1. Maloy et al. Transforming Learning with New Technologies any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Transforming Learning with New Technologies Robert W. Maloy Ruth-Ellen Verock-O'Loughlin Sharon A. Edwards Beverly Park Woolf Chapter 3: Transforming Learning with Unique, Powerful Technology

2. Maloy et al. Transforming Learning with New Technologies 3-2 Learning Outcomes Summarize important research in the science of learning Discuss how technology promotes critical thinking and problem solving Analyze the meaning and importance of new digital literacies Discuss how technology facilitates communication and collaboration Identify how technology enables multiple expressions of creative thinking Explain the meaning and importance of digital citizenship

3. Maloy et al. Transforming Learning with New Technologies 3-3 Focus Questions What are the essential ideas for teachers from research on the science of learning? What are the NETS for Students and the 21st Century Student Outcomes? How does computer technology promote unique, powerful, and transformative learning for students and teachers?

4. Maloy et al. Transforming Learning with New Technologies 3-4 Types of Unique, Powerful, and Transformative Learning

5. Maloy et al. Transforming Learning with New Technologies 3-5 Unique, Powerful, Transformative Simply adding computers or technology will not change education Technology can’t remake schools, but can open new possibilities for learning

6. Maloy et al. Transforming Learning with New Technologies 3-6 Research on the Science of Learning Constructivist Teaching and Learning –New knowledge and understanding based on what is already known and believed Active Learning –Students are physically and cognitively involved in learning Metacognitive Thinking –Learning to think about thinking

7. Maloy et al. Transforming Learning with New Technologies 3-7 Behaviorism, Cognitivism, Constructivism, and Constructionism Behaviorism –Learning is a process of memorizing, demonstrating, and imitating Cognitivism –Learning is influenced by nonobservable, internal constructs Constructivism –Every person interprets and constructs the world in their own way Constructionism –Learners build their own knowledge

8. Maloy et al. Transforming Learning with New Technologies 3-8 Teacher-Centered and Student Centered Approaches Teacher-Centered Approaches Learning is hard Best as small units of instruction Whole-group instruction Seatwork by individual students Discussions focused on factual recall Assessments based on worksheets, quizzes, and tests Student-Centered Approaches Learning is natural Best as real-world problem-solving Whole-group, small, group, and one-on-one Cooperative learning Discussion or many possible solutions Assessment based on projects, performances, portfolios

9. Maloy et al. Transforming Learning with New Technologies 3-9 Teacher-Centered and Student Centered Approaches Teacher-Centered Approaches Student-Centered Approaches Learning is hardLearning is natural Best as small units of instructionBest as real-world problem-solving Whole-group instructionWhole-group, small, group, and one-on-one Seatwork by individual studentsCooperative learning Discussions focused on factual recall Discussion or many possible solutions Assessments based on worksheets, quizzes, and tests Assessment based on projects, performances, portfolios

10. Maloy et al. Transforming Learning with New Technologies 3-10 Active Methods to Engage Students One-on-one tutoring Learning groups Inquiry learning Metacognitive thinking Technology and Constructivist Approaches –See Table 3.2 in your text

11. Maloy et al. Transforming Learning with New Technologies 3-11 Thinking Critically and Solving Problems Technology has changed reading and writing Online learning environments develop talents as problem solvers and critical thinkers –Students can do what they can’t on paper –They can encounter problems of personal interest –They integrate knowledge of technology with academic content

12. Maloy et al. Transforming Learning with New Technologies 3-12 The Role of Feedback Technology offers rapid, self-correcting feedback –Tutoring systems and software –Text messaging, real-time chats –Email, online discussion groups, blogs –Student participation systems –Tablet computers for in-class note taking, writing, & editing –Handheld calculators –Global positioning systems –Interactive educational websites –Interactive maps and galleries

13. Maloy et al. Transforming Learning with New Technologies 3-13 Lessons from Montessori Three features that attract inner attention –a point of interest that draws children to the materials; –open-ended exploration that invite children to learn each time they use the materials; –a self-correcting feedback feature that teaches in a non-judgmental way Computers can provide this kind of feedback to students

14. Maloy et al. Transforming Learning with New Technologies 3-14 Developing Digital Literacies Accessing information: locating and acquiring information Assessing information: determining the reliability and usefulness of information

15. Maloy et al. Transforming Learning with New Technologies 3-15 Information Literacy and Internet Literacy Information literacy: Students at all grade levels must learn to –Identify what information is needed –Understand how the information is organized –Identify the best sources of information for a given need –Locate organize and manipulate those sources, evaluate the sources critically, and share that information (University of Idaho, 2012) Internet literacy: the skills required to understand information online in electronic formats

16. Maloy et al. Transforming Learning with New Technologies 3-16 Digital, Media, and Visual Literacy Digital literacy involves a combination of technical, cognitive, and social skills

17. Maloy et al. Transforming Learning with New Technologies 3-17 Tools for Teaching Digital and Media Literacies WebQuests and online research projects Student design contributions to classroom websites Student-created Web materials Web materials used for critical reviews Online newspapers and news broadcasts Bookmarking and social bookmarking Digital dictionaries Multimedia timelines Information alerts

18. Maloy et al. Transforming Learning with New Technologies 3-18 Visual Learning Using Technology Online simulations and experiments 3-D virtual reality presentations and tours Real-time data displays and analysis Online video clips and streaming video Digitalized primary sources (photographs, documents, charts, graphs, maps) Vodcasts (video podcasts )

19. Maloy et al. Transforming Learning with New Technologies 3-19 Visual Literacy Visual literacy means critically assessing visual presentations Visual materials increase instructional options for teachers and learning options for students

20. Maloy et al. Transforming Learning with New Technologies 3-20 Communicating and Collaborating Technologies that promote communication and collaboration include Social networks and social media Student-conducted online polls and surveys Collaborative digital storytelling Digital games for learning Translation software Online posters and website publishing Student-friendly programming languages and environments

21. Maloy et al. Transforming Learning with New Technologies 3-21 Active Learning Also known as… Discovery learning Learning by doing Inquiry-based learning Hands-on learning

22. Maloy et al. Transforming Learning with New Technologies 3-22 New Roles for Teachers and Students in Technology-Connected Classrooms Teachers Were dispensers of information Become managers of learning activities Students Were passive recipients of curriculum Become researchers, analyzers, and presenters

23. Maloy et al. Transforming Learning with New Technologies 3-23 Groupwork and Collaboration in the Classroom Students gain control and responsibility for learning Makes use of everyone’s individual strengths Promotes conceptual thinking Develop skills and exchange knowledge

24. Maloy et al. Transforming Learning with New Technologies 3-24 Expressing Creativity Using Technology Writing by students using desktop or laptop computers Desktop publishing Online publishing of classroom projects Computer-based design tools Digital cameras and imaging projects Graphics and photo editing Computer animation and moviemaking Student-created podcasts and digital movies

25. Maloy et al. Transforming Learning with New Technologies 3-25 Redefining Creativity Creativity is found in the original actions and achievements of historically famous people –Gardner’s multiple intelligences Creativity is found in the original actions and achievements of children and adolescents Two Views of Creativity

26. Maloy et al. Transforming Learning with New Technologies 3-26 Papert’s Vision of Technology Learning Environments Referred to “child as builder” Children learn in two distinct spheres –Inside of school –Outside of school Computers freed students to explore within school

27. Maloy et al. Transforming Learning with New Technologies 3-27 New Patterns of Electronic Communication Enables new patterns of communication for teachers and students –Combines elements of traditional mediated communication and face-to-face Also new challenges –Provides new access for speaking, reading, and writing for students

28. Maloy et al. Transforming Learning with New Technologies 3-28 Developing Digital Citizens Curriculum must be adapted to ensure students learn to use technology productively, honestly, and safely Digital citizens have rights and responsibilities Digital citizenship exists both inside and outside the classroom and develops over years