Pach's 4 Premises of Technology Integration


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University of Akron

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Pach's 4 Premises of Technology Integration

  1. 1. Pach’s Premises of Successful Technology Integration The University of Akron 5500:475
  2. 2. Pach’s Premises of Successful Technology Integration <ul><li>Premise 1: Students should experience technology in the classroom within the context of the subject matter </li></ul><ul><ul><li>Implication : All teachers are computer teachers just as all teachers are reading teachers </li></ul></ul>
  3. 3. Premise 1 <ul><li>Reading is not only being taught as a separate skill, it is being integrated into the curriculum. </li></ul><ul><li>Reading is something people do while being historians, scientists, mathematicians, artists, etc. </li></ul><ul><ul><li>So is technology use. </li></ul></ul><ul><li>We want our students to consider using the best tool for the job. </li></ul>
  4. 4. Premise 1 <ul><li>We need to model these strategies to our students. </li></ul><ul><li>The State of Ohio agrees that any teacher can teach content and these skills: </li></ul><ul><ul><li>Reading is an appendage (endorsement) license one adds to an existing license in an area. Technology has become one, as well. </li></ul></ul>
  5. 5. Pach’s Premises of Successful Technology Integration <ul><li>Premise 2: Teachers do not need to abandon their favorite methods of instruction to integrate technology within their teaching. </li></ul><ul><ul><li>Implication : Technology can enhance lectures, cooperative learning experiences, and individual student investigations. </li></ul></ul>
  6. 6. Premise 2 - Brainstorm: <ul><li>If you like to use direct instruction, technology can be a teaching tool. </li></ul><ul><li>If you like to use constructivist, inquiry-based methods, technology can also be a teaching tool. </li></ul>
  7. 7. Premise 2 <ul><li>Your curriculum should drive the technology, not the other way around. </li></ul><ul><li>“ The Computer Integration Diet” </li></ul><ul><li>Bad Diet : Follow this plan, buy this book, take these pills, (doesn’t take your lifestyle into consideration) </li></ul><ul><li>Bad Computer Integration : Put these computers here, printer there (doesn’t take your teaching style and class activities into consideration) </li></ul>
  8. 8. Premise 2 <ul><li>Don’t let the technology support steer you into using technology for a classroom experience if it opposes your classroom philosophy. </li></ul><ul><li>If the teacher and the technician work together well, the technology should be transparent! </li></ul>
  9. 9. Pach’s Premises of Successful Technology Integration <ul><li>Premise 3: Students need to observe the teacher modeling appropriate content area technology application AND need experience in practicing these techniques themselves. </li></ul><ul><ul><li>Implication : There should be a “volleying” effect between teacher and student technology experimentation with the teacher always steering the students to content applications. </li></ul></ul>
  10. 10. Premise 3 - Example <ul><li>Math teacher solves an equation using a graphing calculator projected in a screen. </li></ul><ul><li>Students try solving problem with teacher at their seats. </li></ul><ul><li>Student does homework, creates a challenge that he/she can’t solve. Student shares challenge with teacher. </li></ul><ul><li>Teacher shares challenge with class… </li></ul>
  11. 11. Premise 3 - Another Example <ul><li>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. </li></ul><ul><li>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. </li></ul>
  12. 12. Pach’s Premises of Successful Technology Integration <ul><li>Premise 4: Students in a school-based setting should have the opportunity to work together with other students in using the technology. </li></ul><ul><ul><li>Implication : Five computers in a classroom are not necessarily a technology shortage. </li></ul></ul>
  13. 13. Premise 4 - continued <ul><li>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. </li></ul><ul><li>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. </li></ul>
  14. 14. Questions? Comments? Conclusions?