Copyright © 2000 by Gary R. Morrison This file may not be distributed on other web sites, but may be used by individuals who have purchased the text for instructional purposes only.

Gary R. Morrison Deborah L. Lowther Lisa DeMeulle NTeQ 2000

Technology in the classroom Is technology the answer? Incoming Technology Again?

Three Views of Technology Type I Type II

Technology Type I Give the teacher technology It is an extension of the teacher It makes the teacher a better teacher!

Technology Type II Taking control from the teacher Emphasis on programmed instruction Bypass the teacher and let the programmer “talk” to the student

Technology Type III Creating the integrated system Consider the teacher, the student, and the instruction Use technology as a tool

What is the role of technology in the classroom? + = ?

What is all the fuss? Some myths about computers

Computer myths Students will learn more when they learn from computers.  50 years of research has failed to show that any technology causes learning  It is the instructional strategy not the hardware

Computer myths I only have some Apple //e’s or old IBM clunkers in my room, what can I do?  Any computer with a basic suite such as AppleWorks on an Apple //e can be used for problem-based learning activities.

Computer myths I cannot write software for my students, therefore computers are useless in my course.  You do not have to write software to use computers in your course. There are other ways!

Computer myths The software does not match the district’s benchmarks, so why bother with computers?  You do not do not have to use commercial software with your computers to meet the benchmarks.

Computer myths I am trying to get with the program and create a student-centered environment. Having my students learn from computers seems to go against these new ideas.  Yes. But, you can create a student- centered learning environment when you use computers as a tool rather than as delivery device.

Computer myths My students search for interesting websites, they can me, and I have them use a word processor–isn’t that enough?  Well, that’s a start. But, there is more to using computers than the Internet.

Technology in the classroom has not met our expectations.

The traditional view of technology Viewed technology as a teacher To deliver the instruction To compete with the teacher

What have we learned? Technology is not always a good teacher

Is there any hope for technology? Yes But, we must change our view

An idea

What if we surveyed parents? What software do you use? Word processing Spreadsheets Databases Desktop publishing

What if we surveyed teachers? What software do your students use? Drill and practice Games Tutorials Web browsers

Recent research Suggests that application software can support higher-level learning Better prepares student for the workplace Drill-and-practice and tutorials emphasize rote learning

Recent Research AAUW’s Tech-Savvy: Educating Girls in the New Computer Age (4/00) Gender equity means using technology proactively Being able to understand the data technology makes available Being a lifelong learner of technology

Recent Research Tech-Savvy Teacher training needs to focus on computers as a productivity tool Girls must view themselves as designers and producers of new technology

Recent Research Tech-Savvy The new benchmark of gender equity Computer fluency Mastery of analytical skills Innovative uses of technology across disciplines

How do we get there? Computer applications Viewing computers as a tool

How do we use applications in instruction? Integrate computer technology to support problem-based learning Use computers as a tool rather than as an instructional delivery device

What is technology integration? Level I Software supports objectives Level II Applications support learning activities Word processing, searching, etc. Level III Computers used as a tool to solve problems

Using technology as a tool How ? To calculate To determine To identify To summarize To find information To organize information

Using technology as a tool The effectiveness as a tool has been established People use technology as a tool everyday in the workplace

A new way of teaching Requires a different approach to teaching Teacher’s role will change Student’s role will change Instruction will change

The changing role of the teacher Technologically competent Understands relationship between computers and learning Creates a student-centered learning environment Uses computers as a tool to support learning

Roles of the teacher Manager Facilitator Designer

Teacher as designer Creates integrated lesson plans Creates problems that require the student to manipulate data Utilizes multiple learning resources Uses real-world data

Teacher as facilitator No longer the main source of information Asks directed questions Models problem-solving processes and technical tasks Provides necessary scaffolding for students

Teacher as manager Plans a viable rotation schedule Provides a multidimensional learning environment Encourages students to solve problems Finds solutions to technical problems

The changing role of the student Primary role is a researcher Gathers data Analyzes data Generates knowledge

The student as collaborator Goal is problem solving through collaboration Works effectively as a team member Values team collaboration

The changing role of instruction Problem based Authentic data Uses problems students can relate to Provides for many sources of information

Using computer technology How can we use technology in the classroom? Use technology to support the learning process, critical thinking, problem solving. Encourage collaboration.

Using computers in a classroom Traditional method Computer is used for teaching It delivers the instruction to the lear ner

Using Computers in a classroom Formats (traditional method) Drill and practice Tutorials Simulations Games

Using computers in a classroom Integrating computer technology New approach Focus is on using computers as a tool for learning Use computers support learning rather than for teaching.

Where do we start with an NTeQ lesson? NTeQ incorporates Inquiry learning Problem-based learning Cognitive & Constructivist approaches Collaborative learn ing

The NTeQ Approach iNtegrating Technology for inQuiry

Designing the NTeQ Lesson 10 Step approach

Specify Objectives Specify all your lesson objectives Includes both computer related and noncomputer objectives Specify Objectives

Specify Objectives Source of objectives National standards Science, math, social studies, etc. State Standards District standards/benchmarks Textbook/Curriculum guide

Match Objectives to Computer Functions Match your objectives to computer functions Computer functions that support your objectives For example, Specify Objectives Computer Functions Specify Objectives Computer Functions

Match Objectives to Computer Functions Objective: Analyze Use a spreadsheet to determine the… Use a database to find the… Create a chart to show… Dia.$$/sq in Joe's Pizza129 Big Caesar1413 Square Pan Pizza1511

Match Objectives to Computer Functions Objective: Write, Edit Use a word processor to create Edit your partner’s paper Use a spellchecker to… Write a journal

Match Objectives to Computer Functions Objective: Design, Plan Create a drawing showing… Design a safe playground Create a new traffic pattern for… Design the staging for…

Computer Functions Analyze the economic problems that have faced Distinguishes among natural, capital, and human resources Identifies the settlement patterns of the community Lists reasons for saving

Computer Functions Distinguishes among natural, capital, and human resources Identifies the settlement patterns of the community Lists reasons for saving Analyze—Create a database problems

Computer Functions Identifies the settlement patterns of the community Lists reasons for saving Analyze—Create a database problems Distinguishes – Creates a database of examples

Computer Functions Identifies the settlement patterns of the community Lists—Survey and graph results w/spreadsheet Analyze—Create a database problems Distinguishes – Creates a database of examples

Computer Functions Analyze—Create a database problems Distinguishes – Creates a database of examples Lists—Survey and graph results w/spreadsheet Identifies– Draw maps showing growth

Computer Functions.What type of match exists? explains how Earth’s position relative to the sun affects events and conditions on earth understand techniques used to convey viewpoint identify figurative language produce compositions that have one main idea

Specify the Problem Realistic Real-world events From the students’ world Let them suggest the problem Specify Problem Specify Objectives Computer Functions Specify Objectives Computer Functions Specify Problem

Specify the Problem Characteristics of a good problem Connects with student’s world Content organized around problem, not discipline Ill-structured—more than one answer Must do research to solve

Data Manipulation How will students manipulate the data? Job aids Think Sheets Questions and ideas for the student Specify Objectives Computer Functions Specify Problem Data Manipulation

Results Presentation How will students present the results? Printed/oral reports/Student Journal Web page/Poster sessions Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation

Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation Activities While at Computer While at Computer What will students do at the computer? Entering data Manipulating data Creating a report

Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation Activities While at Computer Activities Prior to Computer Prior to Using Computer What will students do before using the computer? Key words for searching Collecting data

Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation Activities While at Computer Activities Prior to Computer After Using Computer After Using Computer What will students do after using the computer? Purpose is to use the information generated from the computer activity

Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation Activities While at Computer Activities Prior to Computer After Using Computer Supporting Activities Supporting Activities Additional activities that support the objectives Anytime during the unit Meaningful and related/Reading Problem solving/Discussion/Labs/Writing/Exercises

Assessment May require more than a test Computer generated projects/Printed reports PowerPoint Electronic portfolios Specify Objectives Computer Functions Specify Problem Data Manipulation Results Presentation Activities While at Computer Activities Prior to Computer After Using Computer Supporting Activities Assessment

Outcomes Increased problem solving skills Experience with collaborative work groups Student-centered environment Real world technology skills Increased motivation

Sample Units Examples we have collected

Testing Tissues Students test weight (pennies) a wet and dry tissue can hold Graph data in Excel Answer questions Create an advertisement

Characteristics of Short Stories Build database of Characters Plots Settings Analyze commonalities Write their own

Creating Folklore Do research on basis for folklore Create database Classify lore Identify categories Create new folklore

NTeQ Student-centered environment Use computer as a tool Solve real-world problems Learn content while solving problem

NTeQ and the Teacher Designs the problems Facilitates learning Manages the environment

NTeQ and the Student Active learner Learns content Learns real-world computer skills Learns problem solving methods Works in teams

NTeQ on the Web

NTeQ Sightings  Estonia Ireland  Malaysia  Canada

NTeQ Sightings NTeQ in use