copyright © 2000 by gary r. morrison this file may not be distributed on other web sites, but may...
TRANSCRIPT
Copyright © 2000 by Gary R. Morrison
This file may not be distributed on other web sites, but may be used by individuals who have purchased the text for instructional purposes only.
Gary R. MorrisonGary R. MorrisonDeborah L. LowtherDeborah L. Lowther
Lisa DeMeulleLisa DeMeulle
NTeQ 2000NTeQ 2000NTeQ 2000NTeQ 2000
Technology in the classroom
Is technology the answer?
IncomingTechnology
Again?
Three Views of Technology
Type I
Type II
Type II
Technology Type I
Give the teacher technology
It is an extension of the teacher
It makes the teacher a better teacher!
Technology Type II
Taking control from the teacher
Emphasis on programmed instruction
Bypass the teacher and let the programmer “talk” to the student
Technology Type III
Creating the integrated system
Consider the teacher, the student, and the instruction
Use technology as a tool
What is the role of technology in the classroom?
+ = ?
What is all the fuss?
Some myths about computers
Computer myths
Students will learn more when they learn from computers.
50 years of research has failed to show that any technology causes learning
It is the instructional strategy not the hardware
Computer myths
I only have some Apple //e’s or old IBM clunkers in my room, what can I do?
Any computer with a basic suite such as AppleWorks on an Apple //e can be used for problem-based learning activities.
Computer myths
I cannot write software for my students, therefore computers are useless in my course.
You do not have to write software to use computers in your course. There are other ways!
Computer myths
The software does not match the district’s benchmarks, so why bother with computers?
You do not do not have to use commercial software with your computers to meet the benchmarks.
Computer myths
I am trying to get with the program and create a student-centered environment. Having my students learn from computers seems to go against these new ideas.
Yes. But, you can create a student-centered learning environment when you use computers as a tool rather than as delivery device.
Computer myths
My students search for interesting websites, they can email me, and I have them use a word processor–isn’t that enough?
Well, that’s a start. But, there is more to using computers than the Internet.
Technology in the classroom has not met our expectations.
The traditional view of technology
Viewed technology as a teacher
To deliver the instruction
To compete with the teacher
What have we learned?
Technology is not always a good teacher
Is there any hope for technology?
Yes
But, we must change our view
An idea
What if we surveyed parents?
What software do you use?
Word processing
Spreadsheets
Databases
Desktop publishing
What if we surveyed teachers?
What software do your students use?
Drill and practice
Games
Tutorials
Web browsers
Recent research
Suggests that application software can support higher-level learning
Better prepares student for the workplace
Drill-and-practice and tutorials emphasize rote learning
Recent Research
AAUW’s Tech-Savvy: Educating Girls in the New Computer Age (4/00)
Gender equity means using technology proactively
Being able to understand the data technology makes available
Being a lifelong learner of technology
Recent Research
Tech-SavvyTeacher training needs to focus on computers as a productivity tool
Girls must view themselves as designers and producers of new technology
Recent Research
Tech-Savvy
The new benchmark of gender equity
Computer fluency
Mastery of analytical skills
Innovative uses of technology across disciplines
How do we get there?
Computer applications
Viewing computers as a tool
How do we use applications in instruction?
Integrate computer technology to support problem-based learning
Use computers as a tool rather than as an instructional delivery device
What is technology integration?
Level ISoftware supports objectives
Level IIApplications support learning activities
Word processing, searching, etc.
Level IIIComputers used as a tool to solve problems
Using technology as a tool
How?
To calculate
To determine
To identify
To summarize
To find information
To organize information
Using technology as a tool
The effectiveness as a tool has been established
People use technology as a tool everyday in the workplace
A new way of teaching
Requires a different approach to teaching
Teacher’s role will change
Student’s role will change
Instruction will change
The changing role of the teacher
Technologically competent
Understands relationship between computers and learning
Creates a student-centered learning environment
Uses computers as a tool to support learning
Roles of the teacher
Manager
Facilitator
Designer
Teacher as designer
Creates integrated lesson plans
Creates problems that require the student to manipulate data
Utilizes multiple learning resources
Uses real-world data
Teacher as facilitator
No longer the main source of information
Asks directed questions
Models problem-solving processes and technical tasks
Provides necessary scaffolding for students
Teacher as manager
Plans a viable rotation schedule
Provides a multidimensional learning environment
Encourages students to solve problems
Finds solutions to technical problems
The changing role of the student
Primary role is a researcher
Gathers data
Analyzes data
Generates knowledge
The student as collaborator
Goal is problem solving through collaboration
Works effectively as a team member
Values team collaboration
The changing role of instruction
Problem based
Authentic data
Uses problems students can relate to
Provides for many sources of information
Using computer technology
How can we use technology in the classroom?
Use technology to support the learning process, critical thinking, problem solving.
Encourage collaboration.
Using computers in a classroom
Traditional method
Computer is used for teaching
It delivers the instruction to the learner
Using Computers in a classroom
Formats (traditional method)
Drill and practice
Tutorials
Simulations
Games
Using computers in a classroom
Integrating computer technology
New approach
Focus is on using computers as a tool for learning
Use computers support learning rather than for teaching.
Where do we start with an NTeQ lesson?
NTeQ incorporates
Inquiry learning
Problem-based learning
Cognitive & Constructivist approaches
Collaborative learning
The NTeQ Approach
iNtegrating Technology for inQuiry
Designing the NTeQ Lesson
10 Step approach
Specify Objectives
Specify all your lesson objectives
Includes both computer related and noncomputer objectives
Specify
Objectives
Specify Objectives
Source of objectives
National standards
Science, math, social studies, etc.
State Standards
District standards/benchmarks
Textbook/Curriculum guide
Match Objectives to Computer Functions
Match your objectives to computer functions
Computer functions that support your objectives
For example,
Specify
Objectives
Computer
Functions
Specify
Objectives
Computer
Functions
Match Objectives to Computer Functions
Objective: AnalyzeUse a spreadsheet to determine the…
Use a database to find the…
Create a chart to show…
Dia. $ $/sq inJoe's Pizza 12 9Big Caesar 14 13Square Pan Pizza 15 11
Match Objectives to Computer Functions
Objective: Write, Edit
Use a word processor to create
Edit your partner’s paper
Use a spellchecker to…
Write a journal
Match Objectives to Computer Functions
Objective: Design, PlanCreate a drawing showing…
Design a safe playground
Create a new traffic pattern for…
Design the staging for…
Computer Functions
Analyze the economic problems that have faced
Distinguishes among natural, capital, and human resources
Identifies the settlement patterns of the community
Lists reasons for saving
Computer Functions
Distinguishes among natural, capital, and human resources
Identifies the settlement patterns of the community
Lists reasons for saving
Analyze—Create a database problems
Computer Functions
Identifies the settlement patterns of the community
Lists reasons for saving
Analyze—Create a database problems
Distinguishes – Creates a database of examples
Computer Functions
Identifies the settlement patterns of the community
Lists—Survey and graph results w/spreadsheet
Analyze—Create a database problems
Distinguishes – Creates a database of examples
Computer Functions
Analyze—Create a database problems
Distinguishes – Creates a database of examples
Lists—Survey and graph results w/spreadsheet
Identifies– Draw maps showing growth
Computer Functions
What type of match exists?
explains how Earth’s position relative to the sun affects events and conditions on earth
understand techniques used to convey viewpoint
identify figurative language
produce compositions that have one main idea
Specify the Problem
Realistic
Real-world events
From the students’ world
Let them suggest the problem
Specify
Problem
Specify
Objectives
Computer
Functions
Specify
Objectives
Computer
Functions
Specify
Problem
Specify the Problem
Characteristics of a good problem
Connects with student’s world
Content organized around problem, not discipline
Ill-structured—more than one answer
Must do research to solve
Data Manipulation
How will students manipulate the data?
Job aids
Think Sheets
Questions and ideas for the student
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results Presentation
How will students present the results?Printed/oral reports/Student Journal
Web page/Poster sessions
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
ActivitiesWhile atComputer
While at Computer
What will students do at the computer?Entering dataManipulating dataCreating a report
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
ActivitiesWhile atComputer
ActivitiesPrior toComputer
Prior to Using Computer
What will students do before using the computer?Key words for searchingCollecting data
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
ActivitiesWhile atComputer
ActivitiesPrior toComputer
AfterUsingComputer
After Using Computer
What will students do after using the computer?
Purpose is to use the information generated from the computer activity
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
ActivitiesWhile atComputer
ActivitiesPrior toComputer
AfterUsingComputer
Supporting
Activities
Supporting Activities
Additional activities that support the objectivesAnytime during the unit
Meaningful and related/ReadingProblem solving/Discussion/Labs/Writing/Exercises
Assessment
May require more than a test Computer generated projects/Printed reportsPowerPointElectronic portfolios
Specify
Objectives
Computer
Functions
Specify
Problem
Data
Manipulation
Results
Presentation
ActivitiesWhile atComputer
ActivitiesPrior toComputer
AfterUsingComputer
Supporting
ActivitiesAssessment
Outcomes
Increased problem solving skills
Experience with collaborative work groups
Student-centered environment
Real world technology skills
Increased motivation
Sample Units
• Examples we have collected
Testing Tissues
• Students test weight (pennies) a wet and dry tissue can hold
• Graph data in Excel
• Answer questions
• Create an advertisement
Characteristics of Short Stories
Build database of
Characters
Plots
Settings
Analyze commonalities
Write their own
Creating Folklore
• Do research on basis for folklore
• Create database
Classify lore
Identify categories
• Create new folklore
NTeQ
• Student-centered environment
• Use computer as a tool
• Solve real-world problems
• Learn content while solving problem
NTeQ and the Teacher
• Designs the problems
• Facilitates learning
• Manages the environment
NTeQ and the Student
Active learner
Learns content
Learns real-world computer skills
Learns problem solving methods
Works in teams
NTeQ Sightings
EstoniaEstonia IrelandIreland
MalaysiaMalaysia
CanadaCanada
NTeQ Sightings
NTeQ in use