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English, englishing and englishes20052011
1. Technology Integration as a Transforming Teaching Strategy in English Education: Addressing Pressures Toward Global Relevance Maria Minerva P. Calimag, MD, PhD Professor ETEACH UST Faculty of Medicine and Surgery
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17. Hello, Mom this has been going on for a while. They are coming to class, but they are checking their e-mail and are text-messaging. They are listening to their iPods, whispering to their cell phones, and I guess, listening to the lecture…” Low, Mom dis hs bin gng n 4 a wyl. Dey r cmng 2 klas, bt dey r chckng der e-ml & r txtng. Dey r lstnng 2 der iPds, wsprng 2 der cll, & I ges, lstng 2 d lctr…”
38. Teachers with more than 9 years experience are less likely to use technology with their lessons!
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43. Technology Integration A Content Knowledge B Pedagogical Knowledge C Technological Knowledge Student Construction of Knowledge Pierson's model of technology integration (Pierson, 1999)
44. Technology Integration Successful Integration of Information Technology Outcomes 3) Establish constructive learning environments 1) Use software to create, manipulate and enhance student learning Johnson and Liu's model of technology integration (Johnson and Liu, 2000) 2) Use problem-based assignments
47. Technology Integration "making meaningful connections between topics or skills that are usually addressed in different subject areas" curriculum integration (Drake, 2000)
48. Technology Integration “ . . . refers to a way of teaching, planning and organizing . . . so the discrete disciplines of subject matter are interrelated . . . to match the developmental needs of the learners. . . and help to meaningfully connect the learners' learning to their current and past experiences" Roberts & Kellough (2000) curriculum integration
49. Technology Integration “ . . . (it) is based on a holistic view of learning and recognizes the necessity for learners to see the big picture . . . ignores traditional subject lines while exploring questions that are most relevant to students. . . because it focuses on helping learners use their minds as well" Brazee & Capelluti (1995) curriculum integration
50. Highly integrative projects should allow the learners to make links among a number of content areas, as well as to develop thinking and creativity skills. Using technology in any other way is not true integration.
51. Technology integration is where you use technology to do something that could NOT be readily done with something else. Using technology in any other way is not true integration.
52. Learning technology skills and content at the same time encourages fascination and student curiosity. Technology can expand or extend a teacher's time after the teacher gets over the hump of learning it. Using technology in any other way is not true integration.
53. The function of ICT is NOT primarily to promote computer literacy because ‘the technology is available’, or because technology is the ‘wave of the future’, or because ‘that’s where we’re all headed’. Using technology in any other way is not true integration.
54. Teachers should not use technology just for technology's sake. Instruction should reflect research-based teaching strategies that are considered best teaching practices. Using technology in any other way is not true integration.
55. Technology should be integrated, engaging, and encourage student exploration to learn independently. Using technology in any other way is not true integration.
56. Technology integration may vary according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Using technology in any other way is not true integration.
57. The goal of teaching strategies should be active, authentic, constructive, cooperative, and intentional/reflective learning Using technology in any other way is not true integration.
79. Driving forces Restraining forces CURRICULUM REDESIGN IN A TECHNOLOGY-ENABLED ENVIRONMENT Meta Scenario Technology-enabled Education (Calimag, 2007) DIMENSIONS: e -MPOWERING e - NSURING e - NABLING e - NDURING MAN Social Perspective METHODS Political Perspectives MACHINE Technological Perspective MONEY Economic Perspective Access to Course Materials controlled by the Anesthesia trainors’ and trainees technological capabilities and individual mentoring/learning styles Professional authority Transformational Leadership Access to the Distance Education Program controlled through the Anesthesiology Society Organizational authority Shared Visioning and Team Learning Access to technologies controlled by the telecommunications network Technological authority Integrative, Critical and Systems Thinking Access to funds and resources controlled by funding agencies Institutional authority Administrative Efficiency Access to Course Materials controlled by the Anesthesia trainors’ and trainees technological capabilities and individual mentoring/ learning styles Deprofessionalized authority Individualism Access to the Distance Education Program controlled by trainees’ membership in the Anesthesiology Society Organizational disenfranchisement Myopic visioning Access to technologies controlled by trainees’ geographical situations and availability of network facilities Technological inaccessibility Unsystematic thinking Access to funds controlled by trainees’ ability to compete for limited resources Institutional decentralization Inequitable distribution
Individual teachers can design their own technology growth development plans by outlining their expectations for the school year. Take out the school’s mission statement and your learning objectives. How does the technology fit in? Align learning objectives with the appropriate tools, and list 1-2 new tools you would like to use in the classroom. Set small measurable goals. Focus on one goal at a time. Schedule time during the week to practice with the tools.
Befriend the staff in the technology department. Individual teachers can form small study groups with colleagues to sign up for professional development courses, attend conferences and programs together, swap literature, and share ideas for lesson plans, materials, and resources. Visit and observe each other’s classrooms. Encourage one another to host informal workshops, demonstrations, or tutoring sessions during breaks or after school. Encourage each other to develop and lead professional development sessions.
Learn how to set up a Twitter account or a profile on one of the social networking platforms. Connect with other educators and join education-related groups. When you feel more comfortable, expand your network to include artists, scientists, authors, etc., to create a more well-rounded learning network. Make a commitment to spend a few minutes a day or a half hour on weekends to browse through the current articles, materials, and links shared on your network stream. When you feel more comfortable reading the resources on your social networks, don’t just lurk! Try your hand at leaving 1-2 comments on a blog or join in a group discussion. Share your own articles and resources. Jump in on a live online chat with other educators, administrators, and parents
Subscribe to technology journals and publications. Open an aggregator account like Google Reader and subscribe to educational blogs, online magazines, and newsletters. Search for online tutorials and videos. Use open content sources. Follow along with free university online classes, or take your time with open courseware. Attend free webinars and free virtual conferences whenever you can.
Harness your students’ creativity and ingenuity. Involve your students by asking them how they best learn, how they network outside the classroom, and what technology tools they are using for their hobbies and personal use. Allow them to be your technology tutors by encouraging them to share their tips and tricks. Set up monthly technology show-and-tells in the classroom. Ask students to do a tutorial for you (and later, for parents and staff!) Search for videos, pod-casts, vod-casts and other useful tutorials together and create a class technology knowledge-base on a class website, social bookmarking site, or wiki-space.
Harness your students’ creativity and ingenuity. Involve your students by asking them how they best learn, how they network outside the classroom, and what technology tools they are using for their hobbies and personal use. Allow them to be your technology tutors by encouraging them to share their tips and tricks. Set up monthly technology show-and-tells in the classroom. Ask students to do a tutorial for you (and later, for parents and staff!) Search for videos, pod-casts, vod-casts and other useful tutorials together and create a class technology knowledge-base on a class website, social bookmarking site, or wiki-space.
Follow up your implementation of technology tools in a lesson plan or activity with a reflection on its strengths, weaknesses, successes and areas that can be further improved. Remember to include samples of formative and summative student assessments. Ask for and include student responses/quotes in your evaluations. Write about your personal journey into technology integration. Reflect on your technology growth development plan. Consider signing up for and setting up an online blog and linking it to your professional learning networks. Continue to encourage discussions with your colleagues and networks.
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