It is a pleasure to have the opportunity to share with you the process of change that I have experience since I have started using technology in the classroom. I have been a technology user for several years and although I have access to sophisticated resources I am still searching for answers to my inquiries about technologly integration. Self-critical practice (Maughn Gregory) Answers to How technology makes sense? Why Digital democracy? We need to find common goals and understandings. Because through Dialogue and Collaboration we could bridge the gapin differences in knowledge and experiences It is my hope that this presentation will stimulate some thoughts among our community of learners and educators.
How do we all start using technology? Some educators began using technology for: personal interest in the classroom in search of new pedagogical alternatives and others have used it to address the pressure of being technological literate and fluent in using emerging technologies. And this already has created a big gap in needs, experiences and expectations
I just want to give you a short description of my evolution as a faculty user: 1997 – first web page 1998 – online textbook 2002 – ipaq project - turning point 2003 – epromotion portfolio
Customizing the material to fit the screen Imaging the iPaqs
Turning point, And I would like to explain why?
The iPAQ project was the turning point. I realize that technology alone would not improve instruction or learning. While using technology, At this point I started to assess and review my role and responsibility as an educator, the role and responsibility of the school administrators and of the support system. how to infuse technology, and how technology could aid educators in moving from a traditional classroom to a participatory one.
Using the power of the Internet to distribute courseware is one of the examples of how technological advances have been applied in academic settings. Combining multimedia technologies with the Web has created new possibilities for the development of instructional materials as well as for the delivery of instruction. However, this use of technology continues to represent traditional conceptions regarding the use of computers in the classroom -delivering prepackaged information the same way teachers do.
Though educators incorporate technology in the classroom, these technologies are often used as productivity tools to deliver information rather than cognitive means to support learning. The employement of technical resources is not necessarily a satisfactory condition for innovative teaching practice &quot;Technology alone does not ensure a quality education. Technology should support curriculum, not drive the curriculum.” We don’t need very sophisticated technologies to meet the goals of education or to help the process of learning We need to understand the cognitive uses of the sofware that results in learning and how it relates to the curriculum In summary, these educational technologies facilitates alternative pedagogical models of guided, reflective inquiry through extended projects that generate complex products .
The main focus when using technology is engaging learners in knowledge construction and in critical thinking activities. This is a Challenge for Technology Integration How do we shift to new uses of technolgoy? We need to analyze how we relate to technology?
This scenario creates a fragmented environment and disenfranchised groups. There is not association among theorists/pedagogues (faculty with extensive knowledge of pedagogical models), the content experts, (faculty who implements technology in the classroom), and the IT department (staff who provides the technical support). IT has technological knowledge that professors do not possess, which places IT in a position of control. The pedagogues who question the connection of computer technology with the views of critical thinking and the constructivist approach of teaching and learning. Knowledge we don’t share, experiences, views, perceptions, different spectations Knowledge is the element to having a powerful voice and control over making recommendations and decisions in new technological initiatives in the educational realm. Not all faculty have pedagogical knowledge and Not everybody responds enthusiastically to the digital era. Challenge is good to generate discussion, but without dialogue and action, challenge has not meaning.
Through dialogue and collaboration, the campus community can face the difficulties of adopting new pedagogical models for integrating technology in the curriculum. For this reason, it is necessary that the various units in the academic community bear the responsibility and the commitment to creating these opportunities of collaboration. How can we move from using traditional uses of technology to innovative practice NOT INTENTIONAL
Challenge: The challenge frames the discussion based on issues, concerns, inquiries, and problems Dialogue Sharing experiences, explore, and discuss issues about technology in the classroom Analyzing the issues, Searching and identifying solutions Collaboratin, understanding of each others need Most importantly it sustained dialogue facilitates an understanding of each other’s role in the process of education. Actions Putting the thoughts into action, Peer interaction, Ongoing Educational Development Empowerment: Briding the Gap For this reason We need spaces and structures for studying, deliberating, dialogue and create an environment of sharing and mutual discovery. Every constituent is challenged and empowered by this process. Is challenge by the same questions and issues. For this reason, creating a circular model, a model that represents sustained dialogue, communication, and feedback between teachers and administrators, has the qualities of creating a democratic environment. In this model teachers and school leaders have a more powerful voice in the decisions that affect schooling, along with dramatically different understandings of both the content they teach and the social needs of the students. Equal distribution of knowledge, power and support create an environment of sharing and mutual discovery
Knowledge cannot be transferred ; it involves having the experience of trying and seeing how this occurrence is connected with other things and events (Dewey, 1916). For example, attending a show and tell presentation is not sufficient for the faculty to acquire the knowledge necessary to infuse technology in the classroom. The presentation per se is not enough; the act of doing should be present for the faculty to understand good use of technology to support problem solving and enhance collaborative learning in the classroom. Educators need to examine their own experiences and reflect on it rather than receiving new knowledge. We need the combination of doing and learning and the value of a team work have the potential to bring changes within the individuals and the educational system.
Meeting these challenges to deal with the changes of education requires restructuring the learning context. Educational development is essential in accomplishing these goals and in promoting collaborative learning where teachers, pedagogues, and technologists could acquire high-quality information and knowledge. We should be active Learners
A combination of doing and receiving we help us find suitable applications for the classroom
With this premise in mind, And I have to say today that i have experience change myself.
Digital Democracy in Higher Education: Bridging the Gap Susana Juniu, Ed. D. Montclair State University SITE International Conference March 1-6, 2004 Atlanta, Georgia, USA
“ Technology is not a passing trend” (Means) It has changed the way we live, socialize, and educate
Uses of Technology authentic, student centered, collaborative and result in the assimilation of information. lectures, computer based instruction, and instruction about computers. New uses Traditional
Technology in the Classroom <ul><li>Productivity Tools </li></ul><ul><ul><ul><ul><ul><li>vs </li></ul></ul></ul></ul></ul>Cognitive Tools vs
Productivity Tools Cognitive Tools Learning by Constructing and Visualizing <ul><li>The user designs and constructs a product to share with peers </li></ul><ul><li>Presentation of facts </li></ul>POWERPOINT iMOVIE <ul><li>Brainstorming </li></ul><ul><li>Concept Maps </li></ul><ul><li>Outlines </li></ul><ul><li>Flow Charts </li></ul>INSPIRATION Learning by Reflecting Results in <ul><li>Conducts queries to answer problem of investigation </li></ul><ul><li>Sort and Regroup data and perform calculations </li></ul><ul><li>Compare and contrast categories of data </li></ul><ul><li>Look for relationships between categories </li></ul><ul><li>Make projections from given data </li></ul><ul><li>Make hypotheses based on the data </li></ul><ul><li>Spreadsheet </li></ul><ul><li>Statistical Computation </li></ul><ul><li>Data Storage </li></ul>EXCEL SPSS ACCESS Cognitive “ Mindtools” (critical thinking devices) Productivity Tools Tools
Learning from Computers vs Learning with Computers The use of technology should shift, from the traditional role of "technology-as-teacher to technology-as-partner" (Jonassen, 2000).
Reasoned Center Ambiguous Pedagogues Information Technology Concerns on new technology to use, how powerful and fast are these tools Skeptical Suspicious True Believers Promote Concerns on what technology makes sense in schools and move from traditional to participatory Concerns on seeing evidence that technology is helping students learn Faculty User Source : Mitchman, 1990; Milliron & Miles, 2000 Challenge Challenge
Pedagogues Information Technology Concern about new technology, how powerful and fast are these tools Skeptical Suspicious True Believers Promote Concern about what technology makes sense in schools and move from a traditional to a participatory classroom Concern about seeing evidence that technology is helping students learn Faculty User Source : Mitchman, 1990; Milliron & Miles, 2000 Challenge Challenge School Administration Policy Makers Challenge Reasoned Center Ambiguous
Separation of thoughts from action This is not intentional
Resulting in a waste of efforts Separation of knowledge
These structures work in isolation and not jointly to support each other's efforts Fragmentation of Knowledge
Democratic Community of Learning Faculty Users Pedagogues Information Technology School Administrators
Democratic Community of Learning <ul><li>Challenge: </li></ul><ul><ul><li>The challenge frames the discussion based on issues, concerns, inquiries, and problems </li></ul></ul><ul><li>Dialogue </li></ul><ul><ul><li>Sharing experiences, explore, and discuss issues about technology in the classroom </li></ul></ul><ul><ul><li>Analyzing issues </li></ul></ul><ul><ul><li>Searching and identifying solutions </li></ul></ul><ul><li>Actions </li></ul><ul><ul><li>Putting the thoughts into action </li></ul></ul><ul><ul><ul><li>Ongoing Educational Development </li></ul></ul></ul><ul><ul><ul><ul><li>based on Project-based learning models </li></ul></ul></ul></ul><ul><li>Empowerment: Briding the Gap </li></ul>
Ongoing Educational Development <ul><li>“ Knowledge can not be transferred” </li></ul><ul><li>Dewey, 1916 </li></ul><ul><li>Create a learning environment that: </li></ul><ul><ul><li>Promotes learning by doing </li></ul></ul><ul><ul><li>Facilitates problem-solving activities </li></ul></ul><ul><ul><li>The faculty, pedagogues, and IT will work in teams to explore real-world problems and to identify solutions to their inquiries </li></ul></ul>
Developing partnership of learning to determine pedagogical ( pedagogues ) uses of emerging technologies ( technical support ) in the classroom ( faculty user )
<ul><li>The purpose is to </li></ul><ul><li>link theory with experience </li></ul><ul><li>to generate intellectual content and suitable applications for the classroom </li></ul>
Bridging the Gap Theory Experience Knowledge Commitment Language
Team Work The combination of doing and learning and the value of a team work have the potential to bring changes within the individual and the educational system. Most importantly it facilitates an understanding of each other’s role in the process of education.
To teach is to move from being a spectator to being an active participant in the democratic process of making decisions, arguing, and discussing ideas (Freire)
[Educators are models to students, and to be models of change they need to experience changes themselves and be active participants in the educational process]
The Role of Technology <ul><li>Technology does not cause change </li></ul><ul><li>Technology supports change </li></ul><ul><li>What can change? </li></ul><ul><ul><li>The nature of learning, and </li></ul></ul><ul><ul><li>The role of the teacher </li></ul></ul>
Goals of Education <ul><li>Acquisition and retention of knowledge and skills </li></ul><ul><li>An understanding of one’s acquired knowledge and skills </li></ul><ul><li>An active use of one’s acquired knowledge and skills (Transfer of learning) </li></ul><ul><ul><li>Help students learn to solve complex problems and </li></ul></ul><ul><ul><li>Accomplish complex tasks </li></ul></ul><ul><li>Source: Moursound, D. (1999). Project-based learning using information technology . Eugene, OR: Iste Publications. </li></ul>
Ongoing Educational Development <ul><li>Project-based approach to learning </li></ul><ul><ul><li>Integrates subject matter as a problem </li></ul></ul><ul><ul><li>Learners pursue answers across disciplines </li></ul></ul><ul><ul><li>Real or contrived situations </li></ul></ul><ul><ul><li>Culminating project </li></ul></ul>