1. Chapter 1 Educational Technology in Context: The Big Picture
Chapter 1 Educational Technology in Context: The Big Picture

2. Four Perspectives that Define Educational Technology
Four Perspectives that Define Educational Technology

3. Media and Audiovisual
Association for Educational Communications & Technology (AECT):
“educational technology as media for communicating concepts”

4. Instructional Systems and Instructional Design
International Society for Performance Improvement (ISPI)
“educational technology as creating & validating instructional systems to improve productivity & competence in the workplace.”

5. Vocational Training Tools (Technology Education)
International Technology Education Association (ITEA)
“educational technology as a “preparation for the world of work”

6. Computer-Based Systems
International Society for Technology in Education (ISTE)
“educational technology as “computers and related electronic resources”

7. What History of Educational Technology Has Taught Us
Technology is not a panacea.
Literacy offers limited rationale.
Teachers are not developers.

8. What History Has Taught Us (continued)
Possible doesn't equal desirable, feasible, or inevitable.
Change is too fast to keep up with.
Older technologies can be useful.
Teachers always will be important.

9. Rationale for Technology Use
Motivates
Provides Unique Instructional Capabilities
Supports New Instructional Approaches
Increases Teacher Productivity
Required Skills for an Information Age

10. Why Use Technology? Influence student academic performance
Influence student academic performance
Develop higher order thinking and problem solving
Improve student motivation, attitude, and interest in learning
Help to prepare students for the workforce
Address the needs of low performing, at-risk, and learning disabled students
Center for Applied Research in Educational Technology (CARET)

11. When Does Technology Work?
Directly supports the curriculum objectives
Provides opportunities for student collaboration
Adjusts for student ability and prior experiences, and provides feedback
Is integrated into the instructional day
Provides opportunities for students to design and implement projects
Is used in environments where teachers, the school community, and the district support the use of technology

12. Issues in Education and Technology
Societal
Legal/Ethical
Cultural
Educational

13. Societal Issues
Economic conditions
Anti-technology positions
Impact of No Child Left Behind Act

14. Educational Issues Standards movement
Standards movement
Reliance on Internet and Distance Education
Debate over directed vs. inquiry based/constructivist instructional methods

15. Cultural & Ethnic Issues
Digital Divide
Racial and gender equity
Special Needs

16. Legal and Ethical Issues
Viruses/Hacking
Plagiarism
Privacy/Safety
Copyright
Illegal download/Software piracy

17. Emergent Trends Wireless connectivity Merging of technologies
Emergent Trends
Wireless connectivity
Merging of technologies
Portable devices
High-speed communication
Visual immersion systems
Intelligent applications
Podcasting

18. Implications of New Technologies
Flexible learning environments
Adaptable assessment options
Reliance on distance learning
Support for people with disabilities

19. Chapter 2 Foundations of Effective Technology Integration Models: Theory and Practice

20. Learning Theories as Bases for Integration Models

21. Directed Technology Integration Strategies Theoretical Base
Behaviorist theory
Learning as a stimulus-response
Reinforcement/rewards
Mastery learning
Information-processing theory
The mind as a computer
Atkinson and Shiffrin
Sensory registers; short term & long term memory
B.F. Skinner

22. Directed Technology Integration Strategies Theoretical Base (continued)
Cognitive-behaviorist theory
Providing optimal conditions for learning
Robert Gagné
Events of instruction
Systems theory and systematic instructional design
Managing the complexity of teaching
State goals & objectives; sequencing
Gagné, Briggs, Mager
Robert Gagné

23. Gagné Instructional Events
Gain attention
State objectives
Stimulate recall of former learning
Present new material
Provide learning guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention/transfer

24. Inquiry-based Technology Integration Strategies: Theoretical Base
Social activism theory
Learning as a social experience
Growth through hands on activities
Curriculum from students’ interests
Scaffolding theory
Learning as a cognitive building process
Build upon previous knowledge
Zone of proximal development
Adults & children perceive the world differently
John Dewey
Lev Vygotsky

25. Child development theory
Inquiry-based Technology Integration Strategies Theoretical Base (continued)
Child development theory
Stages of development
Sensorimotor; preoperational; concrete & formal operational
Instructional support for child development
Discovery learning
Cognitive growth via interaction w/environment
Multiple Intelligences theories
Role of intelligence in learning
Howard Gardner
Jean Piaget
Jerome Bruner
Howard Gardner

26. Multiple Intelligences
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic*
Existential* (meaning of life)

27. Technology Integration Strategies Based on Each Model
Technology Integration Strategies Based on Each Model

28. Technology Integration Planning (TIP)
Phase 1 Determine relative advantage
Phase 1:
Determine relative advantage
Why should I use a technology-based method?
What is the problem I am addressing?
Do technology-based methods offer a solution with sufficient relative advantage?
Phase 2 Decide objectives and assessments
Phase 3 Design integration strategies
Phase 4 Prepare the instructional environment
Phase 5 Evaluate & revise integration strategies

29. Technology Integration Planning (TIP)
Phase 1 Determine relative advantage
Phase 2:
Decide objectives and assessments
How will I know students have learned?
What outcomes do I expect from using the new methods?
What are the best ways of assessing these outcomes?
Phase 2 Decide objectives and assessments
Phase 3 Design integration strategies
Phase 4 Prepare the instructional environment
Phase 5 Evaluate & revise integration strategies
2.10

30. Technology Integration Planning (TIP)
Phase 1 Determine relative advantage
Phase 3:
Design integration strategies
What teaching strategies and activities will work best?
What kinds of instructional methods are needed?
How can technology best support these methods?
How can I prepare students adequately to use technologies?
Phase 2 Decide objectives and assessments
Phase 3 Design integration strategies
Phase 4 Prepare the instructional environment
Phase 5 Evaluate & revise integration strategies
2.11

31. Technology Integration Planning (TIP)
Phase 1 Determine relative advantage
Phase 4:
Prepare the instructional environment
Are essential conditions in place to support technology integration?
What equipment, software, media, and materials will I need?
How should resources be arranged to support instruction and learning?
What planning is required to make sure technology resources work well?
Phase 2 Decide objectives and assessments
Phase 3 Design integration strategies
Phase 4 Prepare the instructional environment
Phase 5 Evaluate & revise integration strategies
2.12

32. Technology Integration Planning (TIP)
Phase 1 Determine relative advantage
Phase 5:
Evaluate and revise integration strategies
What worked well? What could be improved?
How well has the technology integration strategy worked?
What could be improved to make it work better?
Phase 2 Decide objectives and assessments
Phase 3 Design integration strategies
Phase 4 Prepare the instructional environment
Phase 5 Evaluate & revise integration strategies
2.13

33. Essential Conditions for Technology Integration
Shared Vision
Technical Assistance
Standards and Curriculum Support
Trained Personnel
Access

34. Portfolio Assessment Professional Students Growth over time
Assessment
Students
Growth over time
Accomplishments
Competence in specific content areas
Professional
Competence
Potential
Avoid showing “growth over time”

35. Standards Everything we teach must be based upon standards
ISTE: NETS*T & NETS*S
ODE: Academic Content Standards
ALA: Info Lit Stds
ODE: Professional Teaching Stds.

36. Instructional Methods
Direct or Directed
Teacher centered
Transmit knowledge
Knowledge is objective (already exists)
Behaviorist learning theory
Constructivist
Students learn via interaction with their environment
Student centered
Students develop their own meaning via their experiences
Cognitive learning theory

37. Digital Divide
Discrepancy in access to technology resources among various socio-economic groups
Other reasons account for the divide as well
Gender, cultural, geographic location, etc.