ED 2325 Technology in the Classroom Chapter 1 – Integrating Educational Technology into the Curriculum

The 21 st Century Student Vision of K-12 Students Today

Curriculum Specific Learning 3 Ways to Use Newly Acquired Learning This is considered curriculum-specific learning or discipline- specific learning- when you are learning how to apply teaching principles, knowledge, and ideas to authentic and practical classroom lessons and projects that can benefit students. 1. For your own professional development 2. Using technology as a productivity tool in your classroom 3. Integrate technology and digital media in your instructional strategies, lessons, student-based projects, and student assessments to improve student learning.

Establishing New Learning Environments by Incorporating New Strategies Traditional Learning Environments New Learning Environments Teacher-centered instructionStudent-centered instruction Single-sense stimulationMultisensory stimulation Single-path progressionMultipath progression Single mediaMultimedia Isolated workCollaborative work Information deliveryInformation exchange Passive learningActive/exploratory/inquiry- based learning Factual, knowledge-based learning Critical thinking and informed decision making Reactive responseProactive/planned action Isolated, artificial contextAuthentic, real-world context

Computer, Information, and Integration Literacy Computer literacy – current knowledge and understanding of computers and their uses. Information literacy – knowing how to find, analyze, use, and communicate information. Integration literacy – the ability to use computers, digital media, and other technologies combined with a variety of teaching and learning strategies to enhance students’ learning. Learning Objectives Goals and Outcomes Appropriate Technology

Terms Data – collection of unorganized facts Information – data that is organized, has meaning, and is useful. Input – data entered into a computer Output – the processed results Storage – area for data to be held for future use Information Processing Cycle – the cycle of input, process, output, and storage Hardware – the electronic and mechanical equipment that make up a computer Software – the series of instructions that tell the computer how to perform tasks **Without software, hardware is useless**

Successful integration

CATEGORIES OF COMPUTERS

Personal Computers – (PC) a computer that performs all of its input, processing, output, and storage activities by itself. Mobile Computers – a personal computer that you can carry from place to place. Notebook Computer - personal, portable computer small enough to fit on your lap. Tablet PC – a special type of notebook that allows you to write on the screen using a digital pen.

Netbooks – a small, lightweight, and portable computer designed for wireless communication and access to the internet. Mobile devices – store programs and data permanently in memory chips inside the system unit or in small storage media such as memory cards. Handheld computers – a computer small enough to fit in one hand while you operate it with the other hand. Personal Digital Assistant (pda) – provides personal organization functions such as a calendar, digital camera, appointment book, address book, calculator, etc… Smartphones – an internet-enabled telephone that usually provides PDA capabilities.

Servers, Supercomputers, and Embedded Computers Server – manages the resources on a network and provides a centralized storage area for software programs and data. Supercomputer – fastest, most powerful, and most expensive computer. (weather computers, hurricane tracking) Embedded computer – a special purpose computer that functions as one component in a larger product. (antitheft system in car)

International Society for Technology in Education (ISTE) Developed a set of standards for teachers, students, and administrators National educational technology standards

For what kind of world are we preparing students? Basic content literacy Getting to work on time Following directions Assembly lines Work alone Solve problems Manage large quantities of information Think critically Work in teams Use technology effectively OR

Digital Immigrants vs. Digital Natives Digital Immigrant n. A technology user, usually over the age of 30, who was not born into the digital world. Digital immigrants use technology, but often attempt to bring their use into a framework they find comfort in; for example, they might print material accessed on the Internet before reading it. Digital Native n. A technology user under the age of 30, who was born into the digital world and is accustomed to receiving information very quickly. Digital natives are able to multitask, and they usually prefer to see graphics before text. They tend to be more comfortable working in a hyperlinked environment in which they receive frequent rewards and feedback. Mark Prensky, 2001

Digital Native Learners vs Digital Immigrant Teachers Digital Native Learners vs Digital Immigrant Teachers

ARCS Motivational Model Developed by John M. Keller in 1983 and is applicable to learning in the digital age. Stresses that even the best designed instructional strategy will fail if students are not motivated to learn. Many students are performing to only pass a test so retention is unlikely. Teachers must create a deeper motivation in learning to gain new skills. Keller’s model attributes differences in student learning to the amount of effort students are willing to put forth. Four areas emerged to account for differences in student effort.

ARCS Motivational Model Attention – Effective learning techniques seek to capture students’ attention, to eliminate boredom, and to arouse natural curiosity. (the HOOK of the lesson) Relevance – When students feel that learning is relevant or important to their lives, they will become motivated to learn. Challenge/Confidence – Students who believe they can achieve often do. Satisfaction/Success – Feeling good about one’s self is a natural motivator.

The ARCS Motivational Model and Digital Students Attention - Lessons are designed to gain students’ attention using alternative techniques, such as a story, sensory stimuli, thought- provoking questions, and variability in exercises, and using digital media. Relevance – students see relevance in the lesson, which, in turn, leads to increased learning. The lesson must be relevant not only to the learner, but also to previously taught lessons. Challenge/Confidence – Students are challenged to achieve, and they gain confidence as they meet the challenge. Students need to feel that if they put in a good faith effort, they are capable of achieving the objectives. The challenge should properly match the students’ abilities. Satisfaction/Success – Students gain success in achieving their objectives, which promotes self-satisfaction from the learning experience. The most powerful reward is that the students find that the learning experience is relevant and useful to their own world or the one they aspire to live and work in.