Rethinking Computers and Instruction Done by: Zahra Aleid Presented to: Dr. Alghazo

At the this presentation, we will discuss: Preparing Students for the 21st Century. 21st-Century Knowledge and Skills. National Educational Technology Standards for Students. Linking Educational Reform and Technology. Moving from Teacher-Centered to Student-Centered Instruction Creating Open-Ended Learning Environments Achieving Collaborative Learning

At the this presentation, we will discuss: The iNtegtating Technology for inQuiry (NTeQ) Model NTeQ Philosophy NTeQ and the Teacher NTeQ and the Student How Do Teachers Create Standards-Based NTeQ Lessons? NTeQ and the Computer NTeQ and the Lesson NTeQ and the Standards

How does it relate to education? Warming Up What is this? How does it relate to education?

Microcomputers were introduced into the classroom. Warming Up 1957 Congress passed the National Defense Education Act to improve Science and math achievement in public schools. 1960s Introduction of both programmed instruction and educational television in the classroom. 1980s Microcomputers were introduced into the classroom. 1990s Federal and state initiatives enacted to place more computer technology in the K-12 classrooms in the hope that technology would solve educational problems. 21st Century Schools are adding wireless connections, laptops, and a variety of digital tools to the classroom.

Getting Started Do you agree with Bork’s prediction that microcomputers will revolutionize our schools? How should we use technology in our schools vs. how it is actually used? Technology has the potential to transform education if teachers reform their instructional practices to engage students in meaningful learning and use of 21st century knowledge and skills.

Getting Started Reflecting on What I know ! Must I use an inquiry-base learning approach in my classroom to use computers as a tool? Can I still use tutorials and drill-and-practice software? Won’t I have to spend a great deal of time to develop these units of instruction? Won’t every student need a computer to use it as a tool?

The Use of Computers in Schools Drill-and-practice Common in 1970s and 1980s Mimicked flash cards The computer will display a stimulus, such as a math problem or foreign vocabulary word, and the student would select or enter the answer. After evaluating the response, the program provide some type of feedback ranging from a simple line of text to eye-catching graphics and sounds. Not used to teach new information; rather, it reinforces existing knowledge

The Use of Computers in Schools Tutorials Could be simple implementation of programmed instruction. Or a highly sophisticated application that allows for branching and adaptation to individual differences. Useful for introduction of new content and remediation. Do not provide a sophisticated context for exploration and experimentation.

The Use of Computers in Schools Tutorials Lesson 3 Converting Fractions to Decimals You may select from 2 to 10 practice examples. Recommended Level:7 examples Enter your selection (2-10): You answered 12. it appears that you have subtracted 3 from 15 The problem is 15/3. The / symbol is the division symbol. Divide 15 by 3 and enter the answer. _____ Jamie had entered a contract with Mr. Keegan to finish her work on time. She has earned 6 hours of free time from Mr. Keegan to paint. She divided her free time into sessions of ¾ hours. How many sessions will Jamie have to paint? Figure 1-2 Examples of Branching and Adapting Instruction

The Use of Computers in Schools Educational Games Based on a drill-and-practice approach. Provide an interesting theme such as solving a math problem to save Earth from an alien attack. Student must complete a task within a set amount of time to prevent a catastrophic event (such as an alien destroying the computer screen). The reward structures of the game may involve more graphic and sound displays than a typical drill-and-practice application. Promote rote learning.

21st-Century Knowledge & Skills Knowledge of Core Subject 21st Century Themes Learning and Innovation Skills Information, Media, and Technology Skills Life and Career Skills

National Educational Technology Standards for Students

National Educational Technology Standards for Students Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Students: Apply existing knowledge to generate new ideas, decisions, processes, products or solutions. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. Identify trends and forecast possibilities. 

National Educational Technology Standards for Students Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats. develop cultural understanding and global awareness by engaging with learners of other cultures. contribute to project teams to produce original works or solve problems.

National Educational Technology Standards for Students Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: plan strategies to guide inquiry. locate, organize, analyze, evaluate, synthesize, and ethically use information evaluate and select information sources and digital tools based on the appropriateness to specific tasks. process data and report results.

National Educational Technology Standards for Students Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: advocate and practice safe, legal, and responsible use of information and technology. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. demonstrate personal responsibility for lifelong learning. exhibit leadership for digital citizenship.

National Educational Technology Standards for Students Critical Thinking, Problem-Solving & Decision-Making Students use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources. Students: identify and define authentic problems and significant questions for investigation. plan, design and manage activities to develop a solution or complete a project. collect and analyze data to identify solutions and/or make informed decisions. use multiple processes and diverse perspectives to explore alternative solutions.

National Educational Technology Standards for Students Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students: understand and use technology systems. select and use applications effectively and productively. troubleshoot systems and applications. transfer current knowledge to learning of new technologies

Linking Educational Reform & Technology Encourage teachers to implement a student-centered approach in open-ended environments that engage collaborative groups of students in using technology to solve meaningful problems. Solution 1. The way technology is used. 2. The types of technology available. Lack of Technology Integration The lack of relationship between educational reform and technology. Criticism Break from the traditional factory models of education. Theme

Educational Reform Involves Multiple Facets Parent and Community Involvement Integrating 21st century knowledge and skills Administrative Supports

Moving from Teacher-Centered to Student-Centered Instruction Teacher-Centered Approach *Focuses on memorization of facts, formulas, dates, names, and so on. *Student is expected to recall the exact information for the test . Student-Centered Approach *Focuses on authentic intellectual work *Student is required to formulate problems, collect information and data, organize and manipulate the information and data and then formulate an answer.

Theoretical Basis for Student-Centered Learning Student-Centered learning emphasizes understanding of one’s world rather than mimicking the content. Students will strive to reduce discrepancies between what they know and what they observe. One’s knowledge is refined through negotiations with others and evaluation of individual understanding.

Creating Open-Ended Learning Environments Inquiry-Based Learning Problem-Based Learning Project-Based Learning

Achieving Collaborative Learning The Social Nature of Learning As people attempt to find meaning in an experience or encounter, they reflect on their beliefs, values, and concepts, which all arise from a common and shared understanding within their culture. Collaborative versus Traditional Group Learning A teacher requires groups to use a system to decide and record how the tasks will be divided and how students will accept responsibility for their assigned tasks.

Collaborative vs. Traditional Groups Collaborative Groups Traditional Learning Groups Heterogeneous Homogeneous Social skills emphasized Social skills assumed Task and group performance emphasized Only task emphasized Teacher observes and facilitates Teacher ignores group functioning Shared leadership and responsibility One leader and self-responsibility Interdependent No interdependence

The NTEQ Model The NTeQ model uses an easy-to-follow ten-step lesson plans as the basis for achieving computer integration lessons.

The NTEQ Model

1. Specify Objectives Begin with a statement of the objectives Should be based on standards, benchmarks and curriculum materials.

2. Match Computer Functions If the verb in your objective is “analyze”, then you have to match it with a function in either a spreadsheet or database. If the objective is draw or design, you have to match it with a function in a drawing or graphics program.

3. Specify the Problem Students are given or asked to identify a problem, solve it and then learn the needed content as they work to solve the problem. A good problem is one that students can relate to and understand.

4. Data Manipulation Once students have collected the data needed to solve the problem, what do you expect them to do with it? How will they manipulate it? Example: calculate the mean, create a graph or create a drawing.

5. Results Presentation As the students solve the problem, they gain an understanding of relationships and create new knowledge. Plan how the students will present their knowledge, i.e. written and oral reports, newspapers and magazines, posters, webpages or books.

6. Activities During Computer Use Thoughtful planning allows more efficient use of class time, fewer problems and less frustration. What activities the student will complete at the computer? i.e. searching the Internet for information, entering data, creating a graph or drawing, or writing a report.

7. Activities Before Computer Use If the students are searching for information, you can have the students generate a list of search terms before starting the search. If they are creating a graph, they need to organize their data. If they are writing a report, they need to prepare an outline of the report.

8. Activities After Computer Use These activities guide students in reaching solutions and describing why the solutions were reached. Think Sheets provide an excellent opportunity for creating links across disciplines.

9. Supporting Activities There are three primary types of supporting activities: Review of Prior Learning Required Research/Reading Enrichment Activities

10. Assessment Given the variety of products and levels of learning, a traditional paper-and-pencil test may not be adequate or appropriate to assess the students’ learning. You may need to develop alternative forms of assessment for integrated lessons.

NTEQ Philosophy The five basic components of the NTeQ philosophy are: teacher student computer lesson learning environment.

Characteristics of the NTeQ Philosophy The teacher is technologically competent and assumes the roles of designer, manager, and facilitator. The student actively engages in the learning process, assuming the role of researcher and gaining technological competence. The computer is used as a tool, as it is in the workplace, to enhance learning through the use of real-world data to solve problems. The lesson is student centered, problem based, and authentic, and technology is an integral component. The environment incorporates multiple resource-rich activities.

Key Elements of the NTeQ Philosophy Teacher Uses computer as a tool Technologically competent Designer, facilitator, classroom manager Computer Not the object of study Learning tool Integral part of learning Lesson Student centered Problem based authentic Student Researcher Active learner Technologically competent Standards Curriculum Technology-NETS

NTeQ and the Teacher Teachers need to personally experience using the computer as a tool to learn new information Teachers need to understand the relationship between basic computer functions and student learning. Teachers need to use their knowledge of student learning and technology to design, manage, and facilitate a student-centered learning environment.

NTeQ and the Student The student is actively engaged in the learning process. The student assumes the role of a researcher. The student gains technological competence.

NTeQ and the Computer Computer is not the object of study. There is no emphasis on learning the history of computers or the electronic functions of a computer. Computer is a learning tool. Computers are similar to calculators; it is a tool that can help students look at information in new and different ways. Computers allow the students to focus on the “why, what, and where” questions that help them discover relevant principles. Computer is an integral part of learning. Students start to realize that learning becomes more meaningful when they can examine the information from multiple view points.

NTeQ and the Lesson The components of the NTeQ lesson fit together to create lessons that are: Student centered Problem based Authentic Integrated with technology.

NTeQ and the Lesson The central lesson focus is a problem embedded in meaningful contexts for the students. Examples: Finding the shortest route to a favorite place. Examining local water quality or voting behaviors. Tracking global warming trends. Comparing prices for clothing, pizza, or a movie.

NTeQ and the Standards Curriculum Standards Technology Standards These standards prescribe the skills and knowledge students must master in each subject area at each grade level. Teachers then use these standards to plan the individual class curriculum. Technology Standards The NETS for students focus on technology skills and knowledge in six broad categories: Creativity and innovation Digital citizenship Critical thinking, problem solving and decision making Research and information fluency Technology operations and concepts Communication and collaboration

How Do Teachers Create Standards-Based NTeQ Lessons?

How Do Teachers Create Standards-Based NTeQ Lessons? Translate the standards into instructional Objectives. Determine if there is a match with a computer functions. If there is a match, begin to develop an integrated lesson. An integrated lesson developed with the NTeQ model can address a variety of objectives.

The Revolution of Computers in Business Creating corporate financial models to predict revenue Tracking an overnight FedEx package via a telephone keypad Doing delicate surgery with robotics controlled by a computer

The Revolution of Computers in Schools Could we start a revolution in education, as predicted by Bork, if we changed our conception of computers from a delivery mechanism to a tool?

Thank You for Listening Done by: Zahra Aleid Presented to: Dr. Alghazo