Teaching with technology focusing on role of teachers and use of technology to enhance learning process

2.  role played
 teachers enter the profession
 the other demands

3.  First the perspective of the classroom must
change to become learner centered (Page 1)
 Second, students and teachers must enter into a
collaboration or partnership with technology in
order to create a "community" that nurtures,
encourages, and supports the learning process

4.  Educational technology involves applying
ideas from various sources to create the best
learning environments possible for students.
 Educational technology is often considered,
erroneously, as synonymous with instructional
innovation.

5.  Although education has witnessed a multitude
of both technology and innovation over the
past 50 years (Reiser, 1987), the educational
system has scarcely changed during that time.

7.  The Familiarization phase is concerned with
one's initial exposure to and experience with a
technology.
(page 3)

8.  The Utilization phase, in contrast, occurs when
the teacher tries out the technology or
innovation in the classroom.
(page 3)

9.  Integration represents the "break through"
phase. This occurs when a teacher consciously
decides to designate certain tasks and
responsibilities to the technology, so, if the
technology is suddenly removed or is
unavailable, the teacher cannot proceed with
the instruction as planned.
(page 3)

10.  The Reorientation phase requires that
educators reconsider and reconceptualize the
purpose and function of the classroom.
(page 4)

11.  The final phase, Evolution, serves as a
reminder that the educational system must
continue to evolve and adapt to remain
effective. There will never be a final solution or
conclusion and to be searching for one means
that one is missing the point.

12.  Product technologies
 software technologies

13.  remember
 understand
 use information

14.  Information that is not organized is
meaningless.
 Information that is integrated within familiar
knowledge. or experiences is more durable
than information that is not associated to prior
knowledge (page 7)
 Most real‐world tasks are ill‐structured.
Problems that are "well-structured" generally
occur only in classroom settings. (page 8)

15.  common myth
 students attitudes toward working with
product technologies
 product technologies improve learning
 product technologies alone do not ensure
learning (Clark,1983

16.  Cooperative learning
 Hypermedia

17.  bridge personal experiences and formal
instruction

18.  A microworld is a special learning
environment
 illustrate how technology can improve
meaningfulness

19.  Describe the characteristics of teachers at each of
the levels of technology adoption?
 Compare and contrast "product" and "idea"
technologies. How would you use technology in
the classroom?
 Why has technology consistently failed to impact
education?
 Can technology improve the quality of education?
What can be done to help teachers to use
technology effectively in the classroom?

20.  Technology can be used effectively in future
 Idea and product technologies must be united
 Teachers must venture beyond Familiarization
and Utilization and into the Integration,
Reorientation, and Evolution phases of
technology use.
 Teachers reconceptualize their roles in the
classroom
 Teachers can create environments in which
students actively engage in cognitive
partnerships with technology