul><ul><ul><li>a comment on your overall impression of the Quest -- i. e. Do you think it would be effective for its intended audience and purpose? </li></ul></ul>