1. A Framework for Integrating Technology Mark Grabe

2. Copyright © Houghton Mifflin Company. All rights reserved.1-2 An Introduction to Key Themes n First chapter provides examples (Probes in Physics and Web Page Design in Ecology) to introduce themes used throughout book.

3. Copyright © Houghton Mifflin Company. All rights reserved.1-3 Themes n Integrated technology u Using technology to explore course content n A tools approach u Flexible use of general-purpose tools

4. Copyright © Houghton Mifflin Company. All rights reserved.1-4 Themes (Continued) n Students in active role u Knowledge constructed by learner n Teacher as facilitator u Create challenging and supportive environment u Responsive to needs of learner

5. Copyright © Houghton Mifflin Company. All rights reserved.1-5 Themes (Continued) n Multidisciplinary approach u Complex experiences involving many skills n Cooperative learning u Technology used to facilitate productive interaction

6. Copyright © Houghton Mifflin Company. All rights reserved.1-6 Locating Themes in Examples n Identify “general purpose tool” n How were students in an active role? n Was there evidence of a multidisciplinary approach? n How did students work cooperatively?

7. Copyright © Houghton Mifflin Company. All rights reserved.1-7 Describing Technology in Today’s Classrooms n A quick overview of what is “typical” n A difficult task because: u Change is constant u Situations vary greatly

8. Copyright © Houghton Mifflin Company. All rights reserved.1-8 Description - Access to Technology n Student to computer ratio - under 5:1 n Student to Internet computer ratio - 8:1 n 80% of classrooms connected to Internet (if school connected) n Example of variability - 3:1 up to 7:1 at state level

9. Copyright © Houghton Mifflin Company. All rights reserved.1-9 Description - Amount of Use n Use < 3 hours per week in schools (7-12 grades) n Probably use more at home

10. Copyright © Houghton Mifflin Company. All rights reserved.1-10 Description - Location in Schools n Trend toward location in classrooms n Immediate access influences classification as heavy users

11. Copyright © Houghton Mifflin Company. All rights reserved.1-11 Description - How Used n Most used as a tool u Word processing u Internet research u CD-ROM research

12. Copyright © Houghton Mifflin Company. All rights reserved.1-12 Description - Cost n $120 per student (2001) - modest % of $6100 per student n 63% hardware, 20% software, 17% training and support u Much less training and support than business

13. Copyright © Houghton Mifflin Company. All rights reserved.1-13 Technology and Reform n Possible links u Technology creates need to reform u Technology used to implement reform goals

14. Copyright © Houghton Mifflin Company. All rights reserved.1-14 Reform - Student Role n Conventional - Absorb presented content n Restructured - Create personal knowledge through action

15. Copyright © Houghton Mifflin Company. All rights reserved.1-15 Reform - Curriculum n Conventional - Isolated by discipline and experienced hierarchically n Restructured - Multidisciplinary themes and learning through application

16. Copyright © Houghton Mifflin Company. All rights reserved.1-16 Reform - Social Setting n Conventional - Teacher controlled with students working independently n Restructured - Teacher facilitates students working collaboratively

17. Copyright © Houghton Mifflin Company. All rights reserved.1-17 Reform - Assessment n Conventional - Focus on fact knowledge and specific skills using traditional tests n Restructured - Knowledge application demonstrated through performance

18. Copyright © Houghton Mifflin Company. All rights reserved.1-18 Reform - Teacher Role n Conventional - Present information n Restructured - Guide inquiry and provide model

19. Copyright © Houghton Mifflin Company. All rights reserved.1-19 Reform - Technology Role n Conventional - Present information and provide practice n Restructured - Tools for authentic tasks

20. Copyright © Houghton Mifflin Company. All rights reserved.1-20 Standards n Define what students should learn u Content standards - define desired knowledge and skills u Performance standards - how students will demonstrate proficiency

21. Copyright © Houghton Mifflin Company. All rights reserved.1-21 Standards - Levels of Detail n Some vagueness is purposeful - allow interpretation at local level

22. Copyright © Houghton Mifflin Company. All rights reserved.1-22 Standards - NETS n National Educational Technology Standards National Educational Technology Standards u Expectations for what students know about and do with technology