1 Chapter 7: Exploring Technology Options By: Betsy Bass For: EDT 540, Instructional Design Jim Chiavacci ~ October 27, 2005 The main idea of Chapter 7 (p. 169): “The use of media and technology is just another teaching decision.”

2 Focus Questions – Discuss (Gagne - #1: Gain Attention) What are your views on technology, and what are your technology skills? What do you know about technology standards? - Does anyone use them? How do I make choices about technology in my teaching? - How do you decide what to use?

3 Scope of this Chapter (For a visual sequence - see figure 7.1, p. 170) 1.) Suggests recording your views of technology and perception of your curriculum integration skills & technology tool skills 2.) Introduces technology standards for teachers and students – how can technology support learning outcomes? 3.) Examines how technology can be integrated across most teaching – by using Gagne’s Instructional Events and other teaching models INTASC standards addressed:  #4: Teaching Repertoire ; #6: Communication  #7: Pre-Unit Thinking; #8: Assessment

4 Teacher Decision Cycle: Technology Question 1.) “How can media and technology help students to learn?” 2.) “How can media and technology decisions help you reexamine your previous decisions?”

5 How will Technology help Students to Learn? - 5 Ideas & Implications “1. The purpose of media & technology is to help students learn. … 2. Media & technology choices are teaching decisions. … 3. Instructional technology literacy involves both computer skills and curriculum integration skills. … 4. Media & technology provide learning experiences that otherwise might not be possible. … 5. Reviewing new technologies helps you rethink the previous teaching decision.” See Figure 7.3 (p. 172): Rational & Implication of Technology Use

6 Views of Technology “Your views about technology influence your attitudes toward technology and motivation to use it.” Discuss –  What are your views on media & technology?  What technology do you use in your teaching?  What are your reactions to the use of media & technology in the classroom?  What have you learned about yourself as a teacher from thinking about technology use?

7 Technology Skills – Being Literate in Instructional Technology 1.) Knowing how to use the software tool 2.) Knowing how to use the software tool to help students learn (integration)  Perform a Self-Assessment ~ Of curriculum integration skills (or how you have used media & technology in the classroom) Of specific skills with technology tools

8 Media & Technology Definitions Instructional media & technology mean the media & technology “carry messages with a purpose” Technology – usually means instructional technology - especially the use of computers & the Internet Educational Technology & Instructional Technology (IT) – often interchangeable Educational Technology - broader term than IT – refers to technological systems. IT is “the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.” (1994 definition, AECT website: )

9 The International Society for Technology in Education (ISTE) Standards What are they? And who are they for? ISTE National Educational Technology Standards (NETS) were developed to guide use of technology in K-12 education, teacher education, and for administrators. Most “state departments of education in the US have adopted, adapted, or referenced the NETS standards.

10 NETS for Students: 6 areas that address technical competencies – include learning outcomes (See text p. 176 or ) 1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communication tools 5. Technology research tools 6. Technology problem-solving and decision-making tools

11 Guidelines for Using NETS for Students “ISTE’s NETS initiative is grounded in the idea that the focus of technology is not technology integration but curriculum integration using technology.” (p.177) Consult the ISTE website for most up-to- date version of NETS:

12 NETS Standards for Teachers See Site includes rubrics, activities, & lots of info! 1. Technology operations and concepts 2. Planning and designing learning environments and experiences 3. Teaching, learning, and the curriculum 4. Assessment and evaluation 5. Productivity and professional practice 6. Social, ethical, legal, and human issues

13 Technology Across Learning Outcomes Technology can address different learning levels - based on Gagne’s taxonomies Intellectual Skills – Concepts Intellectual Skills – Procedures Intellectual Skills – Principles Cognitive Strategies Verbal Information Affective Learning Motor Skills Figure 7.13 (p. 185) is a Summary of these “Teaching Strategies & Technology Options for Different Levels of Learning”

14 * Discuss teaching strategies & technology assistance for each learning level…. p.185 Intellectual Skills – Concepts  “Concept learning is sequenced by the relationship between the concepts, moving from generalized concepts down to specific concepts.” Intellectual Skills – Procedures  “When students are to learn a process or a skill, the sequence of learning addresses the steps required to complete the task.” Intellectual Skills – Principles  “For students to learn the “why” of concepts and procedures, a teaching strategy is to move from basic and observable principles to more detailed and complex principles.”

15 Cognitive Strategies  “Another level of learning is helping students become aware of their thinking strategies.” …Cognitive skills “are more likely to transfer when they are taught and used in the context of actual learning of academic content.” Verbal Information  Teaching for verbal information differs, based on whether the information is a name of label, individual facts, or organized information (Gagne, Wager, Golas, & Keller, 2005).”

16 Affective Learning  “Aspects of the affective domain are inherent in learning intellectual skills, so learning outcomes that involve critical thinking and problem solving must consider outcomes of attention, appreciation, and valuing.” Motor Skills  Depending on the complexity of the skill, teaching psychomotor skills involves the mastery of a subskill, followed by the overall executive skill.”

17 Technology for Understanding Facets of Understanding  Can Explain  Can Interpret  Can Apply  Have Perspective  Can Empathize  Have Self-knowledge  Figure 7.15 (p. 187): Examples of Using Technology in Teaching for Student Understanding.

18  Can Explain  “Explanation … students are asked to explain what facts mean”  Can Interpret  “Interpretation enhances student understanding beyond “explanation.”  Can Apply  Media and instructional technology enable students to apply what they know.”

19 Have Perspective  “Technology tools can help students develop the capacity to see different points of view.” Can Empathize  “Empathy is the ability to understand someone’s situation, feelings, point of view, and motives.” Have Self-Knowledge  “ Giving students time to reflect and take action on their thinking can be important in assessing student understanding.”

20 Technology for Special Needs Assistive Technology  “Assistive technologies are any tools or strategies that assist human learning. … The purpose behind AT devices is to help individual students gain access to existing curriculum.” Universal Design for Learning  “ The idea of AT is based on using the existing curriculum and supplying tools for individuals to access that curriculum.”

21 Universal Design for Learning (UDL) UDL is a larger perspective than Assistive Technology (AT) “Universal design takes the stance that the human world, such as our homes, cities, objects, and schools, should be designed to cover the broadest population possible, including those with special needs, the elderly, children, and small adults.”

22 UDL – 4 Assumptions “Four assumptions about teaching and learning characterize universal design for learning (CAST, 2003).” Premise 1.) “…students with disabilities should be characterized as falling along a “continuum of learner differences” rather than being a separate category of students.” Premise 2.) “…teachers make adjustments for all students.” Premise 3.) “…the teacher should consider a variety of curriculum materials and not focus on a single textbook.” Premise 4.) “…curriculum should be designed so that it is flexible and can accommodate these learner difficulties.” “Digital media provide flexibility with content representation, control and student engagement. Specialized AT tools provide additional access to digital media.” (See Design Activity 24, p. 190)

23 Technology Across Teaching How can technology be applied to different teaching approaches? Gagne’s Instructional Events & Technology  “Identified characteristics of all instruction (external conditions) that can assist the development of these mental processes (internal conditions)”  See Figure 7.16 (p. 191) for a summary of how technology might help teachers achieve these events.  Discuss – what technology & media you might use to accomplish each event.  Do Design Activity 25 on page 195 – using our earlier scenario: Recognize and define deciduous trees vs. a coniferous trees

24 Objective: Recognize and define deciduous trees vs. a coniferous trees 1. Gain attention – Show photos of deciduous trees & coniferous trees – winter & summer 2. Identify objective - pose question: “What are the definitions of deciduous trees and coniferous trees?” 3. Recall prior learning – Review definitions of trees in general – look at photos and discuss differences 4. Present stimulus – Give definitions of deciduous and coniferous trees 5. Guide learning – Show examples of deciduous and coniferous trees, compare & contrast 6. Elicit performance - ask students to list 5 different deciduous trees 7. Provide feedback - check all examples as correct/incorrect 8. Assess performance - provide scores and remediation 9. Enhance retention/transfer – Show students pictures of coniferous and deciduous trees and ask which is which and why Gagne’s 9 Instructional Events: Example & Possible Answers

25 Technology Use in Teaching Models 3 models:  Direct Instruction  Discussion  Cooperative Learning Model 1: Direct Instruction  (See Figure 7.17, p. 196)  “Direct instruction is a behavioral model suitable for teaching basic skills and information. …The direct instruction model can also incorporate other teaching models or strategies at step 3, the presentation step.”

26 Technology Use in Teaching Models Model 2: Discussion (p. 197 & See Figure 7.18, p. 197)  “The major feature of discussion is a dialogue that generates questions and increases the teacher’s ability to engage students in higher level thinking.”  “The key to discussion is developing thoughtful questions and follow-up questions.”  3 steps: Requires teachers to: 1. Read the material and develop factual, interpretive, and evaluative questions 2. Compare ideas, reactions, and questions with a cooperative teacher & to cluster issue-raising questions 3. Assign reading, ask students to prepare questions for discussion and to reread material to prep for the discussion. (web boards or chats are good options)

27 Technology Use in Teaching Models Model 3: Cooperative Learning “Cooperative learning aims to create a positive environment where people learn to work together to achieve their objectives.”  5 Major Social Features (Figure 7.19, p. 199) 1. Interdependence 2. One-to-one interaction 3. Individual accountability 4. Social Skills 5. Group Processing

28 Teaching and Technology Options Examine your lessons & ask yourself: “How does the use of media and technology support student learning? How does this use give me options I did not have before?” “How can my lessons be improved through the use of media and technology?”

29 Using Technology to Rethink Teaching Decisions

30 Reflective Teaching Are you or other teachers around you afraid of using technology in your classroom? “True technology integration means that the technology used enhances the instruction – not takes the place of instruction.” Teacher collaboration and teaming works well here - for teacher and student benefit

31 Teacher Inquiry “What aspects of technology use would you like to study in an action research or teacher research study? Is there a research study in which you could involve a peer in studying technology’s use in the classroom?”

32 References All information was taken either in full or closely paraphrased from:  Instructional Design: A Systematic Approach for Reflective Practice, Chapter 7: Exploring Technology Options (pp )  By Neal Shambaugh and Susan G. Magliaro  2006 Pearson Education, Inc., Boston/NY  PowerPoint by Betsy Bass 10/27/2005