presentation burapha 2014 06 19 gold - burapha universitycid.buu.ac.th/information/doc-3-57.pdf ·...

TECHNOLOGYUsage and Integration for Educational Purposes

Dr. Satha & Dr. Thanawan Phongsatha Assumption University

June 19th, 2014 @ Burapha University, Thailand

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WHAT ARE TECHNOLOGY?• The digital technology is ...

• A tool to help us as teachers perform teaching in a more efficient and effective.

• A burden

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WHY TECHNOLOGY?• The technology is already available.

• Already part of most students’ lifestyles.

• Could be a channel to communicate and share resources with students.

• May increase students’ motivation toward class activities.

• Other reasons (Personal / External).

• Someone said you have to.

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WHO GET INVOLVED?• Administrators

• Teachers —> Digital Immigrants

• Students —> Digital Natives

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DIGITAL NATIVE VS. IMMIGRANTS

Myers, M. D., and Sundaram, D. (2012). Digital natives: Rise of the social networking generation. University of Auckland Business Review, 15(1), pp. 28.

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NATIVE VS. IMMIGRANTS• “A survey by Project Tomorrow of 200,000 students in the

United States (www.tomorrow.org) concluded that digital natives are not merely using technology differently; rather, their lives are being moulded by technology in a new way. They are digitally literate, highly connected, experiential, social, and in need of instant gratification. By age 20, they will have spent an estimated 20,000 hours online using a host of systems, from transaction and decision-support systems to collaboration support for personal and professional purposes.”

Myers, M. D., and Sundaram, D. (2012). Digital natives: Rise of the social networking generation. University of Auckland Business Review, 15(1), pp. 28.

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NATIVE VS. IMMIGRANTS• “A survey by Project Tomorrow of 200,000 students in the

United States (www.tomorrow.org) concluded that digital natives are not merely using technology differently; rather, their lives are being moulded by technology in a new way. They are digitally literate, highly connected, experiential, social, and in need of instant gratification. By age 20, they will have spent an estimated 20,000 hours online using a host of systems, from transaction and decision-support systems to collaboration support for personal and professional purposes.”

Myers, M. D., and Sundaram, D. (2012). Digital natives: Rise of the social networking generation. University of Auckland Business Review 15.1 (2012): 28.

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DIGITAL NATIVE: VALUE• Place their values and expectations on…

• Collaboration / Sharing

• Rapid growth in work place

• Clear and frequent feedback

• But…..

• Less cautious about information they share

• Increase risk on security and privacy

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NATIVE & IMMIGRANTS• Control of information system (Facebook, etc.) on the digital

natives would make them feel uncomfortable.

• It is better to welcome the behavior into the workforce.

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CURRENT STUDENTS• The students currently are more exposed to the computer

technology than previous generations.

• There are certain differences that can show the differences between the previous and the current generation of students.

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Previous Generation Digital Students

Passive Communicator Hypercommunicators

Single taskers Multi taskers

Work oriented Play oriented

Linear thinking Random access

Non relevancy learning Learning has to be relevant and fun

Single sensory input Multisensory input

Text-based first Digital and graphics first

Reality based Fantasy-based learning

Conventional speed Twitch speed

Shelly, G. B. (2010). Teachers discovering computers : integrating technology and digital media in the classroom. Boston, Mass.: Thomson/Course Technology.!

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LEARNERS & TEACHERS• Digital Native Learners

• Learners are already in the digital world

• Digital Immigrant Teachers

• Teachers are just moving into the digital world

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DIGITAL NATIVE LEARNERS• Prefer receiving information quickly from multiple multimedia sources.

• Prefer parallel processing and multitasking.

• Prefer processing pictures, sounds, and video before text.

• Prefer random access to hyperlinked multimedia information.

• Prefer to interact/network simultaneously with many others.

• Prefer to learn “just-in-time.”

• Prefer instant gratification and instant rewards.

• Prefer learning that is relevant, instantly useful and fun.


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DIGITAL IMMIGRANT TEACHERS• Prefer slow and controlled release of information from limited sources.

• Prefer singular processing and single or limited tasking.

• Prefer to provide text before pictures, sounds, and video.

• Prefer to provide information linearly, logically, and sequentially.

• Prefer students to work independently rather than network and interact.

• Prefer to teach “just-in-case” (It’s on the exam).

• Prefer deferred gratification and deferred rewards.

• Prefer to teach to the curriculum guide and standardized tests.


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LEARNERS VS. TEACHERS• Learners are not learn in the same way as the teachers were taught in the past.

• The teaching the same way as the teachers were taught might not help students learning.

• The teaching method may need changes into the digital era as well.

• The differences between learners and teachers may not enhance students’ learning.

• Teachers may

• Try to get students out from the digital age

• Understand and utilize the students characters to teach

Shelly, G. B. (2010). Teachers discovering computers : integrating technology and digital media in the classroom. Boston, Mass.: Thomson/Course Technology.

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LEARNERS & TEACHERS

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EDUCATION• Thinking of ways to integrate the behavior and expectation of

students into the teaching activities may help to make the students more interested in the content.

• Their learning performance could be better.

• The teachers could have easier time of knowledge transfer.

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TEACHER TECHNOLOGY INTEGRATION MODEL

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TEACHERS• In order to integrate technology into teaching and learning, there are

possible 5 phases of technology integration (Roblyer, 2003)

1.Determining relative advantage

2.Planning assessment

3.Planning instruction

4.Logistics

5.Evaluating and Revising Integration Strategies

• Each has sub questions that are for the integration guide.

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1. RELATIVE ADVANTAGE• Why use technology?

• The first step in the model.

• The teacher should be able to define the area that the technology can provide benefits.

• When teachers realize the relative advantage of integrating technology, the teachers should be able to use with confident that the technology can provide benefit to teacher and/or learning.

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1. RELATIVE ADVANTAGE• The teacher can think of questions and issues that the

technology can be integrated to help solve the issues.

• Roblyer (2003) provide examples of questions or issues as well as the technology solution.

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Roblyer, M. D. (2003). Integrating educational technology into teaching. Upper Saddle River, N.J.: Merrill/Prentice Hall.

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2. PLANNING ASSESSMENT• What are appropriate assessment strategies?

• Regards the outcomes of students that teachers aim to achieve after the course.

• Can be in variety of formats depending on the content and objectives of the course

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2. PLANNING ASSESSMENT• The assessment planning is often done as part of the instruction

planning/design.

• Integration of technology may requires different assessment tools strategies.

• The author showed that rubric can be a necessary tools for planning the assessment.

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3. PLANNING INSTRUCTION• “What are appropriate instructional strategies?”

• The planning regards the process of delivering instruction to students with the integration of technology.

• Having the instructional plan can help teachers know in advance about the teaching process that integrate the use of technology.

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4. LOGISTICS• “How do I prepare the Classroom environment and instructional

materials?”

• Regards the availability of technology resources and the process of technology usage.

• The teachers often prepare the instruction based on the constrain of resources available.

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5. EVALUATING AND REVISING• “How do I know it’s working?”

• There should be a plan for measuring the integration of technology.

• The information can help review and make improvements on the integration.

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5. EVALUATING & REVISING• Action Research

• Identifying the problem.

• Gathering data.

• Summarizing and interpreting results.

• Determining what changes (if any) need to be made.

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5. EVALUATING & REVISING• Data that might be useful

• Teacher self-reflection tools.

• Media recording and analysis.

• Student feedback tools.

• External or peer evaluation.

• Journaling.

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REFERENCE• Roblyer, M. D. (2003). Integrating educational technology into

teaching. Upper Saddle River, N.J.: Merrill/Prentice Hall.

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LEVEL OF TECH. INTEGRATION

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HOW?• There are different levels of integrating technology into

education.

• Knowing the level can help the teachers know what they are doing at what level with the technology.

• Production tools

• Presentation

• Student Center

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Technology Use in Classroom, Washington Educational Technology Support Center Program, 2008

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TECHNOLOGY IN CLASSROOM• Tier 1, Teacher’s Productivity Station (Support)

• Tier 2, Presentation and Productivity (Enhance)

• Tier 3, Student-centered (Transform)

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Printed on November 30, 2010 Developed by Washington’s Educational Technology Support Center Program v.5 October, 2008

Technology Use in Classrooms

Tier 1: Teacher Productivity Station

(Supports the learning experience)

Tier 2: Instructional Presentation and Student Productivity

(Enhances the learning experience) Tier 3: Student-Centered Learning Classroom

(Transforms the learning experience) Observable and Best Practices

This tier focuses on the teacher using technology to get his/her job done. The teacher: x Produces learning materials more effectively x Communicates quickly with e-mail x Finds instructional resources on the Internet x Keeps / Organizes student information, grades

more effectively x Classroom Website: Post grades, classroom

information, calendar, information for parents, etc.

This tier involves teacher facilitation of large group learning activities and also student productivity use of technology (word processing, etc.): x Brainstorm and share ideas x Deliver visual presentations x Represent information visually x Conduct one-computer classroom lessons x Facilitate group discussions and lessons x Students write papers, reports on computer or

smart keyboard (DANA, Neo) x Classroom Website: Post educational resources

This tier involves student use of technology in authentic learning activities: x Inquiry-based, essential questions x Research, analyze data and problem-solve x Write, develop and publish products x Invent products through programming x Creating and using WebQuests and Curriculum

Pages x Authoring/reviewing work online x Classroom Website: Post student work and

projects (SHARE) Professional Development Possibilities

x Office-suite software training x Internet I (searching for information, copyright,

citations) x Internet II (finding instructional resources on

the Internet) x Thinkfinity awareness training

x Presentation systems/techniques x Presentation software (PowerPoint, Keynote) x Graphic Organizer (Inspiration) x One-computer classroom strategies x Group Processes Program-Solving software

(Decisions/Decisions, etc.) x Using handhelds and smart keyboards for writing

and other student projects

x Using tech. in project-based learning x Graphics and video-editing x Web publishing x WebQuests and Curriculum Pages x Using graphing calculators, probeware and/or

robotics for problem-solving x Internet safety for students

Required Conditions

x Computer network x Technical Support ensuring successful

operation of computers and network x Administrative expectations for technology use

for administrative purposes

Conditions in Tier 1, plus: x Good access to computers for student use x Technical Support for projector/document

camera use x Administrative expectations for technology use

for instructional purposes

Conditions in Tier 2, plus: x School-based technology integration coach x Ubiquitous access to computers for student use x Opportunity for publishing and sharing online x Administrative expectations and support for

technology use for project-based learning Technology Resources

Standard technology resources, including: x Standards-based computer x Access to at least one printer x Internet access x Office suite productivity software x Thinkfinity and other online teacher lesson

resources (use as is) x Access to student management software

Resources in Tier 1, plus: x Document camera x Projector x Inspiration (graphic organizing software) x Thinkfinity, WebQuest and other online teacher

lesson resources from the Internet (adapt and use)

x Printer(s) in classroom (BW Laser) (Color Inkjet)

Resources in Tier 2, plus selected: x Multimedia production technology (digital

camera, camcorder, video-editing software, etc.) x Web publishing software x Handhelds, graphing calculators x Science Probeware x Robotics x High tech classrooms or computer labs

Estimated Costs (Excluding tax)

Computer ....................................................... $800 Printer (or share of networked laser printer) .. $200 Office Suite ...................................................... $56

Document Camera............................................. $438 Projector ............................................................ $664 Cart/Projector Mount.......................................... $125 Inspiration ............................................................ $30 Portable DANA Lab ...................................... $12,000 Portable Laptop Lab ..................................... $45,000

Depends on solution(s) selected.

Other Supportive Technologies that support theis pra

x Electronic Whiteboards ............................. $1230 x Audience Response Systems (RF)........... $1600 x Classroom Audio System ........................... $263

Developed by Washington’s Educational Technology Support Center Program – v.6 May, 2010

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Required Conditions























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Required Conditions























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Required Conditions























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Required Conditions























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Required Conditions























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Required Conditions






















Developed by Washington’s Educational Technology Support Center Program – v.6 May, 2010 43




Tier 2: Instructional Presentationand Student Productivity

(Enhances the learning experience)Observable and Best Practices




This tier involves teacher facilitation of large group learning activities and also technology (word processing, etc.): x Brainstorm and share ideasx Deliver visual presentationsx Represent information visuallyx Conduct one-computerx Facilitate group discussions and lessonsx Students write papers, reports on computer or

smart keyboard (DANA, Neo)x Classroom Website: Post educational

Professional Development Possibilities




x Presentation systems/techniquesx Presentation software (PowerPoint, Keynote)x Graphic Organizer (Inspiration)x One-computer classroom strategiesx Group Processes Program

(Decisions/Decisions, etc.)x Using handhelds and smart keyboards for

and other student projectsRequired x Computer network Conditions in Tier 1, plus:

TIER 1: TEACHER PRODUCTIVITY• Usage of technology is for

• Simple productivity tasks; grade / exam / attendance / etc.

• e-mail

• office work: QA / TQF / etc.

• produces classroom materials

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TIER 1: TOOLS• Office software: MS Office, iWork, Open Office, others

• Web Browser

• e-mail software

• Internal Online Database system

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TIER 2: PRESENTATION• Presenting information

• One-computer classroom

• Facilitating group discussion

• Overall, the usage of technology at this level focus on how the teacher can use technology to convey information to students.

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TIER 2: TOOLS• Powerpoint / Keynote

• Audio/Video production software (imovie, audacity, handbreak, etc.)

• YouTube

• LMS (Moodle)

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TIER 3: STUDENT-CENTERED• Not only the usage but also the strategies of using the

technology toward the class activities

• Both the teachers and the students need to utilized the technology to collaborate / share / present the work to each other.

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TIER 3: TOOLS• Online document (google docs, wiki, blog, etc.)

• Work collaboratively

• Video conference

• Wiki

• MS. Word

• evernote

• Others softwares

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Teacher Students

Tech

nolo

gy

Tech

nolo

gy

Tech

nolo

gy

Level 1 Level 1

Level 2

Level 3

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KNOWLEDGE & SKILLS• To be capable of utilizing the technology to cover all of the

levels. A teachers would also need to have certain level of computer skills

• Production

• Presentation

• Collaboration / Facilitation

• Evaluation / Research

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BEYOND USAGES• Each tier can also be considered as knowledge and skills that a

teachers need in order to successfully employ technology into teaching.

• Knowledge & Skills

• Productivity

• Share (Presentation)

• Collaboration (Student-centered)

• Evaluation (Research)

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Productivity

Presentation

Collaboration

Evaluation

Knowledge & Skills of Technology Integration

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SOFTWARE?• Question:

• What are the software or hardware that can make the technology integration possible?

• Answer:

• Any that can function as the instructor wants.

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FUNCTION & CHOICE• The choice of software usage should based on the current

practice or the aim of the teacher’s teaching needs.

• Ensure that all students know the next week reading requirements

• Announce & remind

• Facebook

• Moodle

• Line

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FUNCTION & CHOICE• Make an instruction that student can study by themselves

• Screencast (Quicktime, Camtasia, etc.)

• Handout (MS. Word, Page, Open Office, Illustrator, Photoshop)

• Video recording (Movie Maker, iMovie, Keynote, etc.)

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FUNCTION & CHOICE• Work collaboratively with students

• Document sharing and tracking (Google docs, Wiki, MS. Word, Evernote, etc.)

• Meeting (Google plus hangout, WebEx)

• Forum (Moodle, etc.)

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INTEGRATION• What is the ideal goal of technology integration?

• What is the target of your level of integration

• Tier 1, 2 r 3

• What are the available equipments and skills that your students would use?

• What is your skills and available equipments?

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INTEGRATION

• What is the function / interaction / activity that I want the technology to do?

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EVALUATION

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TYPES OF EVALUATION• Any education projects or innovation involve three types of

evaluation

• Front-end

• Formative

• Summative

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FRONT-END• The evaluation that is done prior the development of a

project

• Needs assessment

• Users analysis

• The stage of gathering data of users to know if the tools/technology/method is appropriate or not.

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FORMATIVE EVALUATION• The evaluation that is conducted during the projects or the

design and development stages.

• The evaluation that is done while the products is still in the process of development.

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FORMATIVE EVALUATION• The formative evaluation for ISD, would fit most with the

rapid prototyping or SSE models, which had several evaluation stages.

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SUMMATIVE EVALUATION• The evaluation that is done at the end of the cycle.

• Sometimes it is done after the real usage.

• Can be in a form of research and mostly will be more elaborate.

• The results can produce a report for final assessment of the product implementation.

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POSSIBLE FACTORS• academic achievement

• perception

• teachers

• class activities

• technology usage

• other factors

• overall satisfaction

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AVAILABLE TOOLS• Measurement Factors & Scale

• WIHIC (What is happening in this class)

• WEBLEI (Web-based Learning Environment Instrument)

• Rubric

• LOEM (Learning Object Evaluation Metric)

• Presentation rubric

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CONCLUSION• Technology can be applied into the teaching and learning in a

different ways/levels.

• The integration at each levels also need to consider both ways for effective usages (teachers & students). Without sufficient knowledge and availability of technology, the discrepancy among teachers and students could be the issue.

• Knowledge of the tools for productivity, presentation, collaboration as well as the evaluation are needed to ensure that the integration is successful.

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QUESTION ?

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presentation burapha 2014 06 19 gold - burapha universitycid.buu.ac.th/information/doc-3-57.pdf ·...

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