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Are you confused by terms that educators use? The
Lexicon of Learning might be just what you need.
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Technology Integration
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Part 1: Essential
Questions (Page 1 of 2)

Technology Integration is a four part series on essential
questions, technology integration resources, web page design, and multimedia in
projects. Sections contain relevant opening essays and resources.
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Part 1: Essential Questions
Essential
Questions (Page 1):
Essential Questions
(Page 2):
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How does technology change thinking?
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What are some of the new technology
terms, tools (e.g., blogs,
podcasts, wikis) and
concerns about integrating such tools into instruction? This is a
glossary with resources related to Web 2.0.
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Part 2: Technology
Integration Resources
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Page 1: General Resources
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Page 2: Building Internet, Search and Citation Skills,
including some Web 2.0 resources that make conducting research easier.
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Page 3: Online Student and Computer Safety
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Page 4: Grants, Other Funding, Grant Writing, and Free
Resources
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Part 3: Web Page Design
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Part 4: Multimedia in Projects
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Page 1: About Multimedia and Project Development
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Page 2: Tools for Viewing and Creating Media
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Page 3: Copyright, Fair Use, Plagiarism
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How is technology affecting
the learning process?
Students today have come to expect learning on demand and speed
is the name of the game. They are not afraid of technology. They
multi-task, think less linearly than those of us over 30, enjoy fantasy as an
element of their lives, are less tolerant of passive activities, and use their
tools to stay connected with each other. The scenario has implications for
instructional designers.
While content and courses are still viewed as the starting point
of learning, George Siemens (2005a) indicates that the Web and the Internet are
changing that. The majority of education no longer occurs in formal
settings. People are learning "through communities of practice, personal
networks, and through completion of work-related tasks" in an environment in
which "[k]now-how and know-what is being supplemented with know-where (the
understanding of where to find knowledge needed)" (Introduction). Thus, he
views making connections, not content, should be perceived as the beginning
point of the learning process. His theory "connectivism" calls for a
rethinking of learning in the digital age.
To date theories of behaviorism, cognitivism, and constructivism
have dominated instructional design and still have their place in the domains of
learning (see Table 1). However, those theories are challenged in the
digital age because "[m]any of the processes previously handled by learning
theories (especially in cognitive information processing) can now be off-loaded
to, or supported by, technology" (Siemens, 2005a, Introduction). In
contrast to established theories of learning, the essence of connectivism is
that learning is viewed as a connections/network-forming process (Siemens,
2005c).
Connectivism recognizes that learning resides in a collective of individuals'
opinions and even in non-human appliances. Core skills include an ability to see
connections between fields, ideas, and concepts and to locate sources of unknown
knowledge when you need it at its point of application. The intent of
learning activities is currency (accurate, up-to-date knowledge). Because
knowledge is increasing exponentially, it can rapidly change what is perceived
as a reality. Thus, the decision making process (what to learn and its
meaning) is a learning process itself (Siemens, 2005a). The process is
complicated by new communications tools that have sprung up, which give greater
end-user control over what is published on the Web, resulting in some amateur
contributions of questionable quality.
| Table 1: Learning Domains with Associated Theories |
| Learning Domain |
Associated Theories |
Traits |
Percent of learning over a lifetime contributed by
the domain |
| Transmission: Learning as instructor led courses, lectures,
demonstrations |
Behaviorism & Cognitivism |
High organizational control over content and structure; Learning is
mastering pre-determined objectives; developmental and formative
learning occurs; formal learning |
about 10% |
| Emergence: Learning as reflection and cognition |
Cognitivism & Constructivism |
High personal control over content and structure; Learning is
learner constructed; personal learning and innovation occur; informal
learning |
about 1-2% |
| Acquisition: Learning as self-selected (e.g., exploring,
experimenting, self-instruction, inquiry, satisfying a curiosity) |
Constructivism & Connectivism |
High personal control over content with some personal control over
structure. Learning is learner motivated, collaborative; involves
a variety of sources; group and needs-based learning occurs; informal
learning |
about 20% |
| Accretion: Learning as continual/embedded process; often subliminal
or unconscious (e.g., accounting for learning of language, culture,
habits, prejudices, social rules, behaviors) |
Connectivism |
High personal control over content with high organizational control
over structure; Learning in a network; knowing-where to find information
is valued; connection-making; informal learning |
about 70% |
| Sources for content and percentages adapted from:
Siemens, G. (2005). Learning development model: Bridging learning
design and modern knowledge needs. Elearnspace. Retrieved July 24,
2007 from
http://www.elearnspace.org/Articles/ldc.htm
Wilson, L. O., (1997). Types of learning. Retrieved July 24,
2007 from
http://www.uwsp.edu/education/lwilson/learning/typesofl.htm
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Personalization is among trends driving the global economy, and
this is no less true when working with technology, and the internet (Kelleher,
2006). According to Siemens (2005b), learning ecologies and networks are
structures that enable continual and personalized learning and should be
considered in instructional design. Learning communities, information
sources, and individuals can all be considered nodes or connection points in a
network and it only takes two nodes to share resources. Networks need to
occur within an ecology. An ecological
approach to learning is open, adaptive, decentralized, tolerates experimentation/failure,
reflects a need for simplicity, promotes trust and learning in safe
environments, and includes many tools for dialogue and making connections.
A learning ecology includes the following (Siemens, 2005b, Learning Ecology):
- A space for gurus and beginners to connect (master/apprentice)
- A space for self-expression (blog, journal)
- A space for debate and dialogue (listserv, discussion forum, open
meetings)
- A space to search archived knowledge (portal, website)
- A space to learn in a structured manner (courses, tutorials)
- A space to communicate new information and knowledge indicative of
changing elements within the field of practice (news, research)
Ultimately, the value of this theory is its link to the concept
of life-long learning. According to Siemens (2005c), "We
are moving from formal, rigid learning into an environment of informal,
connection-based, network-creating learning...Knowing is no longer a
destination. Knowing is a process of walking in varying degrees of alignment
with a dynamic environment." Gone are the days of "this is what it is" (section:
Bottom Line).
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What is technological literacy?
The North Central Regional
Educational Laboratory and the Metiri Group (2003) offer a definition
of Literacy for the Digital Age. This definition includes basic literacy,
scientific literacy, economic literacy, technological literacy, visual literacy,
information literacy, multicultural literacy, and global awareness.
"Technological literacy is knowledge about
what technology is, how it works, what purposes it can serve, and how it can be
used efficiently and effectively to achieve specific goals"
(p. 15).
The International Technology Education Association (ITEA, 2000)
defines technological literacy as
the "ability to use, manage, assess, and understand technology" (p. 9).
Greg Pearson and A. Thomas Young (2002) stated that it “encompasses three
interdependent dimensions--knowledge, ways of thinking and acting, and
capabilities," with the goal "to provide people with the tools to participate
intelligently and thoughtfully in the world around them" (p. 9). "Although
technical competency is not the same as technological literacy, the development
of skills in technology can lead to a better understanding of the underlying
technology and could be used as a basis for teaching about the nature, history,
and role of technology in our lives" (p. 11).
In its Updated Framework
for 21st Century Learning, the Partnership for 21st Century Skills
(2007) defines ICT (information, communications, and technology)
literacy as:
- Using digital technology, communication tools and/or networks
appropriately to access, manage, integrate, evaluate, and create
information in order to function in a knowledge economy
- Using technology as a tool to research, organize, evaluate and
communicate information, and the possession of a fundamental
understanding of the ethical/legal issues surrounding the access and
use of information (sec: Overview).
Thus, by integrating
technology into K-12 schools, we are assisting with the development of
technologically literate citizens.
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What do we mean by technology
integration?
Technology integration, as defined by the National Forum on Education
Statistics (2005),
Forum Unified Education Technology Suite, "is the incorporation of
technology resources and technology-based practices into the daily routines,
work, and management of schools" ( Part
8). Resources are computers and specialized software, network-based
communication systems, and other equipment and infrastructure. Practices
include collaborative work and communication, Internet-based research, remote
access to instrumentation, network-based transmission and retrieval of data,
and other methods.
According to the Software & Information Industry Association
(2006), software for integration includes a wide variety of applications
that:
- meet instructional, curriculum/content, assessment, classroom
management, and enterprise level administrative tasks;
- are used in the classroom, school office, and potentially accessed
offsite such as from home (student or educator) or from a mobile device;
- are installed on a computer or other device, installed on a school
local network or wide area network, or hosted by a third party and
accessed online via a web browser;
- include a wide variety of digital content ranging from an electronic
version of a printed material (e.g., e-book or pdf file) to multi-media,
interactive and adaptive courseware. (p. 3)
Key questions (National Forum of Education Statistics, 2005, adapted from Part 8) include:
- Are teachers and students proficient in using technology in the
teaching/learning environment?
- To what extent (percentage) has technology been integrated in the
teaching/learning environment?
- Do teaching and learning standards and student assessment include
technology proficiencies and measures?
- Do administrative standards include technology proficiencies and
measures?
- Are administrators and support personnel proficient in using technology
for school management?
- Is technology incorporated into administrative processes?
- Is technology proficiency integrated into evaluation of instructional
and support staff?
Although the North Central Regional Educational Laboratory is no longer in
operation as of September 30, 2005, its
Learning with
Technology Profile Tool is available and will help you to compare your current
instructional practices with a set of indicators for engaged learning and
high-performance technology.
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How should technology be used?
This question can be addressed from two perspectives--what
we desire for all students, teachers, and providers of education in general and
then specific to mathematics.
The General Perspective
In
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century
Education System" (2007), the International Society for Technology in
Education (ISTE), The Partnership for 21st Century Skills, and the State
Educational Technology Directors Association state that technology can be
used in nine key areas to assist with teaching and learning:
- Building conceptual understanding of core content;
- Addressing misconceptions;
- Fostering inquiry and investigation;
- Applying knowledge and skills to interdisciplinary
challenges;
- Creating and transforming knowledge for meaningful
purposes;
- Collaborating with others;
- Apprenticing with experts;
- Engaging and motivating students; and
- Differentiating instruction to meet individual needs.
(pp. 9-10).
Technology can be used for
"information, images, interactions, and inquiry" (Quirk, in Pollock, 2007, p. 102).
To this end, ISTE's (2007) release of National Educational Technology Standards
for Students: The Next Generation indicates that to learn effectively and
live productively in an increasingly digital world, students should know and be
able to use technology for creativity and innovation; communication and
collaboration; research and information fluency; critical thinking, problem
solving, and decision making; digital citizenship; and technology operations and
concepts. Students should be able to:
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Create original works as a means of personal or group
expression.
- Use models and simulations to explore complex systems and issues.
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Interact, collaborate, and publish with peers, experts or
others employing a variety of digital environments and media, including
globally.
- Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
- Plan and conduct research, manage projects, solve problems and make
informed decisions using appropriate digital tools and resources.
- Advocate and practice safe, legal, and responsible use of information
and technology.
- Troubleshoot systems and applications.
Teachers and administrators also need to use technology. In the series of Technology
Briefs for NCLB planners, the Northeast and the Islands
Regional Technology Consortium (NEIRTEC, 2002)
presented
Strategies for
Improving Academic Achievement and Teacher Effectiveness:
- Use technology linked to district and school initiatives to support
learning in the content areas.
- Integrate technology into the curriculum, rather than making technology a
separate subject area.
- Use technology to assist with data-driven decision making.
- Use technology to support different learning styles and to meet the needs
of all learners, including those with disabilities.
- Use technology as a vehicle for professional development.
"Such technologies as videoconferencing, online learning, networking, and
instant messaging can support professional development and professional
learning communities. Using technologies like these, educators can
learn and collaborate with peers, mentors, experts and community members
routinely. They can build ongoing professional relationships, develop
capacity in teaching 21st century skills, benefit from just-in-time
communications, and reduce the time and expense of travel" (Maximizing the
Impact, 2007, p. 13).
"Technology can support administration in providing instructional
leadership, managing learning environments and professional learning
communities, and making decisions that support proficiency in 21st century
skills. Networking technologies, for example, can support administrators in
communicating with staff members, parents and community members. Data management
systems enable states, districts and schools to make sense of the mountains of
data they collect, monitor technology and other resources, and track trends in
student achievement. In this sense, technology is a “data tool for
education to better understand and inform educational and instructional decision
making” (Maximizing the Impact, 2007, p. 13).
Teachers need more
technological skills to be able to effectively integrate technology into
classroom lessons, according to the United Nations Educational, Scientific, and
Cultural Organization (UNESCO, 2008). In order to form some consensus about those skills,
many of which were noted above, and to determine a plan for their acquisition,
UNESCO and colleagues Cisco, Intel, Microsoft, the International Society
for Technology in Education and the Virginia Polytechnic Institute and State
University set up the
ICT
Competency Standards for Teachers project.
The
ICT Competency Standards for Teachers (UNESCO, 2008) includes three
booklets: (1) a policy framework, (2) the standards in modular format with a
skill set matrix, and (3) implementation guidelines. The latter is
actually a syllabus with detailed descriptions of the specific skills to be
acquired by teachers within each skill set/module: policy, curriculum and
assessment, pedagogy, the use of technology in the classroom, school
organization and administration, and teacher professional development. It
can serve as a basis for developing professional development programs and
teacher education, and as a checklist for skills acquired.
In Mathematics
Ted Hasselbring, Alan Lott, and Janet
Zydney (2005) note six
purposes of technology use for supporting student mathematical
learning and their development of declarative, procedural, and
conceptual knowledge:
- building computational fluency;
- converting symbols, notations, and text;
- building conceptual understanding;
- making calculations and creating mathematical
representations;
- organizing ideas; and
- building problem solving and reasoning. (p. 2).
Elaborating on those, The Partnership for 21st Century Skills (http://www.21stcenturyskills.org/index.php)
developed
ICT Literacy Maps for core subject areas to illustrate how technology
assists with attaining and utilizing 21st century skills. Representative ways that technology can
be used in mathematics at grades 4, 8, and 12 are included. For example,
thoughts derived from the Math ICT Literacy Map:
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Newspapers, books, spreadsheets, graphing programs,
calculators, computers, Internet, films, TV programs, Websites, databases,
internet and digital libraries can help students gain information and media
literacy. They are sources for the study of data analysis.
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Word processing programs, graphic programs, presentation
software, desktop publishing programs can help students gain communication
skills. These are applicable for math projects.
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Word processing software, manipulatives, calculators,
graphing calculators, spreadsheet software, probes, GPS, and geometry tool
software are useful for developing critical thinking and systems thinking.
Use these tools when problem-solving, keeping journals of mathematical
experiences, and creating graphical representations of data, for example.
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Manipulatives, calculators, graphing calculators, Smart
Boards, and presentation software help students to develop problem
identification, formulation, and solution skills.
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Digital cameras, laptop computers, multimedia presentation
software, graphing calculators, probes/CBRs, Website development software
can be used to enhance creativity and intellectual curiosity. For
example, students might take photos showing geometry representations in
their surroundings and create a math slide show.
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Calculators, computers, newspapers, Internet, spreadsheet
programs, presentation software, video equipment can help build
interpersonal, self-direction, and collaborative skills. Students
might create portfolios with examples of problem-solving situations in real
life, or reflections on their problem-solving and thinking, and their
understanding and learning of math concepts.
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Internet, presentation software, word processing, desktop
publishing can be used to communicate with students in other communities or
countries, participate in national math competitions, or to discuss concepts
with outside experts in online bulletin boards. These become tools for
accountability and adaptability.
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Internet, presentation software, newspapers can be used for
community service projects, and for collecting data to be analyzed with math
tools and then making reports on local issues. Such use enhances and
develops social responsibility.
Visit Teaching NOW!,
an online television and radio series that investigates the relationships
between education and technology. The series, funded in part by the U.S.
Department of Education, explores issues, ideas, and strategies surrounding
education and teaching.
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What are courseware and digital content
types for mathematics? There are a variety of technologies for
teaching mathematics that can enhance development of declarative, procedural,
and conceptual knowledge. Mark Schneiderman (2006) identified the
following courseware and digital content types:
- Tutorials: Programs are used to introduce math concepts and then
to provide practice, assessing learners as they progress. The primary
focus is on identification of existing knowledge / formative assessment and
acquisition of new information / development of new skill. The
secondary focus is on application of new information / practice of new skill
and demonstration of mastery / summative assessment.
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Skill-Building / Drill & Practice: Unlike tutorials,
these programs assume learners have some prior knowledge. The primary
focus is on application of new information / practice of new skill.
The secondary focus is on acquisition of new information / development of
new skill and demonstration of mastery / summative assessment. There
are levels of difficulty to meet learner needs, often with hints,
explanations, and graphical representations. Programs are often in
game format.
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Comprehensive Courseware: Programs provide a core
curriculum with support for the learning process and might combine
tutorials, practice, and assessment. Skill mastery is tracked; a
student data management and reporting system is often included to inform
instruction.
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Problem-Solving: Programs require learners to use
specific math skills to solve challenges or puzzles. Focus is on application
of new information / practice of new skill and refinement of meta-skills.
Problems presented might have one correct answer and/or one solution path or
multiple correct answers and paths.
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Test Prep: These programs assess knowledge,
particularly for standardized test preparation. The focus is on
application of new information / practice of new skill and demonstration of
mastery / summative assessment
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Simulations & Visualization: Multimedia simulations
are often embedded in applications above, and can also be stand-alone.
They can be used to help learners visualize and interactively explore
concepts, and apply new conceptual knowledge to real-world situations.
Some video-based simulations are less interactive. Focus is on
acquisition of new information / development of new skill and application of
new information / practice of new skill.
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Educational or Serious Games: Schneiderman (2006)
says this "new category of courseware is emerging designed around more
authentic gaming concepts. These applications provide more immediate and
ongoing feedback, require more concentrated and lengthy attention, allow
repeated practice, motivate increased time on task, and employ a very
leveled and contextual approach to building skills and knowledge" (p. 11).
The primary focus is on acquisition of new information / development of new
skill and application of new information / practice of new skill.
Secondary focus on identification of existing knowledge / formative
assessment, demonstration of mastery / summative assessment, and refinement
of meta-skills.
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What principles should guide your approach for integrating
technology into instruction?
New media, such as virtual worlds, gaming environments, blogs,
wikis, intelligent agents, iPods, and MP3 files and players, constantly spring
up to tempt educators to use them in instruction. According to Marc
Prensky (2005), today's students (digital natives) have mastered a variety of tools and "[e]ducating or evaluating students without these tools
makes no more sense to them than educating or evaluating a plumber without his
or her wrench" (p. 12). Prensky indicates that their system of communication involves instant
messaging, sharing information through blogs, buying and selling on eBay,
exchanging through peer-to-peer technology, creating with Flash, meeting in 3D
worlds, collecting via downloading, coordinating and collaborating through wikis,
searching with Google, reporting via their camera phones, programming,
socializing in chat rooms, and let us not forget learning via Web surfing.
Their tools are just extensions of their brains.
The use of these new tools is among trends driving our global
economy (Anderson, 2006). These tools "harness the wisdom of the crowd," enable
"a shared culture of fandom, commentary, and camaraderie" to be developed, and
ultimately are taking the Information Age to a new level, which Chris Anderson
(2006) calls the "Age of Peer Production" (p. 132). We digital immigrants have a long way to go to learn
their language and master their media. However, it's not the
medium, but instructional methods that cause learning.
Key Questions to Answer
Joel Smith
and Susan Ambrose (2004, p. 23) of Carnegie Mellon University posed seven
questions to help educators think in a systematic way about how and when
to incorporate any new pedagogical strategy, including media, into instruction.
Their fundamental questions include:
1. What is the educational need,
problem, or gap for which use of new media might potentially enhance
learning?
2. Would the application of new
media assess students' prior knowledge and either provide the instructor
with relevant information about students' knowledge and skill level or provide
help to students in acquiring the necessary prerequisite knowledge and skills if
their prior knowledge is weak?
3. Would the use of new media enhance
students' organization of information given that organization determines
retrieval and flexible use?
4. Would the use of new media
actively engage students in purposeful practice that promotes deeper
learning so that students focus on underlying principles, theories, models,
and processes, and not the superficial features of problems?
5. Would the application of new
media provide frequent, timely, and constructive feedback, given that
learning requires accurate information on one's misconceptions,
misunderstandings, and weaknesses?
6. Would the application of new
media help learners develop the proficiency they need to acquire the skills
of selective monitoring, evaluating, and adjusting their learning strategies?
Some call these metacognitive skills.
7. Would the use of new media adjust
to students' individual differences given that students are increasingly
diverse in their educational backgrounds and preferred methods of learning?
If you can answer "yes" to one or more of the above
questions when considering using a particular strategy or a new media, then your
selection has a chance of making a difference in learning.
Universal Design is Important.
However, principles of universal design should also be
considered when selecting media for use in an instructional program.
Universal Design for
Learning from the Center for Applied Technology calls for students to have multiple means of expression,
representation, and engagement in their learning. Materials provide those
elements and have scaffolds built in (Deubel, 2003).
For students with disabilities (e.g., vision, hearing,
learning), technology use may pose unintended barriers to learning. Regular access to
Closing the Gap, a Web site devoted
to computer technology in special education and rehabilitation, will provide
articles, product information, discussion forums, and other resources of value
on accessibility.
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When can you expect technology to be effective?
As with any educational intervention, the effectiveness of
technology depends upon the appropriate selection and implementation of that technology to
meet teaching and learning goals. According to Mark Schneiderman (2004), Director
of Education Policy at the Software & Information Industry Association (SIIA),
"education technology is neither inherently effective nor inherently
ineffective; instead, its degree of effectiveness depends upon the congruence
among the goals of instruction, characteristics of the learners, design of the
software, and educator training and decision-making, among other factors"
(p. 30). "Proper planning, ...school leadership, technical support,
configured hardware, network infrastructure and Internet access, pedagogy and
instructional use, intensity of software use" (SIIA, 2006, p. 2) all play a role
in an effective implementation. To have a positive effective on achievement, technology-use must be a regular, integral part of
an instructional program
and not viewed as an add-on (Deubel, 2001).
Vicki Hancock (1992) discussed the
LOCATE Model (learners, outcomes, comparison, assembly, trial, and evaluation) for selecting
and evaluating instructional media, which "is particularly helpful in
considering electronic media, such as interactive laserdisc lessons, educational
software, and CD-ROM applications" (para. 3). She provided a series of
questions to consider when assessing media. According to this model, those
who select media should consider the needs of the intended learners, and whether
or not the outcomes of instruction require media. Potential media should
be compared for authenticity, suitability, organization, technical quality, and
special features. The assembly component requires gathering and ensuring
that all components (e.g., hardware, software, room/environmental
considerations, support staff/volunteers) are available so that the media will
be totally usable by the learners. Hancock suggested a trial period before
purchase to test the product with learners for their reactions and to determine
if the product includes subject matter as intended. Evaluation should
include "an appraisal of the materials themselves and of the methods used to
integrate them into learning activities" (para. 9).
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What do you do, if you are not convinced
you can integrate technology into your
instruction?
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Watch online videos of preK-12 teachers
applying the learning model "Technology as a Facilitator of Quality
Education" at IN TIME (Integrating
New Technologies Into the Methods of Education). IN TIME's mission
is to use the "latest research on the use of standards to improve
learning as well as the most contemporary strategies available from
cognitive psychology and learning research." The project was
funded by a grant from the U.S. Department of Education's PT3 (Preparing
Tomorrow's Teachers to Use Technology) program.
- View the 8-minute video,
Keys to
Technology Integration, and other short video clips on technology
integration, produced for the College of Education at Texas Tech
University, Spring 2003.
- Take the
WebQuest
on Technology Integration, Think pedagogy first, technology second,
by Dr. Jennifer Strickland of Paradise Valley Community College in
Arizona. She references fundamental questions and the IN TIME
learning model, cited on this CT4ME page. Of particular value is
the Process resource (see step 4: technology/media options) in the
quest that pairs typical teaching methods with their corresponding
technology enhanced pedagogy.
- Visit the
Digital
Edge Learning Exchange, which features National Board Certified
Teachers in exhibits of exemplary teaching. Each exhibit includes an
introduction, lesson plan, video clips, student work samples, assessment
tools, resources, research, and teacher reflection. The lessons focus on
using technology with students in a wide range of subject areas and grade
levels. All exhibits include correlation to the National Board Standards
and ISTE's NETS (National Educational Technology Standards), as well as to
state and content area standards. Of particular interest is the
Leadership exhibit, which illustrates 18 different teaching methods in
action.
- See the Technology
Integration Matrix (TIM) developed for K-12 teachers in Florida.
The TIM has 25 cells created by associating five levels of technology
integration (entry, adoption, adaptation, infusion, and transformation)
and five characteristics of meaningful learning environments (active,
collaborative, constructive, authentic, and goal directed). Each
cell includes a link to one or more videos that show technology
integration in classrooms where only a few computers are available
and/or classrooms where every student has access to a computer.
Descriptions of projects learners did and technology requirements are
provided so that others might use the same project in their classrooms.
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HOT: The National Leadership Institute
Technology Toolkit: States
Helping States Implement NCLB: http://www.setda.org/ .
The U.S.
Department of Education and the State Educational Technology Directors
Association (SETDA) released this toolkit in April, 2003, to help
states implement the technology requirements of the No Child Left Behind
Act. The toolkit contains resources and best practices on topics including:

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scientifically based research
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technology literacy assessment
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common data elements
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effective teaching using technology
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the national education technology plan.
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References
Anderson, C. (2006, July). People power: Blogs, user reviews,
photo-sharing--the peer production era has arrived. Wired, 132.
Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional
multimedia design. Journal of Educational Multimedia and Hypermedia,12(1),
63-90. Available: http://www.ct4me.net/multimedia_design.htm
Deubel, P. (2001, Summer).
The effectiveness of
mathematics software for Ohio proficiency test preparation [Online]. Journal of
Research on Technology in Education, 33(5).
Hancock, V. (1992). LOCATE: Matching media with instruction. ASCD
Curriculum/Technology Quarterly, (1)4, 1-2. Available:
http://pdonline.ascd.org/pd_html/pft2read1.html
Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005).
Technology-supported math instruction for students with disabilities: Two
decades of research and development. Washington, DC: American Institutes for
Resarch. Available:
http://www.cited.org/index.aspx?page_id=13
International Society for Technology in Education (2007). National educational
technology standards for students: The
next generation. Available:
http://www.iste.org/AM/Template.cfm?Section=NETS
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See
other Technology Integration pages:
Part 1:Technology Integration: Essential Questions: Page 1 |
2 |
Part 2: Technology Integration Resources
| Part 3: Web Page Design |
Part 4: Multimedia in Projects
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