using learning technologies to support students in developing integrated understanding joseph...
TRANSCRIPT
Using Learning Technologies to Support Students in Developing Integrated
Understanding
Joseph Krajcik• University of Michigan
The 13th International Conference on Computers in Education– Nanyang Technological University– National Institute of Education– Singapore– November 28th - December 2nd
What We Will Do Today?
• Value of Learning Technologies
• Discuss Elements Necessary for Successful Integration
• A Success Story
• Concluding Comment
Learning Technologies
• Technology as learning tools hold many promises
• Serve as cognitive tools– Extends what we are capable
of doing • What we see• What we do• How we think
Potential of Learning Technology
Extends what is possible • Allows for exploration not
typically possible• Provides dynamic visuals• Presents opportunities to
ask “What if?” questions• Provides opportunities to
plan, synthesize, question, predict and apply
• Allows students to do professionals practices
Technology as Learning Tools
• Obtain data and information
• Gather, visualize & analyze data
• Model complex systems
• Share data and information
• Creating multimedia products
Center for Learning Technologies in Urban Schools
• Partnership between school districts and research universities– Detroit Public
Schools– University of
Michigan
A Collaborative Effort
Sponsored by the National Science Foundation
Elements Necessary for Successful Integration
• Teaching Materials • Tools Designed for Learners• Tools Integrated into the Curriculum• Teacher Professional Development• Technical Support• Team Work• Theory Driven• Time
Teaching Materials
Clear message from teachers:
• Teachers need teaching materials to use technology tools!!
Developing Teaching Materials: Ideas from Learning Theory
• Meet learning goals
• Meaningful for students• Consideration of prior
experiences• Active construction• Community of learners
• Attention to literacy issues
• Cognitive tools
Meet Learning Goals
• To promote learning, materials need to focus on explicit learning goals– What is it you want students
to learn?– Need to align with standards
• Use of technology must help meet the learning goal
Meaningful for Students
• Students need to see the importance of what they are learning
• What students learn needs to connected to their world
• Implications beyond the classroom
• Students develop a need to know
How it Works in the Classroom: Create Meaningful Environments
• Driving questions • Anchoring Experience
– Experience Phenomena in Context
– Case Studies
• Engage in Professional Activities– Problems based in field– Present various disciplines
as we know it today
Active Construction• Learning is a continuous
process requiring many experiences
• Ideas are formed by interacting and experiencing phenomena
• Understanding is constructed– Multiple representations– Use what we know– Apply professional practices
How it Works in the Classroom: Engage in Professional Practices!
• Professional Practices– Asking questions– Finding information– Designing and planning
research– Conducting research– Analyzing findings– Creating explanations– Presenting findings
Promote LiteracyMaterials need to:• Use considerate text• Relate to students prior knowledge• Relate and support classroom
experiences• Provide opportunities for transfer
and application• Connect to the driving question of
the unit• Provide additional and alternative
representations
Cognitive Tools
• Expands what we can learn!
• Learning Tools:– Visual displays
• Graphs• Graphical Organizers
• Learning Technologies can serve as cognitive tools– Computational – Communications
Tools - Designed for LearnersLearner Center Design
Takes into consideration the learner – Motivation– Content Knowledge– Experiences
Scaffolds for Learners – Structure Tasks and Functionality – Supports for Sense Making – Use representations
Molecular Workbench
Model - It
Idea Keeper
Tools Designed for LearnersProbes to collect &
analyze data
Palm Applications
Hypermedia Construction
Example: Technology Innovation
Why Build Dynamic Models?• Cognitive tool
– Opportunities for students to engage in authentic scientific practices
– Allows students to build models of scientific phenomena
• Active Construction of Understanding– Externalization of student
thinking– Show Complexity– Make explanations, predictions,
tests and refinements
Model-It
Model-It Building Qualitative Models
Students Plan, Build and Test Dynamic Computer Models
Technology Tools Integrated into Curriculum
• Sequencing– Iterative use
• Sustained Use – Successive use across units
• Big Picture Use – Teacher models use Contextualized
Use– Introduce tool in the context of the unit
• Bridging Activity– Connect to prior experiences
Integrating Technology - An Example
• Sequencing – Iterative use
– Introduce tools through guided and structured instruction
– Increase student choice and responsibility
• Big Picture Use – Teacher models
What Affects the Quality of Air in My Community? Basic Chemistry Principles 8 - 10 weeks Seventh Grade Use of Model-It
Teachers Face Challenges in Using Technology-Rich Curriculum
• New models of practice! • Pedagogical strategies • New forms of content knowledge and
PCK• New Teaching Practices• Knowledge of how to use technology• Knowledge how to teach with
technology• Appropriate infrastructure and
resources • Supports the use of new ideas!
Teacher Professional Development
• To learn how to enact and adapt inquiry-oriented, standards-based, technology-rich curricula
• To understand how learning theory forms the basis of the curriculum & technology
• To actively participate in the evaluation and adaptation of curriculum & technology
Our Approach: Working With Teachers
• We contribute theory, ideas about teaching and learning
• Teachers contribute practical knowledge about classrooms – Challenges, strategies, warranted practice,
required adaptations
• Mutually beneficial– Teachers learn new approaches– Researchers ground theory in practice
Theory Driven Professional Development
• Sustain• Practiced based • Collaborative• Reflective• Forms
– Educative Curricula– Institutes &
Workshops– In-class Support– On-line Support
Educative Curriculum Materials
• Content Information• Inquiry Support• Framework/philosophy• Use of Technology• Teaching Strategies• Assessment• Students’ conceptions• Expected Student
Outcomes
Materials that support teacher learning
Technical Support from Administration
• Multiple and extended professional development opportunities
• Alignment with System– Aligned with Urban Systemic Program– Supported and affirmed by central office– Building principals buy in– Learning goals matched to teaching materials
• Providing resources– Ready access to computers– Access to the Internet– Maintenance and support for computers– Science materials
A Success StoryCenter for Learning Technologies in
Urban Schools
• Partnership between school districts and research universities– Detroit Public
Schools– University of
Michigan
A Collaborative Effort
Sponsored by the National Science Foundation
• Simultaneous attention to and coordination of several elements
• Improve the teaching and learning of science
• Leverage the talents and expertise of practitioners and researchers
• Resulted in – theory based, technology infused
curriculum – responsive to needs of schools,
teachers and students
Our work
Goals
• Improve the teaching and learning of science for all students
• Embed the use of learning technologies to improve the motivation and learning of all students
• Improve the teaching for All teachers through extended professional development
• Support standards-based systemic change
Inquiry-based, technology rich curriculum
• How Do Machines Help Me Build Big Things?– Mechanical advantage - Sixth Grade
• What Affects the Quality of Air in My Community? – Basic Chemistry Principles - Seventh Grade
• How Can Good Friends Make You Sick?– Communicable Diseases - Seventh/Eighth
Grade
• What is the Quality of Water in Our River?– Water Ecology - Seventh Grade
• Why do I need to Wear a Bicycle Helmet?Motion and Force - Eighth
Inquiry-based, technology rich curriculum
Highly specified and developed but adaptable materials aligned with districts goals and needs.
Does it Scale? Teachers and Classroom
EnactmentsScale of students across years
0
500
1000
1500
2000
2500
3000
1998 1999 2000 2001 2002 2003 2004 2005
School Year
# of Students
AirWaterHelmentsBig ThingsCommunicable Diseases
Learning gains reported in effect size
Figure 1. Weighted Average Effect Sizes for Total, Content and Process Scores
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1999 2000 2001 2002 2003 2004
Year
Effect Size
Total
Content
Process
MEAP Passing Rate By LeTUS
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Cohort I Cohort II
Cohort
Percentage of Students Passing
DPS Population
LeTUS Participants
Cohort I Gender Convergence
300
350
400
No Yes
Had LeTUS unit
Science MEAP Score
FemaleMale
• A Team Effort• Simultaneous attention to and
coordination of several elements– Teaching materials
– Technology for learners
– Teacher professional development
– Technical/infrastructure assistance and collaboration
– Testing/learning
• Time
Why Our Success
Benefits of Our Team Work!
• Collaboration between individuals with diverse expertise
• Blend theory with practice• Extended professional development
opportunities– Teachers, graduate students, and
researchers• Benefit to many students • New understandings (models, principles) to
inform others
Concluding Comment• Tough work but success is possible• It takes attention to several elements
– Teaching Materials – Tools Designed for Learners– Tools Integrated into the Curriculum– Teacher Professional Development– Technical Support– Team Work– Theory Driven– Time
Thanks to Many
• Colleagues from UM– Ron Marx, Barry Fishman,
Elliot Soloway, Phyllis Blumenfeld
• Colleagues from Detroit
• Many Graduate Students from UM
• Bob Tinker for his “T” idea for my talk.
• For more information
• http://www.hice.org
• Slides will be available at:
http://www.umich.edu/~krajcik/ICCE2005.html
Hyperlinked Slides
Design Principles
Reader is written in “considerate text” that:– Is age appropriate – Uses everyday language. – Defines and explains concepts and new
vocabulary. – Uses sentences that are concise but not
dense.– Is logically organized within and across
sections. – Aims to engage students as they begin each
new reading assignment.– Provides scaffolds and supports for students
and teachers.
• Support provided for learners
to accomplish cognitive tasks
that would otherwise be out
of their reach
• Curricular, technology-
based, teacher or peer
Scaffolding
Structure Tasks and Functionality – Visualize a complex task by using order task
decomposition• Linear Process Map - (Plan/Build/Test)
Model-it Scaffolds
Facilitating Articulation Scaffolds– Sense making prompts -- “Description/Because Statements”
Model-It Scaffolds