ED 2325Technology in the

Classroom

ED 2325Technology in the

Classroom• Chapter 1 – Integrating Educational Technology into the

Curriculum• Chapter 1 – Integrating Educational Technology into the

Curriculum

The 21st Century StudentThe 21st Century Student

Vision of K-12 Students Today

Curriculum Specific LearningCurriculum Specific Learning

• 3 Ways to Use Newly Acquired Learning

This is considered curriculum-specific learning or discipline-specific learning- when you are learning how to apply teaching principles, knowledge, and ideas to authentic and practical classroom lessons and projects that can benefit students.

1. For your own professional development2. Using technology as a productivity tool in your

classroom3. Integrate technology and digital media in your

instructional strategies, lessons, student-based projects, and student assessments to improve student learning.

Establishing New Learning Environments by Incorporating New

Strategies

Establishing New Learning Environments by Incorporating New

StrategiesTraditional Learning Environments

New Learning Environments

Teacher-centered instruction

Student-centered instruction

Single-sense stimulation Multisensory stimulation

Single-path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active/exploratory/inquiry-based learning

Factual, knowledge-based learning

Critical thinking and informed decision making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world context

Computer, Information, and Integration Literacy

Computer, Information, and Integration Literacy

• Computer literacy – current knowledge and understanding of computers and their uses.

• Information literacy – knowing how to find, analyze, use, and communicate information.

• Integration literacy – the ability to use computers, digital media, and other technologies combined with a variety of teaching and learning strategies to enhance students’ learning.

LearningObjectives

Goals and Outcomes

Appropriate Technology

TermsTerms• Data – collection of unorganized facts• Information – data that is organized, has

meaning, and is useful.• Input – data entered into a computer• Output – the processed results• Storage – area for data to be held for future

use• Information Processing Cycle – the cycle of

input, process, output, and storage• Hardware – the electronic and mechanical

equipment that make up a computer• Software – the series of instructions that tell

the computer how to perform tasks**Without software, hardware is useless**

• Successful integration

CATEGORIES OF COMPUTERSCATEGORIES OF COMPUTERS

• Personal Computers – (PC) a computer that performs all of its input, processing, output, and storage activities by itself.

• Mobile Computers – a personal computer that you can carry from place to place.

• Notebook Computer - personal, portable computer small enough to fit on your lap.

• Tablet PC – a special type of notebook that allows you to write on the screen using a digital pen.

• Netbooks – a small, lightweight, and portable computer designed for wireless communication and access to the internet.

• Mobile devices – store programs and data permanently in memory chips inside the system unit or in small storage media such as memory cards.

• Handheld computers – a computer small enough to fit in one hand while you operate it with the other hand.

• Personal Digital Assistant (pda) – provides personal organization functions such as a calendar, digital camera, appointment book, address book, calculator, etc…

• Smartphones – an internet-enabled telephone that usually provides PDA capabilities.

Servers, Supercomputers, and Embedded Computers

Servers, Supercomputers, and Embedded Computers

• Server – manages the resources on a network and provides a centralized storage area for software programs and data.

• Supercomputer – fastest, most powerful, and most expensive computer. (weather computers, hurricane tracking)

• Embedded computer – a special purpose computer that functions as one component in a larger product. (antitheft system in car)

International Society for Technology in Education (ISTE)

International Society for Technology in Education (ISTE)

• Developed a set of standards for teachers, students, and administrators

• National educational technology standards• www.iste.org

For what kind of world are we preparing students?

For what kind of world are we preparing students?

• Basic content literacy

• Getting to work on time

• Following directions

• Assembly lines

• Work alone

• Solve problems

• Manage large quantities of information

• Think critically

• Work in teams

• Use technology effectively

OR

Digital Immigrants vs. Digital NativesDigital Immigrants vs. Digital Natives

• Digital Immigrant n.A technology user, usually over the age of 30, who

was not born into the digital world. Digital immigrants use technology, but often attempt to bring their use into a framework they find comfort in; for example, they might print material accessed on the Internet before reading it.

• Digital Native n.A technology user under the age of 30, who was born

into the digital world and is accustomed to receiving information very quickly. Digital natives are able to multitask, and they usually prefer to see graphics before text. They tend to be more comfortable working in a hyperlinked environment in which they receive frequent rewards and feedback.

Mark Prensky, 2001

Digital Native Learners vs Digital Immigrant TeachersDigital Native Learners vs Digital Immigrant Teachers

ARCS Motivational ModelARCS Motivational Model

• Developed by John M. Keller in 1983 and is applicable to learning in the digital age.

• Stresses that even the best designed instructional strategy will fail if students are not motivated to learn.

• Many students are performing to only pass a test so retention is unlikely.

• Teachers must create a deeper motivation in learning to gain new skills.

• Keller’s model attributes differences in student learning to the amount of effort students are willing to put forth.

• Four areas emerged to account for differences in student effort.

ARCS Motivational ModelARCS Motivational Model

• Attention – Effective learning techniques seek to capture students’ attention, to eliminate boredom, and to arouse natural curiosity. (the HOOK of the lesson)

• Relevance – When students feel that learning is relevant or important to their lives, they will become motivated to learn.

• Challenge/Confidence – Students who believe they can achieve often do.

• Satisfaction/Success – Feeling good about one’s self is a natural motivator.

The ARCS Motivational Model and Digital Students

The ARCS Motivational Model and Digital Students

Attention - Lessons are designed to gain students’ attention using alternative techniques, such as a story, sensory stimuli, thought-provoking questions, and variability in exercises, and using digital media.

Relevance – students see relevance in the lesson, which, in turn, leads to increased learning. The lesson must be relevant not only to the learner, but also to previously taught lessons.

Challenge/Confidence – Students are challenged to achieve, and they gain confidence as they meet the challenge. Students need to feel that if they put in a good faith effort, they are capable of achieving the objectives. The challenge should properly match the students’ abilities.

Satisfaction/Success – Students gain success in achieving their objectives, which promotes self-satisfaction from the learning experience. The most powerful reward is that the students find that the learning experience is relevant and useful to their own world or the one they aspire to live and work in.