1. Educational Leadership and Planning for Technology Chapter 5 – Technology in Instruction
Dr. Anthony G. Picciano

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PowerPoint Outline
Background of Instructional Technology
Defining Technology’s Role: A Touch of Philosophy
Classification Systems
Tutor Applications
Tool Applications
Tutee Applications
Specialized Instructional Applications
Curriculum Integration and Planning
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Background: Schools Are Investing in Technology
In 1983, the “student to microcomputer” ratio in all public schools was about 125:1; by 2004, it was 4:1.
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Background: Early Pioneers of Instructional Technology
Patrick Suppes started developing computer-assisted instruction (CAI) applications in 1959 at Stanford University
John Kemeny and Thomas Kurtz developed the computer language BASIC in the late 1950s at Dartmouth College
Donald Bitzer developed PLATO (for computer-based education and communication) at the University of Illinois in the 1960s
Seymour Papert developed Logo (software for learning and teaching) in the 1960s at MIT
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Background: Six Issues Critical to Planning and
Implementing Instructional Technology
Access to hardware
New roles for teachers and administrators
3. Integration of technology into the curriculum,
especially at the elementary school level
4. Quantity and quality of software
5. Teacher preparation and training
6. Effects and outcomes of the instructional use of
technology
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Defining Technology’s Role: A Touch of Philosophy
Piaget – experiential learning
Bloom and Gagné – problem solving and higher order thinking skills
Vygotsky – construction of knowledge
Papert – microworlds
Experiential
learning
Higher order
thinking skills
Construction of
knowledge
Microworlds
Instructional
technology
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Classification Systems
Robert Taylor’s (1980) trichotomy of “tutor, tool, tutee.”
Tutor Mode – the technology (such as a computer) possesses the information and controls the learning environment
Tool Mode - the technology is used to assist (or act as a tool) in the learning activity
Tutee Mode – the student possesses the information and controls the learning environment
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Tutor Applications
Drill and Practice
are used to reinforce a lesson or material that has already been presented to the student.
Tutorials
attempt to teach something new and are not used specifically to reinforce material already presented—although they can do that, too.
Simulations
attempt to represent real-life situations on a computer.
Instructional Games and Problem Solving
attempt to make learning fun by combining learning, entertainment, and gamesmanship.
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Tool Applications
Word Processing and Desktop Publishing
Electronic Spreadsheets
Databases, Electronic Reference Works
Specialized Tool Software
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Tutee Applications
Programming Languages (Logo, BASIC)
Authoring Languages (PowerPoint)
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Specialized Instructional Applications
Integrated Learning Systems (ILS)
Multimedia
Data Communications
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Curriculum Integration and Planning
Curriculum integration is a simple concept but is proving difficult to realize with instructional technology applications.
Well-Designed
Curriculum
Technology
Learning
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Curriculum Integration and Planning: Three Considerations
1. Integrating technology into the curriculum starts with making sure that teachers and students have developed a basic understanding and knowledge of computer use.
2. Planning requires the involvement of those who possess expertise and who ultimately may be responsible for implementing new applications. The fulcrum for curriculum integration and planning instructional applications is the teaching staff.
3. Because of the many applications and alternatives available, teachers and administrators need to develop a process in which priorities can be established and plans developed for the long term.
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14. Questions and Comments
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