Chapter 1 Educational Technology in Context: The Big Picture Chapter 1 Educational Technology in Context: The Big Picture

Four Perspectives that Define Educational Technology Four Perspectives that Define Educational Technology

Media and Audiovisual Association for Educational Communications & Technology (AECT): “educational technology as media for communicating concepts”

Instructional Systems and Instructional Design International Society for Performance Improvement (ISPI) “educational technology as creating & validating instructional systems to improve productivity & competence in the workplace.”

Vocational Training Tools (Technology Education) International Technology Education Association (ITEA) “educational technology as a “preparation for the world of work”

Computer-Based Systems International Society for Technology in Education (ISTE) “educational technology as “computers and related electronic resources”

What History of Educational Technology Has Taught Us Technology is not a panacea. Literacy offers limited rationale. Teachers are not developers.

What History Has Taught Us (continued) Possible doesn't equal desirable, feasible, or inevitable. Change is too fast to keep up with. Older technologies can be useful. Teachers always will be important.

Rationale for Technology Use Motivates Provides Unique Instructional Capabilities Supports New Instructional Approaches Increases Teacher Productivity Required Skills for an Information Age

Why Use Technology? Influence student academic performance Influence student academic performance Develop higher order thinking and problem solving Improve student motivation, attitude, and interest in learning Help to prepare students for the workforce Address the needs of low performing, at-risk, and learning disabled students Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu

When Does Technology Work? Directly supports the curriculum objectives Provides opportunities for student collaboration Adjusts for student ability and prior experiences, and provides feedback Is integrated into the instructional day Provides opportunities for students to design and implement projects Is used in environments where teachers, the school community, and the district support the use of technology

Issues in Education and Technology Societal Legal/Ethical Cultural Educational

Societal Issues Economic conditions Anti-technology positions Impact of No Child Left Behind Act

Educational Issues Standards movement Standards movement Reliance on Internet and Distance Education Debate over directed vs. inquiry based/constructivist instructional methods

Cultural & Ethnic Issues Digital Divide Racial and gender equity Special Needs

Legal and Ethical Issues Viruses/Hacking Plagiarism Privacy/Safety Copyright Illegal download/Software piracy

Emergent Trends Wireless connectivity Merging of technologies Emergent Trends Wireless connectivity Merging of technologies Portable devices High-speed communication Visual immersion systems Intelligent applications Podcasting

Implications of New Technologies Flexible learning environments Adaptable assessment options Reliance on distance learning Support for people with disabilities

Chapter 2 Foundations of Effective Technology Integration Models: Theory and Practice

Learning Theories as Bases for Integration Models

Directed Technology Integration Strategies Theoretical Base Behaviorist theory Learning as a stimulus-response Reinforcement/rewards Mastery learning Information-processing theory The mind as a computer Atkinson and Shiffrin Sensory registers; short term & long term memory B.F. Skinner

Directed Technology Integration Strategies Theoretical Base (continued) Cognitive-behaviorist theory Providing optimal conditions for learning Robert Gagné Events of instruction Systems theory and systematic instructional design Managing the complexity of teaching State goals & objectives; sequencing Gagné, Briggs, Mager Robert Gagné

Gagné Instructional Events Gain attention State objectives Stimulate recall of former learning Present new material Provide learning guidance Elicit performance Provide feedback Assess performance Enhance retention/transfer

Inquiry-based Technology Integration Strategies: Theoretical Base Social activism theory Learning as a social experience Growth through hands on activities Curriculum from students’ interests Scaffolding theory Learning as a cognitive building process Build upon previous knowledge Zone of proximal development Adults & children perceive the world differently John Dewey Lev Vygotsky

Child development theory Inquiry-based Technology Integration Strategies Theoretical Base (continued) Child development theory Stages of development Sensorimotor; preoperational; concrete & formal operational Instructional support for child development Discovery learning Cognitive growth via interaction w/environment Multiple Intelligences theories Role of intelligence in learning Howard Gardner Jean Piaget Jerome Bruner Howard Gardner

Multiple Intelligences Linguistic Logical-mathematical Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic* Existential* (meaning of life)

Technology Integration Strategies Based on Each Model Technology Integration Strategies Based on Each Model

Technology Integration Planning (TIP) Phase 1 Determine relative advantage Phase 1: Determine relative advantage Why should I use a technology-based method? What is the problem I am addressing? Do technology-based methods offer a solution with sufficient relative advantage? Phase 2 Decide objectives and assessments Phase 3 Design integration strategies Phase 4 Prepare the instructional environment Phase 5 Evaluate & revise integration strategies

Technology Integration Planning (TIP) Phase 1 Determine relative advantage Phase 2: Decide objectives and assessments How will I know students have learned? What outcomes do I expect from using the new methods? What are the best ways of assessing these outcomes? Phase 2 Decide objectives and assessments Phase 3 Design integration strategies Phase 4 Prepare the instructional environment Phase 5 Evaluate & revise integration strategies 2.10

Technology Integration Planning (TIP) Phase 1 Determine relative advantage Phase 3: Design integration strategies What teaching strategies and activities will work best? What kinds of instructional methods are needed? How can technology best support these methods? How can I prepare students adequately to use technologies? Phase 2 Decide objectives and assessments Phase 3 Design integration strategies Phase 4 Prepare the instructional environment Phase 5 Evaluate & revise integration strategies 2.11

Technology Integration Planning (TIP) Phase 1 Determine relative advantage Phase 4: Prepare the instructional environment Are essential conditions in place to support technology integration? What equipment, software, media, and materials will I need? How should resources be arranged to support instruction and learning? What planning is required to make sure technology resources work well? Phase 2 Decide objectives and assessments Phase 3 Design integration strategies Phase 4 Prepare the instructional environment Phase 5 Evaluate & revise integration strategies 2.12

Technology Integration Planning (TIP) Phase 1 Determine relative advantage Phase 5: Evaluate and revise integration strategies What worked well? What could be improved? How well has the technology integration strategy worked? What could be improved to make it work better? Phase 2 Decide objectives and assessments Phase 3 Design integration strategies Phase 4 Prepare the instructional environment Phase 5 Evaluate & revise integration strategies 2.13

Essential Conditions for Technology Integration Shared Vision Technical Assistance Standards and Curriculum Support Trained Personnel Access

Portfolio Assessment Professional Students Growth over time Assessment Students Growth over time Accomplishments Competence in specific content areas Professional Competence Potential Avoid showing “growth over time”

Standards Everything we teach must be based upon standards ISTE: NETS*T & NETS*S ODE: Academic Content Standards ALA: Info Lit Stds ODE: Professional Teaching Stds.

Instructional Methods Direct or Directed Teacher centered Transmit knowledge Knowledge is objective (already exists) Behaviorist learning theory Constructivist Students learn via interaction with their environment Student centered Students develop their own meaning via their experiences Cognitive learning theory

Digital Divide Discrepancy in access to technology resources among various socio-economic groups Other reasons account for the divide as well Gender, cultural, geographic location, etc.