Transcript Chapter_06

Teachers Discovering Computers
Integrating Technology and
Digital Media in the Classroom
4th Edition
Chapter 6
Technology, Digital Media, and
Curriculum Integration
Chapter Objectives
 Define curriculum and explain curriculum
standards and learning benchmarks
 Explain technology integration, also called
curriculum integration
 Describe the use of computers in computer labs
versus classroom instruction
 Identify ways in which technology can positively
influence learning
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Chapter 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
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What is Curriculum?
 The knowledge, skills,
and performance
standards students are
expected to acquire in
particular grade levels
 Plan or written document
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What is Curriculum?
 Country or state agencies
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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
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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
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What is Technology Integration?
 Curriculum drives
technology
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What is Technology Integration?
 Classroom Integration
versus Traditional
Computer Labs
 Computer labs
 A designated classroom
filled with computers
 Teachers schedule time
to use the labs for many
purposes
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What is Technology Integration?
 Classroom Integration
versus Computer Labs
 Point of instruction
 Technology in the
classroom at the
teachers’ and students’
fingertips
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What is Technology Integration?
 Classroom Integration
versus Computer Labs
 Point of instruction
 Teachable moments
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The Classroom in Action
 Introduction to Mr. Balado’s classroom
 Five student computers networked to the school’s
local area network and the World Wide Web
 Instructional computer with access to the Web and
connected to a large television set
 Allows Mr. Balado to access vast amounts of
information
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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
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Technology is a tool that creates valuable learning
experiences for many different types of learners
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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
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Barriers to Technology Integration
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Lack of teacher training
Lack of administration support
Limited time for teacher planning
Placement of computers in remote locations
Budget constraints
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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
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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
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Technology Integration
and the Learning Process
 The Learning Process
 Problem-based instruction
 Students use the background (anchor) information
to solve complex problems
 Discovery learning
 Inquire-based method for teaching and learning
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Technology Integration
and the Learning Process
 Technology and the Learning
Process
 Numerous technology tools to
support many types of instruction
and learning
 Example - Body Works
 Allows students to build cognitive
scaffold
 Encourages students to think in
colors, sounds, and animations
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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
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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
 Higher-order thinking skills
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Strategies for Teaching
with Technology
 Best strategy is to put the technology in the
hands of trained teachers
 Provide consistent application of technology tools
to support instructional curriculum area
 Careful planning
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The Role of the School District
 Technology plan
 Outline of procedure for purchasing equipment
and software
 Training
 Plans often updated every one to three years
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The Role of the School District
Mentorship program
 Teaming new teachers with experienced teachers
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Planning for Technology Integration
in the Classroom
 Decide on most
appropriate technology to
achieve desired learner
outcomes
 Preparing the classroom
environment
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Planning for Technology Integration
in the Classroom
 One-Computer Classroom
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Maximize effectiveness of one computer
Use large screen television for output
Projection screens
Used to introduce topics rather than specific skills
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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?
 Will students rotate through using one or both
computer on a daily basis?
 How much time per student?
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Planning for Technology Integration
in the Classroom
 More Than Two
Computers
 Arrange classroom into
learning centers
 Use planning criteria
mentioned previously
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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
 Whole class instruction
 Integrated learning systems (ILS)
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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
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Planning Lessons with Technology
 Must consider skill levels of students
 Skill assessment survey
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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 the will Learn
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Instructional Models
 A systematic guide for planning instruction or a
lesson
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Instructional Models
 The ASSURE Model
 Guide for planning and delivering instruction that
integrates technologies and media into the
teaching process
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Instructional Models
 The ASSURE Model
 Analyze the learner
 State your objectives or
identify your objectives or
purpose
 Select Methods, Media,
and Materials
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Instructional Models
 The ASSURE Model
 Utilizing Methods, Media, and Materials
 Require Learner Participation
 Evaluate and Revise
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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 technology support
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Getting Started at a New School
 Technology Training
 Does the school offer professional development or
in-service training
 Talk to your principal, curriculum coordinator, other
teachers, or district technology coordinator
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Getting Started at a New School
 Hardware
 Determine how to obtain additional hardware or
upgrades
 Join the technology committee
 Educational grants
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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 state bid list available?
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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
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Getting Started at a New School
 Technology Supplies
 Determine procedure for obtaining additional
supplies and parts
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Putting it All Together
 Creating an Integrated
Learning Environment
 Learning centers
 Breaks classroom into
many types of learning
environments
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Putting it All Together
 The Classroom Centers
 Mr. Balado classroom
 Seven learning centers
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Discovery computer center
Web search center
Modeling center
Great explorers’ library center
Scanning center
Science center
Digital media project center
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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, selfconfidence, and writing
skills
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Chapter Summary
 Define curriculum and explain curriculum
standards and learning benchmarks
 Explain technology integration, also called
curriculum integration
 Describe the use of computers in computer labs
versus classroom instruction
 Identify ways in which technology can positively
influence learning
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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
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Teachers Discovering Computers
Integrating Technology and
Digital Media in the Classroom
4th Edition
Chapter 6 Complete
Technology, Digital Media, and
Curriculum Integration
LEARNING THEORIES
AND EDUCATIONAL
RESEARCH
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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
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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
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Behaviorism
 Learning as it relates to behavior
 Teachers cannot communicate information well if
they cannot control student behavior
 Positive and negative rewards
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Behaviorism
 Ivan Pavlov
 Famous for behavioral experiments with dogs
 Classic conditioning
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Behaviorism
 B.F. Skinner
 Operant conditioning
 Learning is controlled
and results in shaping
behavior through the
reinforcement of
stimulus response
patterns
 Reinforcement
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Behaviorism
 Albert Bandura
 Focuses on
motivational factors
and self-regulatory
mechanisms that
contribute to a person’s
behavior
 Social Cognitive
Theory
 People acquire
behaviors through the
observation of others
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Cognitivist
 Cognitive theory
 Activities like thinking and remembering seem like
a behavior
 Thinking plays a role
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Cognitivist
 Allan Paivio
 Dual coding theory
assumes that people
process information in
two distinctly different
ways
 Processing for images
 Processing for language
 Three subprocesses
 Representational
 Referential
 Associative
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Cognitivist
 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
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Cognitivist
 Robert Gagne
 Five categories of learning
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Cognitivist
 Robert Gagne
 Nine events of instruction
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Cognitivist
 Howard Gardner
 Intelligence is the
ability to gain
knowledge, apply
knowledge, manipulate
one’s environment, and
think abstractly
 Theory of Multiple
Intelligences
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Cognitivist
 Howard Gardner
 Theory of Multiple Intelligences
 Linguistic – Verbal
 Logical – Mathematical
 Spatial – Visual
 Body – Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist
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Cognitivist
 Benjamin Bloom
 Classified learning into
three domains
 Cognitive domain
 Affective domain
 Psychomotor
domain
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Cognitivist
 Benjamin Bloom
 Bloom’s Taxonomy
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
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Constructivism
 Learn by doing
 Based on a type of
learning where the learner
forms or constructs much
of what they learn or
comprehend
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Constructivism
 Jerome Bruner
 Learning is an active
process in which the
learner constructs new
ideas or concepts
based on their current
or past knowledge
 Emphasizes an
integrated curriculum
where students learn a
subject in various ways
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Constructivism
 Jerome Bruner
 Cognition - an individual progresses through
different intellectual stages
 Learning should be discovery
 Socratic method - students are engaged in
discussion
 Spiral curriculum - students continually build upon
what they already have learned
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Constructivism
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Constructivism
 Jean Piaget
 Influenced the
constructivist
movement
 Developed the
cognitive learning
theory
 Defined four cognitive
stages
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Constructivism
 Jean Piaget
 Four cognitive stages
 Sensorimotor
 Preoperational
 Concrete operational
 Formal operational
 Schema
 Assimilation
 Accommodation
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Constructivism
 Lev Vygotsky
 Russian educational
psychologist interested
in children’s cognitive
development
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Constructivism
 Lev Vygotsky
 Social cognition 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, such as a teacher
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Constructivism
 Lev Vygotsky
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Collaborative learning
Scaffolding
Schemata
Anchored instruction
 anchor
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Constructivism
 John Dewey
 Educational
psychologist,
philosopher, and
political activist
 Progressive Education
 Pragmatism
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Connecting with Today’s Kids
Through Game-Based Learning
 Video games have been the center of
considerable controversy and discussion in
recent years
 Thirty-six learning principles can be found in all
successful video games, regardless of content
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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
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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
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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”
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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
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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
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