The document discusses integrating educational technology into teaching using both objectivist and constructivist learning strategies. It defines educational technology and emphasizes that teachers are more important than technology. Both objectivist and constructivist approaches each have a place in learning. Examples are given of how different technologies, like tutorials, simulations, and web quests can support both approaches. Challenges teachers may face are provided along with potential technology-supported solutions.

1. Merging Theory, Pedagogy, and Technology Bermuda Union of Teachers Session II October 24 th & 25 th Alnisha Simmons, M.A., M.Sc. Senior Biology Lecturer , Bermuda College Educational Technology Specialist, 2011 Graduate George Washington University & SMART Notebook Version 10 Trainer

2. Educational Technology “ Is a combination of the processes and tools involved in addressing educational needs using computers and other electronic technologies.” “ Integrating Educational Technologies… determining which electronic tools and which methods for implementing them are the most appropriate responses to given classroom situations and problems” (Roblyer & Doering, 2010)

3. Teachers Always Will Be More Important Than Technology What Has The Past Taught Us?

4. SELECT LEARNING STRATEGY OBJECTIVIST CONSTRUCTIVIST “ Use Objectivist Strategies when students need an efficient way to learn specific skills that must be assessed with traditional tests… Use Constructivist Strategies , when students need to develop global skills and insights overtime (cooperative group skills, solving problems) and when learning may be assessed with alternative measures such as portfolios and group work” (Roblyer, 2010)

5. Both Have A Place In Learning (Image Adapted From Roblyer & Doering) Learning is transmitted knowledge! Teaching should be directed, systematic, and structured Students should all pass the same tests; standardization means accountability. Knowledge is constructed, not transmitted! Let students do activities that help them generate their own knowledge . Directed instruction is teacher centered; hands-on instruction is student centered Inquiry approaches are too slow to be practical; learning has to be teacher directed. OBJECTIVISM CONSTRUCTIVISM Let students show what they have learned in different ways, not just on written tests .

6. Knowledge Experience Teacher – Centered Learning (Image adapted Simonson, 2009) OBJECTIVIST APPROACHES!

7. Sharing Knowledge Beliefs & Experience Student – Centered Learning (Image adapted Simonson 2009 ) CONSTRUCTIVIST APPROACHES!

8. Integrating Technology in Objectivist Learning Strategies Tutorials Photosyn. / ( Genetics Simulations Dissection Problem Solving Drill & Practice Anatomy Instructional Games Star Falls / Math and English

9. Integrating Technology in Constructivist Learning Strategies 1. WEB QUESTS http :// www.youtube.com/watch?v=o4rel5qOPvU (What is a WebQuest?) http:// www.youtube.com/watch?v=Cyht-ehlAWY (How to Make a WebQuest?) Nutrition Quest Technology Quest Quest Templates 2. WEB 2.0 COLLABORATIVE (Wiki) / Google Docs . 3. DEVELOP MULTIMEDIA TOOLS Weebly Template Expression Website) 4. SIMULATIONS AND TOOLS Virtual Lab

10. Challenge # 1 – Students in their anatomy class find it boring to learn the bones of the human body using traditional means (labeling) Solution – Drill and Practice Software and Instructional Games

11. Challenge # 2 – Students in their social studies class dislike preparing research reports and presentations. Solution – Students develop Web page/multimedia products

12. Challenge # 3 – A student has missed class due to illness and needs to review missed work. Solution – Tutorials or Multimedia software.

13. Challenge # 4 – Students in their english class need to contact journalists to complete interviews on writing styles. Solution – Internet and email projects, multimedia encyclopedias and Atlases.

14. Challenge # 5 – Students cannot see the relevance of history class to their lives. Solution – Simulations, Internet Activities (WebQuests) , Video Based Problem scenarios

15. Challenge # 6 – The teacher wants to monitor contributions made by group members on a class projects Solution – Web 2.0: Wiki and Blog Development

16. Technology Integration Model (TIP) Reflect on Technological Pedagogical Content Knowledge Determine Relative Advantage Decide on Objectives and Assessments Design Integration Strategies Prepare Instructional Environment Evaluate and Revise Integration Strategies

17. CHALLENGE Develop an Instructional Website with the content you teach using Objectivist and Constructivist learning strategies supplemented with educational technologies seen today. Use various forms of multimedia and Web 2.0 components if possible. When developing consider the layout of your content, graphic design elements, and engaging instructional activities for your learners. Upper - w ww.weebly.com Lower - http://zunal.com/webquest.php?w=114019

18. References Newby, T. & Stepich, D. & Lehman, D. Russell, J. (2006). Educational Technology for Teaching and Learning. 3rd Ed. Pearson Education, Inc. Upper Saddle River, New Jersey. Simonson, M.; Smaldino, S.; Albright M.; and Zvacek, S. (2008) Teaching and Learning at a Distance: Foundations of Distance Education - 4th Edition. Prentice Hall. Roblyer, M. D. (2009). Integrating educational technology into teaching . 5th Edition. B.F. Skinner Image - http://pics.livejournal.com/modernmatter/pic/0002xp65 RESOURCES Howard Gardner image - http://www.preschools4all.com/image-files/howard gardner.jpg Jean Piaget image – http://faculty.mercer.edu/spears_a/studentpages/piaget/pipe.jpg Jerome Bruner image http://www.educationupdate.com/archives/2005/Nov/assets/jerome bruner.jpg John Dewey image http://www.notablebiographies.com/images/uewb_04_img0233.jp Robert Gagne Image - http://www.lifecircles inc.com/Learning theories/Gagnefiles/page80_1.jpg