Franco Paoletti discusses integrating technology into instruction through applied projects in a school district. He outlines principles for efficient technology integration, including the five elements of access, connectivity, resources, integration, and guidance. Modern science requires technology like computers for modeling complex systems. Paoletti secured funding through grants for technology projects to build a point-of-service computer system and enhance the science department with multimedia capabilities. Effective technology integration relies on hands-on, problem-based learning and the ASSURE model of analyzing learners and requiring student participation.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Matt Garrish's presentation slides from a session: “eBooks for Everyone: LIA Project, Accessible Publishing Guidelines, EpubCheck and More” at BookExpo America held in New York City June 6th, 2012.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Matt Garrish's presentation slides from a session: “eBooks for Everyone: LIA Project, Accessible Publishing Guidelines, EpubCheck and More” at BookExpo America held in New York City June 6th, 2012.
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Paoletti
1. F. Paoletti – Integrating Technology in the Instructional Machine
Franco Paoletti, PhD
East Windsor Regional School District
Integrating Technology in the
Instructional Machine
Teachers as Scholars – Program in Teacher Preparation –
“Technology and the Human Experience” – Prof. M.S. Mahoney
Princeton University - July 2006
2. F. Paoletti – Integrating Technology in the Instructional Machine
Motivation
Identify the needs of modern education: technology incorporation into
educational instruction
Design and implement applied projects to enhance technology integration in a
specific school district
Outline
Introduce principles, procedures, and techniques, used for efficient technology
integration
Cutting-edge science requires technology
Applied projects:
Successful grants proposals and funding appropriation
Building a “low-cost” point-of-service computer station system
Technology as a complement to instruction
3. F. Paoletti – Integrating Technology in the Instructional Machine
Theory and practice of technology integration
“The education of the future, as I see it, will be conducted through the
medium of the motion picture, a visualized education, where it should be
possible to obtain one hundred percent efficiency. ” … “In ten years,
textbooks as the principal medium of teaching will be as obsolete as the
horse and carriage are now.” Thomas Edison (~1910).
Five Elements for effective Technology Incorporation
Access, Connectivity, Resources, Integration, and Guidance
A New Era of Instructional Methodologies
teacher-centered → active-interactive student-centered approach
teacher becomes facilitator / leader providing guidance
Obstacles along the Path of Technology Incorporation
limited teacher proficiency and lack of training → “inertia to change”
limited availability of hardware ↔ budget constraints ??!!
4. F. Paoletti – Integrating Technology in the Instructional Machine
Technology Incorporation and the Learning Process
“Authentic learning” methodology
hands-on, enquiry-based activities using the scientific method of
investigation real-life situations / problems→
“Problem-based” instruction
Learning through discovery and exploration using previously acquired
knowledge or expertise higher-order-thinking→ , mental bridges, critical
thinking
The ASSURE Model of Instruction for Effective Use of Technology
Analyze the Learner
State Objectives and Expectations
Select the Materials and Media
Utilize the Materials and Media
Require Student Participation
Evaluation and Feedback
5. F. Paoletti – Integrating Technology in the Instructional Machine
Modern science requires technology
Computers are needed to progress in cutting-edge scientific research
Computer programming opens the scientific investigation to a virtual modeling world of
extreme complexity
Computer simulations of complex systems allow predictions and discoveries otherwise
unachievable through human brain power alone
Modern science is intimately integrated with technology and permeates all aspects of our
everyday life
When science is taught out of context students loose interest and motivation
Computer technology allows to bring the science of the real world inside the
classroom in a virtual environment
Example: The Internet Plasma Physics Education Experience (IPPEX)
COMING SOON: The Internet Education Space Science Interactive Project (IESSIP)
6. F. Paoletti – Integrating Technology in the Instructional Machine
Securing Funding for Technology Integration
Public school districts’ budgets not large enough to accommodate all
requests for technology upgrade at all levels across the curriculum
technology (hardware and software) becoming obsolete at a very fast rate
Grant writing as a tool to secure of funds for technology integration
Multimedia Technology Capabilities Enhancement at the Hightstown High
School Science Department
dedicated TV set equipped with a DVD/CD/VCR player
Science and Technology of the Industrial World within the Classroom Walls
replace some of the laboratory activities of Chemistry/Physics courses with self
contained virtual modules dealing with real problems from the perspective of a
technician working in an industrial plant
application of “Authentic learning” methodology and “Problem-based” instruction
7. F. Paoletti – Integrating Technology in the Instructional Machine
Building a “point-of-service” Multimedia Center
Computer labs centrally located vs.
point-of-service systems right in
the classroom
Procured hardware (15 computers)
through the Princeton University
Surplus program
Costs limited to cabling, setup, and
operating systems
purchase/installation
Demonstrated feasibility of project
with the use of extremely limited
available funds
8. F. Paoletti – Integrating Technology in the Instructional Machine
From the Jacquard Loom to the Classroom Desk
FP
… and the evolution continues …
9. F. Paoletti – Integrating Technology in the Instructional Machine
References
Carlucci, L.M., Paoletti, F., 2006. Integrating Technology into the Curriculum opens the Classroom
onto the Outside World, International Association of Teachers of English as a Foreign Language:
Learning Technologies in the Language Classroom: A Step Closer to the Future” Conf. Proc., May
26-28, Nicosia, Cyprus.
Paoletti, F., Carlucci, L.M., 2006. Japan Memorial Fund Program Opens New Avenues for Effective
Technology Integration into Instruction , American Physical Society Conf. Proc., April 22-25, Dallas,
TX.
Carlucci, L.M., Paoletti, F., 2006. Modern Technologies Help Merge Cultures and Overcome
Language Barriers, 8th Annual “Digital Stream: Literacy in Language Learning with Technology” Conf.
Proc., March 23-25, Monterey Bay, CA.
Roblyer, M.D.D., Roblyer, M.D., 2002. Integrating Educational Technology into Teaching, Prentice
Hall, Upper Saddle River, NJ.
Oppenheimer, T., 2003. The Flickering Mind: The False Promise of Technology in the Classroom
Learning Can Be Saved, Random House, New York, New York.
Bates, T.W., Poole, G., 2003. Effective Teaching with Technology in Higher Education: Foundations
for Success, Jossey-Bass, Inc., Publishers, Indianapolis, Indiana.
Maier, P., Warren, A., 2000. Integrating Technology in Learning and Teaching, Kogan Page, Limited,
London, United Kingdom.
Naidu, S., 2003. Learning and Teaching with Technology: Principles and Practice, Kogan Page,
Limited, London, United Kingdom.
10. F. Paoletti – Integrating Technology in the Instructional Machine
References
Lever-Duffy, J., Mizell, A., McDonald, J.B., Mizell, A.P., McDonald, J., 2002. Teaching and Learning
with Technology, Allyn & Bacon, Inc., Upper Saddle River, New Jersey.
Haymore Sandholtz, J., Ringstaff, C., Dwyer, D.C., 1997. Teaching with Technology: Creating
Student-Centered Classrooms, Teachers College Press, Teachers College, Columbia University,
New York, New York.
Schunk, D.H., 2003. Learning Theories: An Educational Perspective, Prentice Hall, Upper Saddle
River, New Jersey.
Newby, T.J.J., Stepich, D.A., Lehman, J.D., Russell, James D., 1999. Instructional Technology for
Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media, Prentice
Hall, Upper Saddle River, New Jersey.
Carroll, J.A.A., Witherspoon, T.L., 2001. Linking Technology and Curriculum: Integrating the ISTE
NETS Standards into Teaching and Learning, Prentice Hall, Upper Saddle River, New Jersey.
Reiser, R.A., Dempsey, J.V., 2001. Trends and Issues in Instructional Design and Technology,
Pearson Education, Upper Saddle River, New Jersey.
Alessi, S.M.M., Trollip, S.R., 2000. Multimedia for Learning: Methods and Development, Allyn &
Bacon, Inc., Upper Saddle River, New Jersey.
Jonassen, D.H., Howland, J., Moore, J., Marra, R.M., 2002. Learning to Solve problems with
Technology: A Constructivist Perspective, Prentice Hall, Upper Saddle River, New Jersey.