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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