1. Impact of Technology on Teaching and Learning
ED5001: Contemporary Issues in Education
Mentor: Jamie Petrilla
Assignment 6:   Issues in Teaching and Learning
chivertonk.ED5001-Activity Issues in Teaching and Learning

2. ON IMPACT OF TECHNOLOGY TEACHING & LEARNING
Digital technologies are requiring us to think differently about how learners learn and how teachers teach. From this perspective we need to think about how schools or learning environments are organized, including the role of technology to support meaningful student achievement. (Becta, November 2009)
The challenge dictates taking advantage of the opportunities afforded by all the technology available to us.
Unless we change our teaching practices John Davitt predicts that, "History will say, “They had WHAT tools? And they did WHAT with them?” (Hicks, 2009)
TEACHING & LEARNING

3. Understanding the Digital Generation
The students populating today's schools are fundamentally different from those of previous generations. If we are serious about educating them for life in the 21st Century, we must acknowledge this difference and "rebalance" our approach to teaching them.
In "Understanding the Digital Generation", Ian Jukes, et al, believes that a greater understanding of the digital generation is essential "...deep thinking about how instruction should change to teach them effectively."
Select HyperLink – to view clip
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4. How does technology change the way we teach and the way students learn?
Each year more of the world’s people become connected to the network, its bandwidth increases, and its use becomes more integrated into all that we do. Connectivity to this network, and the ability to master it once on, has become an essential part of life in the 21st century, and a key to opportunity, success, and fulfilment for the people of the world. The technology that has so dramatically changed the world outside our schools is now changing the learning and teaching environment within them.

5. Technology Generation
Sat Nav
Memory Sticks
Powerpoint
Internet Explorer / Firefox
Satellite TV
DVDs
Digital Cameras
Blogs
Mobile Phones
My space
Bebo
Facebook
MSN
Google
Ipod
Limewire
eBay
Xbox
Wii
PSP
Skpe
For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society. (Don Tapscott, 1998)

6. Today’s 17 year olds were born in 1993
The students in our schools today are the digital generation. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, , the Internet, cell phones and instant messaging are integral parts of their lives. (Prensky, 2001)
Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today‟s learners are different.
were born in 1993

7. 1993 The year the Web was born
The graduates of 2011 were born with the Web.
Web browsers such as Mosaic revolutionized the 1990s because they were the first programs to provide a multimedia graphical user interface to the Internet's burgeoning wealth of distributed information services. This was also a time when access to the Internet was expanding rapidly.

8. They speak the language – it could be considered their mother tongue
They speak the language – it could be considered their mother tongue. Our students today are all “native speakers” of the digital language of computers, video games and the Internet.
The use of digital technology has been completely normalised and fully integrated by this generation …

9. Washington Times, Oct. 2, 2007
Washington Times, Oct

10. Because of this they have distinctive ways of thinking, communicating, and learning.
We must appreciate the gap that seems to exist between “digital natives” and “digital immigrants”
Native learners prefer receiving info quickly from multiple multimedia sources while many teachers prefer slow and controlled release of info from limited sources.
Native learners prefer parallel processing and multi-tasking while many teachers prefer singular processing and single/limited-tasking.
Native learners prefer processing pictures, sounds and video before text while many teachers prefer to provide text before pictures, sounds and video.
Native learners prefer random access to hyperlinked, interactive, multimedia information while many teachers prefer to provide information linearly, logically and sequentially
Native learners prefer to interact/network simultaneously with many others
Native learners move seamlessly between real and virtual spaces instantaneously - virtual space is any location where people can meet using networked digital devices – chat rooms, blogs, wikis, podcasts, , discussion threads that come and go – synchronous and asynchronous and with multitasking, can inhabit more than one virtual space at a time – while many teachers prefer to operate in real spaces.
Many teachers prefer students to work independently rather than network and interact.
Native learners prefer to learn “just-in-time” while many teachers prefer to teach “just-in-case” (it’s on the exam).
Native learners want instant access to friends, services, and responses to questions, instant gratification and instant rewards while many teachers prefer deferred gratification and deferred rewards.
Native learners prefer learning that is relevant, instantly useful and fun while many teachers prefer to teach to the curriculum guide and standardized tests.
("Understanding Digital Children," )

11. Today’s learners are … Creative producers
Building websites, blogs, wikis / Posting movies, photos, music

12. Today’s learners are … Creative producers
All day, every day communicators
Texting, Facebook, MSNing to maintain their network

13. Today’s learners are … Creative producers
All day, every day communicators
Information gatherers
Google and Wikipedia a daily resource. Cut and paste a way of life.

14. Today’s learners are … Creative producers
All day, every day communicators
Information gatherers
Social networkers
They share and collaborate. They access a global audience.

15. New Technologies New Students
Teachers in every strata of education are increasingly dealing with a student population that is not only more wired than they are but also grew up in a techno-drenched atmosphere that has trained them to absorb and process information in fundamentally different ways. This generation of students is more likely to be armed with cell phones, laptops, and iPods than with spiral notebooks and No. 2 pencils. (McHugh, 2005)
We need to replicate in the classroom the world in which students are living.
New Students

16. students expect technology to be used in the classroom, in
We have NO choice …
students expect technology to
be used in the classroom, in
learning … it is a
PREREQUISITE to learning
Teaching and Learning have changed!
Instant gratification required
Rules of “engagement” have increased
Differentiation of instruction expected through differentiated task entry points to meet individual needs’
Local home/classroom virtual libraries that are media and information rich readily available

17. Today’s learners … Live on the Web Interact Network
Aggregate resources
Build communities
Create
Share
Collaborate
Multimedia brought the world into the classroom…
Smart technologies will take the classroom into the world.

18. “If we teach today as we taught yesterday, we rob our children of tomorrow.”
John Dewey
“Do not confine your children to your own learning, for they were born in another time.” Chinese Proverb

19. We need to replicate in the classroom the world in which students are living.
``For what world should today's schools be designed to prepare our students? The Agricultural Age and Industrial Age? Or the Communication Age, the Biotechnology Age and the Nanotechnology Age? Do we prepare them for the world of tomorrow, or the farms and factories of yesterday?`` (Jukes)
``The definition of insanity is doing the same thing you’ve always done, but expecting or wanting or needing completely different results. And if we continue to do what we’ve always done, we’ll continue to get what we’ve always got. And in doing so, we will fail ourselves by failing our children.`` (Jukes)

20. What students want … Focus Direction Clarity Multi-sensory stimulation
Sense of challenge and accomplishment
Technology has the POTENTIAL to make the act/art/science of teaching RICHER and more ENGAGING for students.
The US state of Maine created 1:1 eLearning environments in schools reaching over 42,000 middle school students and 5,000 teachers. More than 80 percent of teachers surveyed said
that students were more engaged and more actively involved in their learning and produced higher quality work. Principals and teachers reported “considerable anecdotal evidence” that eLearning increased student motivation and class participation, and improved behaviour. (Silvernail)
At a large rural high school, attendance rose from 91 percent to 98 percent after the 1:1 eLearning program began.
(Silvermail)

21. Media-rich and media-centric content
The most common (nearly universal) teacher-reported effect on students is an increase in motivation
Greater willingness to write or work on computational skills
Student satisfaction with the immediate feedback provided by many applications
Empowerment from learning to control technology in ways associated with the real world.

22. Adaptable to all Learning Styles
Multi-tasking
Focused, just-in-time
Social – local, and extended
Collaborative
Networked, connected
Mobile, nomadic
Students are able to handle more complex assignments and do more higher-order skills because of the supports and capabilities provided by technology.
Multi-media give students choices about how to convey a given idea
Text
Video
Animation

23. Change in Student and Teacher Roles
“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” - Paulo Friere
-Students assume an active role
-The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator
When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information.
Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons
As a facilitator the teacher sets project goals and provides guidelines and resources – spends time supporting students in their efforts.
That is not to say the teacher is no longer critical to education, but the role needs to change:
“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.” Bill Gates
Change in Student and Teacher Roles

24. The Positive Impact of eLearning Intel Education White Paper
Technology integration results in a paradigm shift from an instructor-centric learning experience (lecture-driven, knowledge acquisition) to one which is student-centric. In an instructor-centric paradigm, the student is dependent on the instructor for information, direction, and guidance (student-directed, knowledge creation). In the student-centric paradigm, students increasingly become independent, self-directed learners who master higher-level critical thinking, problem-solving, and collaborative skills. Students learn at their own pace, repeating material to reinforce learning, or delving into additional material to enrich it. Technology makes this type of learning possible.
Computing can include the following: Computing is ubiquitous and mobile—anytime, anywhere, anyway learning as opposed to stationary PC labs. Computing integrated into the curriculum—computing is a tool for learning as opposed to a subject in itself. Learning is collaborative and connected—students more easily work with peers, teachers, and community experts; teachers more easily work with peers and parents. ("The Positive impact," 2009)
The Positive Impact of eLearning Intel Education White Paper

25. Flexible, Mobile, Versatile
Students are able to acquire an impressive level of skill with a variety of technological devices and applications
Flexible, Mobile, Versatile

26. Networking technologies Collaborative technologies
Social technologies
Networking technologies
Collaborative technologies
Social technologies
Create, develop, and sustain communities
Allow faculty to connect with students in and OUT of class
Provide students opportunities to feel a PART of class
Networking technologies
Provide connections to shared interests
Provide ACCESS to resources
Open up more resources
For faculty, provide a RICHER teaching opportunity
For students, provide greater access, resources for learning
Collaborative technologies
Provide platform for shared space, creating focused deliverables
Technology based projects often result in groups of students working together. There is also a considerable amount of tutoring going on around the use of technology itself. Students who have mastered specific computer skills themselves derive pride and enjoyment from helping others.
Provide “REAL WORLD” exposure to collaboration, group dynamics, and team dynamics
For faculty, provide broader, and deeper teaching opportunities
For students, provide growth opportunities, exposure to diverse viewpoints
Transparent technologies
No interference in daily “NORMAL” life
No need to “relearn” or “learn” new technologies
Enhance the fluid connections between teaching, learning, life
For faculty, increase teaching locations and opportunities
For students, provide commonality between life and learning
("The Positive impact," 2009)
Transparent technologies

27. Engage meaningfully with the world our students live in
Personalize the content, provide opportunities for collaboration and creativity. Create an atmosphere conducive to real learner participation.
Integrate the technologies that are relevant to the demands of their networked society

28. “Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.”
Heidi-Hayes Jacobs, Educational Consultant
As long as we continue to bolt on technology to the traditional teaching approaches we will continue to alienate a large portion of learners.
The tools required to make this shift are now readily available and, in many cases, free. All that is needed is the will to make it happen.

29. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. ("Why Integrate technology," 2008)

30. The challenge facing education today is more varied than past challenges. It encompasses the rapidly increasing diversity of the nation's population, the growing internationalization of commerce and culture, the explosive development of information technologies, and other great technical and social transformations.
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler
The need to know the capital of Argentina died when our phones know the answer. Students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate when necessary. Google and Wikipedia provides access to information - we need to focus on being creative and critical consumers of the information.
Today’s students are more comfortable and confident with technology – CAPITALIZE ON THIS

31. SHIFT HAPPENS http://www.youtube.com/watch?v=IZegg_iVFDM
The new millennium was ushered in by a dramatic technological revolution.  We now live in an increasingly diverse, globalized, and complex, media-saturated society. According to Dr. Douglas Kellner at UCLA this technological revolution will have a greater impact on society than the transition from an oral to a print culture.1 
Today's kindergarteners will be retiring in the year 2067.  We have no idea of what the world will look in five years, much less 60 years, yet we are charged with preparing our students for life in that world.  Our students are facing many emerging issues such as global warming, famine, poverty, health issues, a global population explosion and other environmental and social issues.  These issues lead to a need for students to be able to communicate, function and create change personally, socially, economically and politically on local, national and global levels.  .
Emerging technologies and resulting globalization also provide unlimited possibilities for exciting new discoveries and developments such as new forms of energy, medical advances, restoration of environmentally ravaged areas, communications, and exploration into space and into the depths of the oceans.  The possibilities are unlimited.
(DiBlasi, 2009)

32. THANK YOU

33. References
DiBlasi, H. (Producer). (2009). Did you know 5 - april [Web]. Retrieved from
Hicks, B. (2009). 6 John Davitt . merlinjohnonline, Retrieved from
davitt&catid=90:the-innovators&Itemid=460
Jacobs, H. (n.d.). Favorite web 2.0 quotes. Retrieved from
Jukes, I. (n.d.). Reconsidering education in the communications, biotechnology and nanotechnology ages.
Retrieved from
Jukes, I. (Producer). Understanding the digital generation - dvd trailer . [Web]. Retrieved from
McHugh, J. (2005). Connecting to the 21st-century student. edutopia, Retrieved from
Prensky, M. (2001). Digital natives, digital immigrants . Retrieved from
Silvernail, D. (2004, February). The Impact of maine’s one-to-one laptop program . Retrieved from
Tapscott, D. (1998). Growing up digital: the rise of the net generation. Retrieved from
Underwood, J. (2009). The Impact of digital technology: a review of the evidenceof the impact of technology on formal education. Becta, Retrieved from doi: BEC
Effects of technology on classroom and students. (n.d). Retrieved from
The Positive impact of elearning. (2009). Retrieved from
One-to-one laptops . (2004, February). Retrieved from
Understanding Digital Children - Ian Jukes. Wikipedia. Retrieved (2010, April 18) from
Why Integrate technology into the curriculum?: the reasons are many. (2008). edutopia, Retrieved from
DiBlasi, H. (Producer). (2009). Did you know 5 - april [Web]. Retrieved from
Hicks, B. (2009). 6 John Davitt . merlinjohnonline, Retrieved from
davitt&catid=90:the-innovators&Itemid=460
Jacobs, H. (n.d.). Favorite web 2.0 quotes. Retrieved from
Jukes, I. (n.d.). Reconsidering education in the communications, biotechnology and nanotechnology ages.
Retrieved from
Jukes, I. (Producer). Understanding the digital generation - dvd trailer . [Web]. Retrieved from
McHugh, J. (2005). Connecting to the 21st-century student. edutopia, Retrieved from
Prensky, M. (2001). Digital natives, digital immigrants . Retrieved from
Silvernail, D. (2004, February). The Impact of maine’s one-to-one laptop program . Retrieved from
Tapscott, D. (1998). Growing up digital: the rise of the net generation. Retrieved from
Underwood, J. (2009). The Impact of digital technology: a review of the evidenceof the impact of technology on formal education. Becta, Retrieved from doi: BEC
Effects of technology on classroom and students. (n.d). Retrieved from
The Positive impact of elearning. (2009). Retrieved from
One-to-one laptops . (2004, February). Retrieved from
Understanding Digital Children - Ian Jukes. Wikipedia. Retrieved (2010, April 18) from
Why Integrate technology into the curriculum?: the reasons are many. (2008). edutopia, Retrieved from

34. THE END