Pro Technology Group2 Final


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  • Audience = school boardOur hat = teachers and technology specialists
  • The rapid development of new technologies has brought about great social changes in many areas and activities. The school should not only monitor these changes but also use information technology and communication for the benefit of the learning process in all phases of school life. The integration of new technologies in education and the proper use of them will bring long-term significant innovations in the learning-teaching process itself. A key advantage of technology is the ability to offer many different experiences, providing an opportunity to children from different social, economic, etc. levels to learn and express themselves in multiple ways. The computer is used to vindicate itself in the minds of children, not as an autonomous subject, but as an everyday tool for teaching, learning and communication. The computer plays the role of the window to information sources and provides a forum for communication and remote management. The students will become more sociable, creative , involved and their interest will increase. They will be less passive recipients and they will actively build their knowledge
  • In the classroom, teachers are attempting to solve problems of practice using pedagogical knowledge and tools available to them. You will next hear a sound byte from Dr. Peggy O’Keefe, the director of Instruction for Bendle Public Schools in Burton, MI.In other words, technology is implemented into the curriculum in order to enhance student learning. Technology, in itself, is useless in a classroom setting unless it is paired with proven pedagogic methods. Brabec says, “Building lessons on a solid, research-based foundation of effective strategies, adding appropriate technologies, and consistently applying those strategies should help ensure high-quality instruction that has the potential of maximizing student achievement.”
  • Technologyis not just a tool. It can be combined with the basic learning theories that we all (educators) have studied and have great results in students’ learning process. This combination creates learning environments that: -Provide experience on multiple perspectives and on the knowledge building process. -integrate learning in realistic environments-Encourage the ownership of expression, the use of multiple forms of representation of reality and the self-consciousness in the process of building knowledge
  • Bruner’sdiscovery learning theory talks about three types of representations: enactive, iconic and symbolic.There representations are also reflected in ICT. Interactive learning with computer is a form of enactive representation. Open hypermedia systems is a forms of iconic representation and finally, simulation and modeling systems are forms of symbolic representations.
  • Assimilation, compliance ,adjustment, schema are the 4 basic concepts of the structural constructivism of Piaget. Educational applications of ICT is connected to those 4 basic concepts since they support the construction of knowledge, they allow investigations, they support learning through practice and they are cognitive associates,
  • Aschema with the main representatives of implementing socio-cultural theories and how they apply in education through technologyAt top row we can see the theories. Second row the major representatives of each theory.And finally the ICT applications that are related to the theories and how they are connected.
  • Technology can be used to support 21st century skills, which are critical skills that students need to be productive citizens and successful in continuing education and business. In order to be competitive in the global economy, students will need to optimize knowledge-based resources, particularly in science and technology. Computers and technology will continue to replace workers who perform routine tasks, but will compliment workers who perform non-routine tasks that require critical thinking and problem solving.)References: not include all of the benefits slide – collecting them all then we will decide)
  • In a case study of Matas Elementary School, in Metairie Louisiana, teachers reporters that using technology helped them reach all types of learners, including visual learners, auditory learners, and hands-on learners. Tools including interactive white boards, student response systems, video, and podcasts allow all types of learners to be engaged.Reference: Matas case study(Might not include all of the benefits slide – collecting them all then we will decide)
  • Student response system technology such as Promethean ActiVotes or even cell phones can provide teachers with immediate feedback during lessons. Teachers know whether students understand the lesson and can make adjustments immediately versus finding out days or weeks later that the students did not understand the material.References: not include all of the benefits slide – collecting them all then we will decide)
  • Last year students at T.H. Harris Middle School, in Metairie Louisiana, participated in several technology projects, including creating podcasts for the Louisiana State Museum and for the National World War II Museum. These projects contributed to increasing LEAP (Louisiana Educational Assessment Program) scores in social studies and English language arts by 10 points for the same group of students from the previous year!)(Might not include all of the benefits slide – collecting them all then we will decide)
  • ColleenWinkler, AP Literature teacher at Riverdale High School, Jefferson Louisiana, uses a blog to engage students. Listen to this TeacherTube video to hear about their experience.)
  • Wikis are webpages that anyone can edit right in their browser.They can be used for many applications such as database, portfolios, group projects, etc. some of the most popular Wiki creation sites are Google Docs, Wikispaces and Pbworks!
  • Pro Technology Group2 Final

    1. 1. Pro-TechnologyChrysoula MalogianniLiz Ambrose PriebeSarah RosedahlCasey Schaub <br />
    2. 2. Technology in K12<br />
    3. 3. Introduction<br />ICT brought social changes <br />ICT brings changes in the structure and orientation of the education system: <br />offers many different experiences<br />provides opportunities to students from different social, economic, etc. levels to learn <br />students express themselves in multiple ways<br />students become sociable, creative, involved, active <br />
    4. 4. Technology is a Tool<br />
    5. 5. Learning Environments Based on Constructive Learning Theories with ICT <br />provide experience on the process of building knowledge<br />provide experience and appreciation of multiple perspectives<br />integration of learning in realistic environments (contexts) which are directly related to the real world<br />encourage ownership of opinion and expression in the learning process consolidation of learning through social experience<br />encourage the use of multiple forms of representation of reality<br />encourage the self-consciousness in the process of building knowledge<br /> (Boyle 1997)<br />
    6. 6. ICT and Bruner’s Discovery Learning <br />interactive learning with computer<br />enactive representations<br />open hypermedia systems<br />iconic representations<br />simulation and modeling systems<br />symbolic representations<br />Discovery of principles and skill development through experimentation and practice (Bruner)<br />
    7. 7. ICT and Piaget’s Constructivism<br />Educational applications of ICT: <br /><ul><li> Support the construction of knowledge (ideas, understanding, representation)</li></ul> -ASSIMILATION<br /><ul><li> allow investigations (access and compare information)</li></ul>-COMPLIANCE<br /><ul><li> support learning through practice (simulation) </li></ul>-ADJUSTMENT<br /><ul><li> be cognitive associates (expression and interconnection of knowledge)</li></ul> -SCHEMA<br />
    8. 8. Socio-cultural Theories<br />Social constructivism<br />Vygotsky’s theory<br />Theory of Activity<br />Established intellect<br />Doise & Mugny<br />Vygotsky<br />Luria<br />Leontiev<br />Engestrom & Nardi<br />Lave<br />Brown<br />Wegner<br />Internet Applications<br />(chat, forums, video conferences)<br />Search Engines<br />Digital Libraries<br />Educational Portal<br />Computer cooperative learning systems<br />
    9. 9. Benefits of Technology<br />21st Century Skills<br />Creativity and Innovation<br />Critical Thinking and Problem Solving<br />Communication and Collaboration<br />Information and Media Literacy<br />ICT Literacy<br />
    10. 10. Benefits of Technology<br />Technology Supports All Types of Learners<br />Visual Learners<br />Auditory Learners<br />Hands-on Learners<br />
    11. 11. Benefits of Technology<br />Student Response Systems<br />Support<br />Assessment and Remediation<br />
    12. 12. Benefits of Technology<br />Authentic Learning Opportunities<br /><br />
    13. 13. Benefits of Technology<br />Making Curriculum Accessible<br />Allowing students to explore abilities that might not be otherwise apparent.<br /><br /><br /><br />
    14. 14. Michigan Teaching Standards and Technology<br />Leadership<br /> Digital Citizenship<br /> Student Learning<br /> Data Driven Decisions<br /> Professional Learning<br /> Broadband Access<br /> Shared Resources <br />
    15. 15. Michigan Teaching Standards and Technology<br />And potentially the most<br />difficult for some areas of the<br />state…..<br />Funding<br />,1607,7-140-28753_33232_37328---,00.html<br /><br />
    16. 16. Drawbacks and How to Address Them<br />
    17. 17. Testimonial: GeoGebra in Algebra I<br />Student Objective: A3.1.4 Find an equation of the line parallel or perpendicular to given line, through a given point; understand and use the fact(s) that non-vertical parallel lines have equal slopes, and that non-vertical perpendicular lines have slopes that multiply to give -1.<br />
    18. 18. Testimonial: Assistive Technology<br />Technology can be a means to give students with <br />disabilities the tools to participate more meaningfully and independently in life experiences.<br />Tools for learning!<br />
    19. 19. Testimonial: Assistive Technology<br />Three Broad Categories:<br />Communication<br />Academic Support<br />Social Support<br />
    20. 20. Testimonial: Blogs for Literature<br />Jefferson Parish Public Schools Teacher Uses Blog for AP Literature Class<br /><br />
    21. 21. Testimonial: Wikis<br />Wiki <br /> “a web page (or a collection of web pages) that anyone can edit right in their browser”<br />Uses of Wiki:<br />Database (Wikipedia)<br />Portfolio<br />Group Project<br />Textbook<br />Syllabus<br />Reading List<br /><ul><li> Web-based Wiki Creation Sites:</li></ul>Google Docs<br />Wikispaces<br />Pbworks (Pbwiki)<br />
    22. 22. Conclusion<br />The students we teach<br />today will inhabit a world<br />much different than ours:<br /><ul><li> more inclusive
    23. 23. more connected
    24. 24. adapted to a more rapid </li></ul> rate of change<br />
    25. 25. References<br />21st century skills, education & competitiveness. (2008). Retrieved from<br />Attwood, T. (2000). Strategies for improving the social integration of children with asperger syndrome. Autism, 4(1), 85-100.<br />A Great response. (n.d.). Retrieved from<br />Bigge, Morris L.(2009). Learning Theories for Teachers<br />Brabec, K., Fisher, K., & Pitler, H. (2004). Building better instruction: How technology supports nine research-proven instructional strategies. Learning & Leading with Technology.31 (5). p. 6-11<br />Chernak, V., & McBride, M. (2009, August/September). Transforming non-writers into writers with word prediction. Retrieved from<br />
    26. 26. References<br />Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, North Carolina: Carson-Dellosa.<br />Erickson, K., & Koppenhaver, D. (1997). Integrated communication and literacy instruction for a child with multiple disabilities. Focus on Autism and Other Developmental Disabilities 12 (3): 142-150<br />Hague, C, & Williamson, B. (2009). Digital participation, digital literacy, and school subjects. Retrieved from<br />Slavin R. (2000). Educational Psychology, Theory and Practice<br />Zhao, Y. (2003). What Teachers Need to Know about Technology? Framing the Question. What Should Teachers Know about Technology? Perspectives and Practices. Research Methods for Educational Technology Series. Ed. Yong Zhao. Information Age Publishing: Greenwich, CT.<br />