Integration Vs. Technology Use
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The document discusses the difference between technology use and technology integration in education. Technology use involves using technology to deliver instruction, convey information, and tutor students, but student interaction is limited. Technology integration incorporates technology resources and practices into daily routines and management in a way that engages students in critical thinking and knowledge construction. While technology use does not effectively involve or engage students, technology integration gets students actively involved in learning with technology rather than just from it.
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This document discusses the role of teachers as collaborators and the use of assistive technologies. It emphasizes that collaboration should include active participation from students and peers, as well as the use of technology to collaborate. Effective collaboration helps students feel safe sharing views without judgment. The document also provides examples of collaborative learning tools like web conferencing and wikis that teachers can use with students. It stresses that teachers should collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about technology. The document discusses assistive technologies that can help students with disabilities and range from low-tech to high-tech options.
Understanding eLearning technologies-in-practice
This document discusses e-learning technologies and different philosophies of teaching and technology. It begins by outlining advantages and concerns of e-learning technologies, such as increased access but also commercialization of teaching. It then examines philosophies of teaching like liberal, progressive, behaviorist, and humanist. Each philosophy has a different view of the role of technology in education. The document concludes that reflecting on philosophical orientations is important for how we choose and use e-learning technologies to avoid "mindless activism".
My Portfolio in Educational Technology
This document discusses educational technology and its role in learning. It begins by introducing the author and defining educational technology as a field that applies processes and techniques to analyze and solve problems in human learning. It describes educational technology as consisting of designs, environments, and methods that engage learners through cognitive strategies and critical thinking skills.
The document then discusses how technology can be either a "boon" or "bane" for learning, depending on whether it is used properly or abused. It outlines the traditional and constructivist roles of educational technology in learning. Specifically, it explains how technology can serve as a teacher, learning tool, information vehicle, social medium, and intellectual partner to support knowledge construction, exploration, collaboration, discourse, and
Week 11, activity 1
The document summarizes a debate on whether new technologies and media add to the quality of education. In the debate:
1. The proposer argues that technology has not realized its potential in classrooms due to barriers and issues with implementation.
2. Both sides agree that technology has unrealized potential, but the opposition cites studies showing it can improve student experience when used innovatively.
3. The moderator notes both sides focus on technology's unrealized potential and resources needed to support classroom changes. A guest comments that technology empowers learners but must be accompanied by good pedagogy.
4. In closing, the proposer says technology has a narrow skills focus while the opposition cites
PLN
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
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