Transcript Shelly Cashman Series Discovering Computers A Link to the

Teachers Discovering Computers
Integrating Technology
in the Classroom
3rd Edition
Chapter 6
Technology and Curriculum Integration
CHAPTER 6 OBJECTIVES
Define curriculum and explain
curriculum standards and benchmarks
Explain technology integration, or
curriculum integration
Describe the use of computers in
computer labs versus classroom
instruction
Identify ways in which technology can
positively influence learning
2
CHAPTER 6 OBJECTIVES
Identify ways to plan for technology
integration
Explain various planning tools and
instructional models
Describe the steps of the ASSURE
Model
Identify ways to get started using
technology at a new school
Describe the use of learning centers
3
WHAT IS CURRICULUM?
Education is all of
the experiences that
a learner has under
the supervision and
guidance of teachers
Curriculums include
plans or written
documents
4
WHAT IS CURRICULUM?
Country or state agencies
5
WHAT IS CURRICULUM?
Curriculum Standards and Benchmarks
• Curriculum standard
– Defines what a student is expected to know at
certain stages of education
• Benchmark
– Specific, measurable learning objective
6
7
WHAT IS TECHNOLOGY
INTEGRATION?
Combining of all technology parts, such
as hardware and software, together with
each subject-related area of curriculum
to enhance learning
Establish connections between subject
matter and the real world
8
9
WHAT IS TECHNOLOGY
INTEGRATION?
Curriculum drives
technology
10
WHAT IS TECHNOLOGY
INTEGRATION?
Classroom
Integration versus
Computer Labs
• Computer labs
– A designated
classroom filled with
computers
– Teachers schedule
time to use the labs for
many purposes
11
WHAT IS TECHNOLOGY
INTEGRATION?
Classroom
Integration versus
Computer Labs
• Point of instruction
– Technology in the
classroom at the
teachers’ and
students’ fingertips
12
WHAT IS TECHNOLOGY
INTEGRATION?
Classroom
Integration versus
Computer Labs
• Point of instruction
– Teachable moments
13
THE CLASSROOM IN ACTION
Introduction to Mr. Balado’s classroom
• Instructional computer with access to the
Web and connected to a large television set
• Allows Mr. Balado to access vast amounts
of information
14
15
INTEGRATING TECHNOLOGY
INTO THE CURRICULUM
Technology can motivate students
and increase class attendance
Technology must be integrated into
the curriculum
• Identify goals
• Develop innovative ways to teach a
diverse population of learners with
different learning styles
16
Technology is a tool that creates valuable learning
experiences for many different types of learners
17
CHANGING INSTRUCTIONAL
STRATEGIES
Teachers are shifting from being
the dispenser of knowledge to
being the facilitator of learning
• Students can accomplish learning with
the teachers’ assistance
• Learning is not just storage of
knowledge, but includes problem
solving
18
19
BARRIERS TO TECHNOLOGY
INTEGRATION
Lack of teacher training
Lack of administration support
Limited time for teacher planning
Placement of computers in remote
locations
Overcoming the barriers
20
21
TECHNOLOGY INTEGRATION
AND THE LEARNING PROCESS
 The Learning Process
• Authentic learning
– Instructional activities
that demonstrate real-life
connections by
associating the concept
being taught with a reallife activity or event
22
TECHNOLOGY INTEGRATION
AND THE LEARNING
PROCESS
The Learning Process
• Active learning
– Students become active in the learning
process
• Anchored instruction
– Providing a knowledge base on which
students can build
23
TECHNOLOGY
INTEGRATION AND THE
LEARNING PROCESS
The Learning Process
• Problem-based instruction
– Students use the background (anchor)
information to solve complex problems
• Discovery learning
– Inquiry-based method for teaching and learning
24
TECHNOLOGY INTEGRATION
AND THE LEARNING PROCESS
Technology and the
Learning Process
• Numerous technology tools
to support many types of
instruction and learning
– Multimedia
– Example - Body Works
– Allows students to build
cognitive scaffold
– Encourages students to think in
colors, sounds, and animations
25
TECHNOLOGY INTEGRATION
AND THE LEARNING
PROCESS
Technology and the Learning
Process
• Numerous technology tools to support
many types of instruction and learning
– The Web
– Educational equalizer
– Allows children to experience new educational
opportunities
– Interaction with others outside of the school
26
27
28
TECHNOLOGY INTEGRATION
AND THE LEARNING PROCESS
Technology and the Learning Process
• Numerous technology tools to support
many types of instruction and learning
– Cooperative learning
– Students work in groups to achieve learning objectives
– High order thinking skills
29
30
STRATEGIES FOR
INTEGRATING TECHNOLOGY
INTO TEACHING
Best strategy is to put the
technology in the hands of teachers
Provide consistent application of
technology tools to support
instructional curriculum area
Continuous planning
31
THE ROLE OF THE SCHOOL
DISTRICT
Technology plan
• Outline of procedure for procuring
equipment and software
• Training
• Plans often updated annually
32
THE ROLE OF THE SCHOOL
DISTRICT
Mentorship program
• Teaming new teachers with experienced
teachers
33
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
Decide on most
appropriate
technology to
achieve desired
learner outcomes
Preparing the
classroom
environment
34
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
One-Computer Classroom
• Maximize effectiveness of one
computer
• Use large screen television for output
• Projection screens
• Used to introduce topics rather than
specific skills
35
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
Two-Computer Classroom
• Develop a strategy to manage both
computers
• Many questions determine strategy
– Will the computers be configured the
same?
– Web connectivity?
– How much time per student?
– How will student evaluation be done?
36
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
More Than Two
Computers
• Arrange classroom
into learning centers
• Use planning criteria
mentioned previously
37
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
Using a Computer Lab
• Advantages
– One computer per student
– Hands-on
– Tutorials
– Remediation
– Cooperative learning
– Computer skill instruction
– Internet research
38
PLANNING FOR
TECHNOLOGY INTEGRATION
IN THE CLASSROOM
Using A Wireless
Mobile Lab
• Portable cart with
wireless notebook
computers
• Can be transported
from one classroom
to another
39
PLANNING LESSONS WITH
TECHNOLOGY
Must consider skill levels of
students
• Skill assessment survey
40
PLANNING LESSONS WITH
TECHNOLOGY
KWL Charts
• Instructional planning chart to assist
teachers in identifying curriculum
objectives
– What students Know
– What students Want to know
– What they will Learn
41
42
INSTRUCTIONAL MODELS
A systematic guide for planning
instruction or a lesson
43
INSTRUCTIONAL MODELS
The ASSURE Model
• Guide for planning and delivering
instruction that integrates technologies and
media into the teaching process
44
INSTRUCTIONAL MODELS
The ASSURE Model
• Analyze the learner
• State your objectives
or identify your
objectives or purpose
• Select media and
materials
45
INSTRUCTIONAL MODELS
The ASSURE Model
• Utilizing Media and Materials
• Require Learner Participation
• Evaluate and Revise
46
47
GETTING STARTED AT A NEW
SCHOOL
Consider ways to
utilize available
technology
Become familiar with
the technology
Ask questions
48
GETTING STARTED AT A
NEW SCHOOL
Information About Technology
• Find out who else in the school uses
technology
• Determine if there is a technology
committee
– Teacher’s manual
• Determine where to get support
49
GETTING STARTED AT A
NEW SCHOOL
Technology Training
• Does the school offer professional
development or inservice training
• Talk to your principal, curriculum
coordinator, or district instructional
technology coordinator
50
GETTING STARTED AT A
NEW SCHOOL
Hardware
• Determine how to obtain additional
hardware or upgrades
• Join the technology committee
• Research grants
51
GETTING STARTED AT A
NEW SCHOOL
Software
• Determine what type of software is
available
• Check the classroom to see what is
already installed
• Special education requirements
• Procedure for obtaining additional
software
• Is a bid list available?
52
53
GETTING STARTED AT A
NEW SCHOOL
Other Technologies
• Media specialist can
provide access to
other technologies
• Find a list of
materials in use
throughout the
district
54
GETTING STARTED AT A
NEW SCHOOL
Technology Supplies
• Determine procedure for obtaining
additional supplies and parts
55
PUTTING IT ALL TOGETHER
Creating an
Integrated Learning
Environment
• Learning centers
– Breaks classroom into
many types of learning
environments
56
PUTTING IT ALL TOGETHER
The Classroom Centers
• Mr. Balado classroom
– Seven learning centers
–
–
–
–
–
–
–
Discovery computer center
Web search center
Modeling center
Great explorers library center
Science center
Scanning center
Hyperstudio center
57
58
PUTTING IT ALL TOGETHER
The Results of
Technology
Integration
• Mr. Balado’s results
– Creative projects
– Students were actively
involved
– Higher-level thinking
– Improved self-esteem,
self-confidence, and
writing skills
59
CHAPTER SUMMARY
Define curriculum and explain
curriculum standards and benchmarks
Explain technology integration, or
curriculum integration
Describe the use of computers in
computer labs versus classroom
instruction
Identify ways in which technology can
positively influence learning
60
CHAPTER SUMMARY
Identify ways to plan for technology
integration
Explain various planning tools and
instructional models
Describe the steps of the ASSURE
Model
Identify ways to get started using
technology at a new school
Describe the use of learning centers
61
Teachers Discovering Computers
Integrating Technology
in the Classroom
3rd Edition
Chapter 6 Complete
LEARNING THEORIES
AND EDUCATIONAL
RESEARCH
63
LEARNING THEORIES AND
EDUCATIONAL RESEARCH
Learning
• The process of gaining knowledge or skills
acquired through instruction or study, or to
modify behavior through exposure to a type
of conditioning or form of gaining
experience
64
LEARNING THEORIES AND
EDUCATIONAL RESEARCH
Theory
• A scientific set of principles presented to clarify or
explain a phenomenon
Learning Theories
• Provide frameworks for interpreting the conditions
and observations of teaching and learning and
provide the bridge between education and
research
65
CONSTRUCTIVISM
Learn by doing
Based on a type of
learning where the
learner forms or
constructs much of
what they learn or
comprehend
66
CONSTRUCTIVISM
Jerome Bruner
• Learning is an active
process in which the
learner constructs
new ideas or
concepts based on
their current or past
knowledge
67
CONSTRUCTIVISM
Jerome Bruner
• Emphasizes an integrated curriculum
where students learn a subject in various
ways
• Cognition
– An individual progresses through different
intellectual stages
68
CONSTRUCTIVISM
Jerome Bruner
• Learning should be discovery
69
CONSTRUCTIVISM
Jerome Bruner
• Socratic method
– Students are engaged in discussion
• Spiral curriculum
– Students continually build upon what they
already have learned
70
CONSTRUCTIVISM
Jean Piaget
• Influenced the
constructivist
movement
• Developed the
cognitive learning
theory
• Defined four
cognitive stages
71
CONSTRUCTIVISM
Jean Piaget
• Four cognitive stages
– Sensorimotor
– Preoperational
– Concrete operational
– Formal operations
• Schema
• Assimilation
• Accommodation
72
CONSTRUCTIVISM
Lev Vygotsky
• Russian psychologist
interested in
children’s cognitive
development
73
CONSTRUCTIVISM
Lev Vygotsky
• Social constructivist theory
– Learning is significantly influenced by social
development
• Zone of proximal development
– Difference between the problem solving ability
that a child has learned and the potential they
could achieve from collaboration with a more
advanced peer or expert
74
CONSTRUCTIVISM
Lev Vygotsky
•
•
•
•
Collaborative learning
Scaffolding
Schemata
Anchored instruction
– anchor
75
CONSTRUCTIVISM
John Dewey
• Educational
psychologist,
philosopher, and
political activist
• Progressive
Education
• Pragmatism
76
BEHAVIORISM
Learning as it relates to behavior
Teachers cannot communicate
information well if they cannot control
student behavior
Positive and negative rewards
77
BEHAVIORISM
Ivan Pavlov
• Famous for behavioral experiments with
dogs
• Class conditioning
78
BEHAVIORISM
B.F. Skinner
• Operant conditioning
– Learning is controlled
and results in shaping
behavior through the
reinforcement of
stimulus response
patterns
• Reinforcement
79
BEHAVIORISM
Robert Gagne
• Psychologist and educator
• Three principles for successful instruction
– Providing instruction on the set of component
tasks that build toward a final task
– Ensuring that each component task is mastered
– Sequencing the component tasks to ensure
optimal transfer to the final task
80
BEHAVIORISM
Robert Gagne
• Five categories of learning
81
BEHAVIORISM
Robert Gagne
• Nine events of instruction
–
–
–
–
–
–
–
–
–
Gain attention of the learners
Inform learners of the objective
Stimulate recall of prior learning
Present the stimulus or lesson
Provide learning guidance and instruction
Elicit performance
Provide feedback
Assess performance
Enhance retention and transfer
82
OTHER EDUCATIONAL
THEORISTS
Howard Gardner
• Intelligence is the
ability to gain
knowledge, apply
knowledge,
manipulate one’s
environment, and
think abstractly
• Theory of Multiple
Intelligences
83
OTHER EDUCATIONAL
THEORISTS
Howard Gardner
• Theory of Multiple Intelligences
–
–
–
–
–
–
–
–
Linguistic – Verbal
Logical – Mathematical
Spatial – Visual
Body – Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
84
OTHER EDUCATIONAL
THEORISTS
Benjamin Bloom
• Classified learning
into three domains
– Cognitive domain
– Affective domain
– Psychomotor domain
85
OTHER EDUCATIONAL
THEORISTS
Benjamin Bloom
• Bloom’s Taxonomy
– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
• Mastery learning
86
THE CLASSROOM IN ACTION
Students in Mrs. Gautier’s class have
difficulty remembering a spelling rule
Mrs. Gautier drew a ladder on the board
with the six thinking levels (Bloom’s
Taxonomy)
Students on Knowledge level
87
THE CLASSROOM IN ACTION
Students cannot move up the ladder
until they master the current level
Students work in groups to help each
other remember the rule
After a few minutes, all students
remember the rule
88
THE CLASSROOM IN ACTION
Mrs. Gautier created a large thinking
ladder for the center of the classroom as
a visual cue
Mrs. Gautier created a PowerPoint
presentation illustrating how students
move up the thinking ladder
“Think Time”
89
THE CLASSROOM IN ACTION
Each student develops three questions
based on a reading selection
Each question comes from a different
thinking level
Students must be able to think on a
level before writing a question on that
level
90
THE CLASSROOM IN ACTION
Mrs. Gautier works
her thinking ladder
into every subject
The introduction of
Bloom’s Taxonomy
produced a real
excitement in Mrs.
Gautier’s class as
students moved up
the ladder
91