1. Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C.
Ornstein (Ed.), Teaching: Theory into practice, (pp. 154 170). Needham‐
Heights, MA: Allyn and Bacon.
Name:
Norah Aljomae

2.  Role played
 Teachers enter the profession
 The other demands
(page1)

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”
(Page 1)

4.  “Educational technology involves applying
ideas from various sources to create the best
learning environments possible for
students”(page 1).
 “Educational technology is often considered,
erroneously, as synonymous with instructional
innovation”(page 2).

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.”(page 2)

6. Page 3

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 reconceptualise 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”.
(page 4)

12. Two main types of technology in
education
 Product technologies (Hardware and Software)
 Idea technologies
(page 5)

13. Three cognitive outcomes
 remember
 Understand
 use information
(page7)

14.  “Information that is not organized is
meaningless” (page 7).
 “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.  Principle 1: Effective learners actively process
lesson content.(page 8)
 Principle 2: Presenting information from
multiple perspectives increases the durability
of instruction.(page9)
 Principle 3: Effective instruction should build
upon students’ knowledge and experiences
and be grounded in meaningful contexts.
(page10 )

16.  common myth
 students attitudes toward working with
product technologies
 product technologies improve learning
 product technologies alone do not ensure
learning (page8)

17.  Cooperative learning
 Hypermedia
(page9)

18.  bridge personal experiences and formal
instruction(page11)

19.  Some students leave school find difficult to
remember or use the content they have learned,
why?
 What is the benefit of technology in education?
 What is the different between cooperative learning
and traditional instruction?
 AS a teacher, how would you use technology 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 can create environments in which
students actively engage in cognitive
partnerships with technology