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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Technology integration involves incorporating technology resources and practices into daily routines and management of schools to improve learning and facilitate alternative assessment methods. It requires learners to think critically about the subject matter using tools like databases, semantic networking and dynamic modeling. Technology use is simply using devices without analysis, problem solving or critical thinking. The goal of integration is to prepare students for the 21st century by engaging them in critical thinking using tools that help learning in a deeper way.
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The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
English, englishing and englishes20052011
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
English, englishing and englishes20052011
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The use of technology in the k 8 science
The document discusses technology and its integration into science curriculum. It defines technology as the processes that help people solve problems and enhance their environment. Effective technology integration supports curricular goals and four levels of learning: engagement, group participation, interaction/feedback, and connection to experts. Guidelines for preparing science teachers include introducing technology in a science context and using its unique features to make science more accessible. When combined with science, technology can enhance learning and motivate students.
The use of technology in the k 8 science
This document discusses the use of technology in K-8 science curriculums. It defines technology and curriculum, and explains that technology should be integrated in a way that supports curricular goals through active engagement, participation, interaction, and real-world connections. It provides guidelines for introducing technology in science teacher preparation and discusses how technology can enhance science learning. Specific examples are given of how technology can significantly change student and teacher roles and increase motivation, collaboration, and use of resources. The document concludes by discussing how to integrate technology into a science classroom.
Technology Use 97 2003
The document discusses the difference between using technology versus integrating technology in the classroom. Technology use involves presenting information to students through tools like PowerPoint, while technology integration engages students in using technology as a tool to learn. Examples of integration include blogs, interactive whiteboards, and online resources that allow students to interact, communicate, research, and think critically. The document argues that technology integration is better because it engages students in meaningful, interactive learning rather than passive consumption of information.
Edtech 504 final synthesis paper booth
The document discusses the impact of technology on constructivist learning theory. It provides background on constructivism, which emphasizes active learning where students construct knowledge based on their experiences. A key part of constructivist learning environments is ill-structured problems for students to solve. The document argues that technology can support constructivism by providing simulations, related case studies, information resources, cognitive tools, and tools to enable collaboration - all of which help students actively engage in authentic problem-solving.
How to Properly Create a Faculty Development Program in Technology Education
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
My portfolio-in-educational-technology (1)
The document discusses educational technology. It defines educational technology as the study and practice of facilitating learning and improving performance through the use of technology. It notes that educational technology encompasses various tools and methods for supporting teaching and learning, including e-learning, instructional technology, digital education tools, and virtual learning environments. The document also discusses how educational technology can be used to integrate technology into the curriculum, with computers assisting instruction and teachers using technology to make their lessons more engaging for students.
Michelle w hinson_eim504_slidesharing [autosaved]
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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