Technology Integration

Why Integrate Technology? Technology is the environment of our children. Technology is in their homes and around their neighborhoods. Technology is transparent to children. Technology is a part of children’s lives. It is transparent. Many homes have computers and Internet connections. As the price of technology drops, computers and other digital devices may replace television as we know it. The technologies of today bring the tools of empowerment into the hands and minds of those who use them. In many classrooms, technology is still thought of as an ‘extracurricular’ activity. In these settings, time spent at the computer is during ‘free’ time. All too often, the technology in the classroom is not even turned on. When effectively integrated into the curriculum, technology revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students’ learning processes and outcomes. Teachers who recognize computers as problem-solving tools change the way they teach. They move from a behavioral approach to a more constructivist approach. Project-based learning takes place utilizing interactive multimedia and telecommunications technologies. Students are engaged in their learning using these powerful tools.

21st Century Skills Personal and social responsibility Planning, critical thinking, reasoning, and creativity Strong communication skills Cross-cultural understanding Visualizing and decision-making Knowing how and when to use technology Another reason for technology integration is the necessity for today’s students to learn 21st Century Skills. These 21st Century Skills include: Personal and social responsibility Planning, critical thinking, reasoning, and creativity Strong communication skills, both for interpersonal and presentation needs Cross-cultural understanding Visualizing and decision-making Knowing how and when to use technology and choosing the most appropriate tool for the task Many of the jobs our students will hold when they leave school do not exist today. Students need to learn the skills that will prepare them for the ‘possible’ work they will encounter.

Student – Teacher Roles Student as learner Student as teacher Teacher as learner Teacher as mentor and guide Technology helps change the student/teacher roles and relationships. Often it is the student who is familiar with the technology. It is the student who must teach the teacher. The teacher becomes the mentor and the guide. Technology integration promotes project-based learning styles. It engages students in their learning processes. Students acquire and use higher-order thinking, analysis, and problem-solving. They take responsibility for their learning outcomes. Teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists the process.

What is Technology Integration? Hardware Software The Internet The Curriculum Technology integration is the use of technology resources -- computers, digital cameras, CD-ROMs, software applications, the Internet, etc. – in the daily practices of a classroom and in the management of a school. It is the transparent use of these tools that demonstrates integration. It is when the use of technology is routine. Technology integration is when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.

Technology Integration Is ... Access to primary source material Methods of collecting and recording data Storage of images, sound, and text Training for publishing and presenting When effectively integrated into the curriculum, technology tools can extend learning in powerful ways. These tools, the Internet, and multimedia applications can provide students and teachers with: Access to up-to-date, primary source material Methods of collecting and recording data Ways to collaborate with students, teachers, and experts around the world Opportunities for expressing understanding via images, sound, and text Learning that is relevant and assessment that is authentic Training for publishing and presenting their new knowledge

Questions? What do you think of when you hear the words “technology integration”? How was technology integrated? What steps can you take to integrate technology into your teaching environment? This reading & viewing activity can be assigned for homework prior to the class. Have your participants divide into small groups. Have them discuss the projects mentioned in the articles. Have participants view the film segments with particular questions in mind. What examples of technology integration are in the video? What is the role of the teacher? What is the engagement of the students? Is the technology appropriate for the project? After reflection or small group discussion, have the large group discuss their discoveries.

What challenges do your foresee for your situation? What hardware and software applications are available to you and your students? What opportunities can you give your students to use technology in the curriculum? What challenges do your foresee for your situation? Have the participants divide into small groups. Have the groups compare the hardware and software available to them in their classrooms or their school settings discuss possible ways of increasing the technology available to them brainstorm how the technology available can be used in their classroom settings brainstorm ways technology can be used in their situations discuss when and where technology can be woven into projects It is important that time is given to discuss any impediments to technology integration that the participants may have at their school settings, whether perceived or real. Have the teams focus on the last question regarding challenges to technology integration. How can obstacles be removed? How can a negative situation be turned into a positive one? Have the teams report to the class.

Integrate Technology YES, YOU CAN EVERYDAY!

What's the best way to use the one computer I have in my classroom? The One-Computer Classroom http://eduscapes.com/tap/topic84.htm What's the best way to use the one computer I have in my classroom?   What strategies should I use when doing large group activities with my computer? What's the most effective way to organize small group activities with only one computer?

http://www.lburkhart.com/elem/strat.htm

Cross-curricular & Technology Integration http://homepage.mac.com/cohora/index.html Cross-curricular & Technology Integration “Outcomes”

About the Internet Hunt by Cindy O'Hora http://homepage.mac.com/cohora/ext/compi.html Directions: Use the links to go to a site that has the answer. Use your Go menu to return to the hunt’s web page, for the next question’s link. 1. What is the Internet? ___________________________________ _____________________________________________________ 2. Use The New Dictionary of Cultural Literacy to explain the meaning of these: a. Denial-of-service attack _________________________________ b. Content provider - ______________________________________ c. Portal - _______________________________________________ ______________________________________________________ d. Hyperlink - ____________________________________________ 3. How are cybermaps used? ________________________________ 4. What is a hot spot? Is there one in your province? _____________ 5. What role do packets play in the function of the Internet? ________ 6. Your club's advisor has instructed the group's secretary to blog the meetings. What is that? How would it benefit the members? ______

7. How does bandwidth impact a user's experience of the Internet? __ ______________________________________________________ 7. How does bandwidth impact a user's experience of the Internet? __ 8. What is the digital divide? _________________________________ SUBSTITUTE Cindy’s # 9 for the following # 9 9. Use the URL http://www40.statcan.ca/l01/cst01/to answer these questions between the years 2000 to 2003: What percentage of households in NS have a computer? ________ What percentage of households in NS have Internet access? _____ Which province in Canada had the highest percentage of computers per household? _________________________________________ Which province had the lowest percentage of Internet access per household? ___________________________________________ What is the median income of your province? ________________ Based on your findings, where would your prefer to live? Why? ___ _____________________________________________________ Suppose you did not have a computer with Internet access. How would you go about finding the answers to question 9? _________ How would not having access to the Internet alter your life? _____

10. Read “The Internet - What lies ahead?” Make your own prediction or suggest a service you would like to see delivered using the Internet. __________________________________ __________________________________________________ Use your online research skills to respond: 11. How was the Internet used to help the victims of the 2005 natural disasters? ____________________________________________ _____________________________________________________ There are three kinds of death in this world. There's heart death, there's brain death, and there's being off the network. ~Guy Almes

Communication Technology ICT OUTCOMES The Integration of Information and Communication Technology

“About The Internet Hunt” Activity ICT Learning Outcomes “About The Internet Hunt” Activity BOC SEHI PTS CT RPSD 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9

Basic Operations and Concepts BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems BOC 12.2 (relates to 9.5) demonstrate an ability to assess the application of technology to solve problems, particularly to evaluate significant effects which estimations, program flaws and human error have on any given solution BOC 12.3 (relates to 9.6) demonstrate facility with the specialized vocabulary associated with the technology they use BOC 12.4 (relates to 9.7) take personal responsibility for their safe and ergonomic use of technology for learning  

Social, Ethical, and Human Issues SEHI 12.1 (relates to 9.1 – 9.4) behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study SEHI 12.2 (relates to 9.2) articulate an informed and critical understanding of mass media, popular culture and electronic information environments; their techniques; and the effects of those techniques SEHI 12.3 (relates to 9.1 – 9.4) critically analyze the impacts of evolving technologies on themselves, societies, and the environment SEHI 12.4 (relates to 9.2 – 9.4) demonstrate habits of perception, analysis, judgment and selectivity as they contribute to society through the discerning and critical use and creation of information resources and technology   SEHI 12.5 (relates to 9.3, 9.4) act responsibly when faced with ethical issues that arise from their use of information and ICT and perspectives SEHI 12.6 (relates to 9.5) demonstrate an appreciation of the role of technology-related careers in the larger community and assess technology-related career opportunities within the context of their personal values and needs SEHI 12.7 (relates to 9.8) follow the Public School Program Network Access and Use Policy

Productivity PTS 12.1 (relates to 9.1) use electronic planning software to support the development and analysis of efficient, personal study and research plans independently PTS 12.2 (relates to 9.2, 9.6) evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently PTS 12.5 (relates to PTS 9.6 and RPSD 9.2) create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently  

Communication CT 12.1 (relates to 9.1) use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication CT 12.3 (relates to 9.1) design and create electronic documents to accomplish curricular tasks CT 12.4 (relates to CT 9.3) discover, share and reflect upon their own and others’ cultures, values, and understandings as they are expressed in electronic and other formats CT 12.5 (relates to 9.1 – 9.3) use multimedia hardware and authoring software to develop non-linear, interactive presentation CT 12.6 (relates to 9.3) assess the value and application of information and communication technology in personal and career-related pursuits  

Research, Problem Solving, and Decision Making RPSD 12.1 (relates to 9.1) select appropriate devices and software to collect data, solve problems and note patterns; to make logical decisions and draw conclusions; and to present results, with general supervision RPSD 12.2 (relates to 9.4) identify, evaluate, and compare the quality, congruencies, discrepancies, omissions, biases, and perspectives of information content of print, media, and electronic resources RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently RPSD 12.4 (relates to 9.7) identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs RPSD 12.5 (relates to 9.4 –9.8) contribute to the development of criteria for selecting a research topic, and, based on those criteria, define and complete a research task efficiently RPSD 12.6 (relates to 9.9) accurately record and cite, using academically accepted formats and standards, sources of information contributing to their research  

http://www.cbv.ns.ca

Graphic Organizers http://www.region15.org/curriculum/graphicorg.html

http://www.ocdsb.edu.on.ca/Teacher_Res/secondary/tecint/ppt.htm http://www2.ucdsb.on.ca/tiss/stretton/ http://www.elan.on.ca/ http://school.discovery.com/schrockguide/arts/artlit.html http://artsedge.kennedy-center.org/teach/les.cfm http://owl.english.purdue.edu/handouts/index.html http://www.ocdsb.edu.on.ca/teacher_res/secondary/menu.htm http://sesd.sk.ca/teacherresource/teacher/language_arts.htm http://www.tnellen.com/cybereng/log.html

http://www.cln.org/subjects/physics_cur.html physics http://www.amdsb.ca/TrainingRes.htm http://www.thevisualclassroom.com/ http://www.2learn.ca/teachertools/multimedia/mmediahowto.html http://www.graves.k12.ky.us/teach_resources.htm http://www.graves.k12.ky.us/powerpoints/ http://www.graves.k12.ky.us/powerpoints/gchs/index.htm http://www.swlauriersb.qc.ca/schools/recit/ml/mllinks.htm http://edweb.sdsu.edu/courses/EDTEC596/Units/Media/MediaandBehavior.html media and behavior webquest http://www.cln.org/subjects/physics_cur.html physics http://www.suu.edu/faculty/lundd/readingsite/readingresources/#Fluency http://www.edutopia.org/foundation/multimedia.php

http://library.sjsd.net/tech.html#ISG http://www.kenton.k12.ky.us/max/readymadeppt.htm

Educational Links http://www.bobsedulinks.com/teachers.htm http://www.coollessons.org/coolunits.htm http://www.csun.edu/~hcedu013/plans.html http://www.wam.umd.edu/~mlhall/teaching.html http://www.teachnet.org/blueplate/homework/newteach11.htm

http://www.user.shentel.net/rbowman/ enter http://www.user.shentel.net/rbowman/files/fettab3.htm science http://www.user.shentel.net/rbowman/files/sci.htm free click http://highschoolace.com/ace/ace.cfm http://www.eduhound.com/ http://www.lawrence.org/edlinks/menu.htm http://www.ncsu.edu/midlink/hr/hr.hot.list.htm http://www.educationindex.com/educator/ http://www.osapac.org/ontlinks.asp

We are fortunate enough to have a school board willing to invest in technology and training which has allowed us to take teaching and learning to greater levels.

Let Technology Integration Begin! Technology integration begins when teachers and students use technology because it is the right tool to use. It is students using the Internet to do research. It is students creating Web sites to teach others about what they are learning in class. It is students creating multimedia presentations and presenting them to their classmates, parents, and community. Technology integration begins when a teacher has his/her students illustrate a Kindergarten alphabet book using a paint program. The students publish their work. They print out their pages and create a class book that is sent home for parents to view. Technology integration is students making slideshows using their alphabet drawings. It is the students recording their voices and saying the letters of the alphabet and the names of objects they drew.