Technology Integration

Technology is the environment of our children.

Technology is in their homes and around their neighborhoods.

Technology is transparent to children.

Why Integrate Technology?

21st Century Skills

Personal and social responsibility Planning, critical thinking,

reasoning, and creativity Strong communication skills Cross-cultural understanding Visualizing and decision-making Knowing how and when to use

technology

Student – Teacher Roles

Student as learner

Student as teacher

Teacher as learner

Teacher as mentor and guide

What isTechnology Integration?

Hardware

Software

The Internet

The Curriculum

Technology Integration Is ...

Access to primary source material

Methods of collecting and recording data

Storage of images, sound, and text

Training for publishing and presenting

What do you think of when you hear the words “technology integration”?

How was technology integrated? What steps can you take to

integrate technology into your teaching environment?

Questions?

What hardware and software applications are available to you and your students?

What opportunities can you give your students to use technology in the curriculum?

What challenges do your foresee for your situation?

Integrate Technology

The One-Computer Classroom

http://eduscapes.com/tap/topic84.htm

What's the best way to use the one computer I have in my classroom?

  What strategies should I use when doing large group activities with my

computer?

  What's the most effective way to organize small group activities with only one

computer?  

http://www.lburkhart.com/elem/strat.htm

http://homepage.mac.com/cohora/index.html

Cross-curricular & Technology Integration

“Outcomes”

About the Internet Hunt by Cindy O'Horahttp://homepage.mac.com/cohora/ext/compi.htmlDirections: Use the links to go to a site that has the answer. Use your Go menu to return to the hunt’s web page, for the next question’s link.1. What is the Internet? ___________________________________ _____________________________________________________ _____________________________________________________2. Use The New Dictionary of Cultural Literacy to explain the meaning of these:a. Denial-of-service attack _________________________________ _____________________________________________________ _____________________________________________________b. Content provider - ______________________________________ _____________________________________________________ _____________________________________________________c. Portal - _______________________________________________ ______________________________________________________ ______________________________________________________d. Hyperlink - ____________________________________________ _____________________________________________________ _____________________________________________________3. How are cybermaps used? ________________________________ _____________________________________________________ _____________________________________________________4. What is a hot spot? Is there one in your province? _____________ _____________________________________________________ ______________________________________________________5. What role do packets play in the function of the Internet? ________ ______________________________________________________ ______________________________________________________6. Your club's advisor has instructed the group's secretary to blog the meetings. What is that? How would it benefit the members? ______

______________________________________________________ ______________________________________________________

7. How does bandwidth impact a user's experience of the Internet? __ ______________________________________________________ ______________________________________________________ ______________________________________________________

8. What is the digital divide? _________________________________ ______________________________________________________ ______________________________________________________

SUBSTITUTE Cindy’s # 9 for the following # 99. Use the URL http://www40.statcan.ca/l01/cst01/to answer these

questions between the years 2000 to 2003: What percentage of households in NS have a computer? ________

What percentage of households in NS have Internet access? _____

Which province in Canada had the highest percentage of computers per household? _________________________________________ Which province had the lowest percentage of Internet access per

household? ___________________________________________ What is the median income of your province? ________________

Based on your findings, where would your prefer to live? Why? ___

_____________________________________________________ _____________________________________________________ _____________________________________________________

Suppose you did not have a computer with Internet access. How would you go about finding the answers to question 9? _________

_____________________________________________________ _____________________________________________________

How would not having access to the Internet alter your life? _____ _____________________________________________________ _____________________________________________________

10. Read “The Internet - What lies ahead?” Make your own prediction or suggest a service you would like to see delivered using the Internet. __________________________________ __________________________________________________ __________________________________________________

Use your online research skills to respond:11. How was the Internet used to help the victims of the 2005 natural

disasters? ____________________________________________ _____________________________________________________ _____________________________________________________

There are three kinds of death in this world. There's heart death, there's brain death, and there's being off the network. ~Guy Almes

The Integration ofInformation andCommunication

Technology

BOC SEHI PTS CT RPSD

9.1 9.1 9.1 9.1

9.2

9.3 9.3 9.3 9.3 9.3

9.4 9.4 9.4

9.5 9.5

9.6 9.6 9.6

9.7 9.7

9.8

9.9

ICT Learning Outcomes“About The Internet Hunt” Activity

Basic Operations and Concepts

BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems

BOC 12.2 (relates to 9.5) demonstrate an ability to assess the application of technology to solve problems, particularly to evaluate significant effects which estimations, program flaws and human error have on any given solution

BOC 12.3 (relates to 9.6) demonstrate facility with the specialized vocabulary associated with the technology they use

BOC 12.4 (relates to 9.7) take personal responsibility for their safe and ergonomic use of technology for learning

 

 

 

Social, Ethical, and Human Issues

SEHI 12.1 (relates to 9.1 – 9.4) behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study

SEHI 12.2 (relates to 9.2) articulate an informed and critical understanding of mass media, popular culture and electronic information environments; their techniques; and the effects of those techniques

SEHI 12.3 (relates to 9.1 – 9.4) critically analyze the impacts of evolving technologies on themselves, societies, and the environment

SEHI 12.4 (relates to 9.2 – 9.4) demonstrate habits of perception, analysis, judgment and selectivity as they contribute to society through the discerning and critical use and creation of information resources and technology

  SEHI 12.5 (relates to 9.3, 9.4) act responsibly when faced with ethical issues that arise from their use of information and ICT and perspectives

  SEHI 12.6 (relates to 9.5) demonstrate an appreciation of the role of technology-related careers in the larger community and assess technology-related career opportunities within the context of their personal values and needs

  SEHI 12.7 (relates to 9.8) follow the Public School Program Network Access and Use Policy

Productivity

PTS 12.1 (relates to 9.1) use electronic planning software to support the development and analysis of efficient, personal study and research plans independently

PTS 12.2 (relates to 9.2, 9.6) evaluate, select, and use the following to learn and to represent curriculum concepts under study: specialized software, including computer-based simulations; and measuring, sampling and recording devices, including complex calculators

PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency

PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently

PTS 12.5 (relates to PTS 9.6 and RPSD 9.2) create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently

 

 

Communication

CT 12.1 (relates to 9.1) use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding

CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication

CT 12.3 (relates to 9.1) design and create electronic documents to accomplish curricular tasks

CT 12.4 (relates to CT 9.3) discover, share and reflect upon their own and others’ cultures, values, and understandings as they are expressed in electronic and other formats

CT 12.5 (relates to 9.1 – 9.3) use multimedia hardware and authoring software to develop non-linear, interactive presentation

CT 12.6 (relates to 9.3) assess the value and application of information and communication technology in personal and career-related pursuits

 

Research, Problem Solving, and Decision Making

RPSD 12.1 (relates to 9.1) select appropriate devices and software to collect data, solve problems and note patterns; to make logical decisions and draw conclusions; and to present results, with general supervision

RPSD 12.2 (relates to 9.4) identify, evaluate, and compare the quality, congruencies, discrepancies, omissions, biases, and perspectives of information content of print, media, and electronic resources

RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently

RPSD 12.4 (relates to 9.7) identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs

RPSD 12.5 (relates to 9.4 –9.8) contribute to the development of criteria for selecting a research topic, and, based on those criteria, define and complete a research task efficiently

RPSD 12.6 (relates to 9.9) accurately record and cite, using academically accepted formats and standards, sources of information contributing to their research

 

http://www.cbv.ns.ca

Graphic Organizers

http://www.region15.org/curriculum/graphicorg.html

http://www.ocdsb.edu.on.ca/Teacher_Res/secondary/tecint/ppt.htm

http://www2.ucdsb.on.ca/tiss/stretton/

http://www.elan.on.ca/

http://school.discovery.com/schrockguide/arts/artlit.html

http://artsedge.kennedy-center.org/teach/les.cfm

http://owl.english.purdue.edu/handouts/index.html

http://www.ocdsb.edu.on.ca/teacher_res/secondary/menu.htmhttp://sesd.sk.ca/teacherresource/teacher/language_arts.htm

http://www.tnellen.com/cybereng/log.html

http://www.amdsb.ca/TrainingRes.htm

http://www.thevisualclassroom.com/

http://www.2learn.ca/teachertools/multimedia/mmediahowto.html

http://www.graves.k12.ky.us/teach_resources.htmhttp://www.graves.k12.ky.us/powerpoints/

http://www.graves.k12.ky.us/powerpoints/gchs/index.htm

http://www.swlauriersb.qc.ca/schools/recit/ml/mllinks.htm

http://edweb.sdsu.edu/courses/EDTEC596/Units/Media/MediaandBehavior.html media and behavior webquest

http://www.cln.org/subjects/physics_cur.html physics

http://www.suu.edu/faculty/lundd/readingsite/readingresources/#Fluency

http://www.edutopia.org/foundation/multimedia.php

http://library.sjsd.net/tech.html#ISG

http://www.kenton.k12.ky.us/max/readymadeppt.htm

Educational Links

http://www.bobsedulinks.com/teachers.htm

http://www.coollessons.org/coolunits.htm

http://www.csun.edu/~hcedu013/plans.html

http://www.wam.umd.edu/~mlhall/teaching.html

http://www.teachnet.org/blueplate/homework/newteach11.htm

http://www.user.shentel.net/rbowman/ enterhttp://www.user.shentel.net/rbowman/files/fettab3.htm sciencehttp://www.user.shentel.net/rbowman/files/sci.htm free click

http://highschoolace.com/ace/ace.cfm

http://www.eduhound.com/

http://www.lawrence.org/edlinks/menu.htm

http://www.ncsu.edu/midlink/hr/hr.hot.list.htm

http://www.educationindex.com/educator/

http://www.osapac.org/ontlinks.asp

We are fortunate enough to have a school board willing to invest in technology and training which has allowed us to take teaching and learning to greater levels.

Let TechnologyIntegration Begin!