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Technology Integration class #1 2011
The document outlines the foundations of effective technology integration in education, emphasizing the importance of incorporating 21st-century skills and various media into learning processes. It discusses instructional technology, the use of technology to enhance motivation and productivity, and provides a planning model for technology integration in classrooms. Additionally, it highlights different types of educational software and practical applications for word processing, spreadsheets, and presentations.
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Technology Integration class #1 2011
- 1. Educational TechnologyFoundations ofEffective Technology IntegrationTheory and Practice
- 2. What Is Technology?ComputersHardware,softwareMediaVoice, video, interactive mediaThe InternetWeb 2.0
- 3. What Is EducationalTechnology?Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools.Instructional technology deals directly with teaching and learning.
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- 7. 21st Century SkillDevelopment
- 8. Did You Know?21stCentury SkillsCreativity and Innovation
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- 10. Research and InformationFluency
- 11. Critical Thinking, ProblemSolving & Decision Making
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- 13. Technology Operations andConceptsWhat Is Technology Integration?Technology integration refers to:Understanding all of the 21st Century skills and technologically integrating them into the everyday learning of our children.It is the use, in and out of the classroom, of every type of media to prepare our children to take their places in the global community.It is constructivist learning.
- 14. Constructivist = Inquire-basedTechnology IntegrationConcepts to be learned are abstract and complex; Hands-on, visual activities are essential to see how concepts apply to real world problems.Teachers encourage collaboration and/or allow alternative ways of learning and showing competence.There is time to allow unstructured exploration to motivate students and help them discover their own interests.
- 15. Technology Integration PlanningModel - TIPPhase 1 – Why should I use a technology based method?Phase 2 – How will I know students have learned?Phase 3 – What teaching strategies and activities will work best?Phase 4 – Are essential conditions in place to support technology integration?Phase 5 – What worked well? What should be improved?
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- 17. Instructional SoftwarePrograms designedspecifically to deliver instruction or support learning.They serve one or more to these functions: - Drill and practice - Tutorial - Simulation - Instructional game - Problem solving
- 18. Drill and PracticeStudentswork example items, usually one at a time and receive feedback on correctnessFastMathEarobics
- 19. Simulation SoftwareA computerizedmodel of a real or imagined system designed to teach how the system works.There are two types of simulation:Simulations that teach about somethingPhysical simulationsInteractive simulationsSimulations that teach how to do somethingProcedural simulationsSituational simulations
Editor's Notes
- #5 rationale for using educational technology: Elements of a rationale for using technology in education include: increased motivation, unique instructional capabilities, support for new instructional approaches, increased productivity, and required skills for an information age (technological literacy, information literacy, and visual literacy). The research rationale for using technology in teaching is documented at the CARET website.
- #9 The Technology Integration Planning Model: This model is designed to help teachers (especially those new to technology) plan for effective classroom uses of technology. The model consists of five phases:TIP Model Phase 1: Relative advantage — Deciding on instructional problems and whether or not a technology-based solution would be better than other ways of addressing the problems. (See five questions at the CARET web site that teachers can ask to determine if technology-based methods have potential for impact on student learning.) Tip Model Phase 2: Objectives and assessments — Stating desired outcomes in terms of better student achievement, attitudes, and performance; matching appropriate assessment strategies to each outcome. (See especially from Kathy Schrock's Guide for Educators for good samples of assessment instruments.) TIP Model Phase 3: Integration strategies — Deciding on teaching activities that incorporate technology resources to enhance student learning. (For some ideas for directed, constructivist, and combination strategies, look at the Blue Web 'N website, a collection of links to outstanding online lessons.) TIP Model Phase 4: Instructional environment — Deciding on resources and conditions to put into place to support the activities. TIP Model Phase 5: Evaluation and revision — Collecting achievement data and other information to determine if the activities were successful in meeting desired outcomes, and what could be improved next time.
- #13 A computerized model of a real or imagined system designed to teach how the system works.There are two types of simulation:Physical simulations – allow users to manipulate things or processes represented on the screen.Interactive simulations – speed up or slow down processes that usually happen so slowly or so quickly that students could not ordinarily see the events unfold. For example – change in demographics of population growth or effects of environmental factors on ecosystems; genetics simulations let students pair animals with given characteristics and see the resulting offspring.There are two types of simulation:Simulations that teach about somethingPhysical simulationsInteractive simulationsSimulations that teach how to do somethingProcedural simulations – teach the appropriate sequence of steps to perform certain procedures These include diagnostic programs in which students try to identify the sources of medical or mechanical problems – e.g.. flight simulationsSituational simulations – give students hypothetical problem situations and ask the to react – e.g. playing the stock market, operating a business
- #15 CriteriaAppealing formats and activitiesInstructional valuePhysical dexterity is reasonableMinimum violence and aggressionClassroom UseIn place of worksheets and exercisesTo teach cooperative group working skillsAs a reward