Educational Technology

LEARNING OBJECTIVES

Is a statement of what each learners will achieve, not how the lesson will be taught.

MULTIPLE INTELLIGENCES

It is important for teachers to be aware of the multiple types of student intelligences was developed by Howard Gardner who was dissatisfied with the concept of IQ and its unitary view of intelligence. Nothing that not everyone has the same abilities nor do they learn in the same way, he identified nine aspects of intelligence: 1. Verbal/linguistic (language) 2. Logical/mathematical (scientific/quantitative) 3. Visual/spatial (imagining objects in space/navigating) 4. Musical/rhythmic (listening/movement) 5. Bodily/Kinesthetic (dancing/athletics) 6. Interpersonal (understanding other people) 7. Intrapersonal (understanding oneself) 8. Naturalist (relating to one's surroundings) 9. Existentialist (ability to reflect)

PRESENTATION LIMITATIONS

- Difficult for some students. Not all students respond well to a presentation format to learn information; therefore, the lesson will need to include more than one way of presenting content (e.g., reading, listening, or viewing a video). -Potentially boring. Without interaction, a presentation can be very boring. It is important to include ways to keep students interactive through questions and answers, check sheets to complete, or dialog. -Note taking-difficulty. Students may need to learn how to take notes to benefit from a presentation. Once solution is to provide a partially completed notes sheet to assist with note-taking skills. -Age appropriateness: Younger students may have difficulty sitting for lengthy presentations, so it is important to adjust presentation time based on student age and attention level.

DEMONSTRATION LIMITATIONS

- Not hands-on. Students do not get direct hands-on experience unless hey are following along as the teacher demonstrates steps or skills. - Limited view. Every student may not have an equal view of the demonstration, thus possibly missing some aspect of the experience. A technological solution involves using a document camera to project the demonstration,. - Non-flexible pacing. Not all students may be able to follow the demonstrations pace of presentation. Recording the procedure on video will allow students to review the demonstration as needed.

CRITICAL ASPECTS OF INSTRUCTIONAL PLANNING

- Who are your learners? - How do your learning objectives meet the standards? - Which strategies, technology, media and materials will you select for your learners? - How can you and your learners make the best use of materials? - How will learners be involved in learning? - What revisions are need if you implement the lesson again?

LESSON WARM-UP

-An introduction giving a broad overview of the lesson content -A rationale telling how the content relates to real-world applications -A motivating statement that creates a need to know the content -Cues directing attention to specific aspects of the lesson In most cases you will also want to inform students of the learning objectives, introduce unfamiliar vocabulary, and review prerequisite skills needed for the lesson, including any new skills needed to use technology and media.

DRILL AND PRACTICE LIMITATIONS

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INQUIRY BASED LEARNING

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SCIENTIFIC METHOD

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SIX BASIC TYPES OF MEDIA

1) Text 2) Audio 3) Visuals 4) Video 5) Manipulatives (objects) 6) People. TEXT is the most commonly used medium - books, posters, whiteboard, computer screen, phones AUDIO - includes anything you can hear, a person's voice, music, mechanical sounds, live or recorded. VISUALS - diagrams on a computer screen, drawings on a whiteboard, photographs in a book, cartoons, etc. VIDEO - is a visual as well as audio medium that shows motion and can be stored, streamed live, use animation, etc. MANIPULATIVES - often not considered media, are real objects and models of three-dimensional manipulatives that can be touched and handled by students. PEOPLE - are critical to learning. Student's learn from teachers, other students and adults.

BENEFITS OF TECHNOLOGY TO TEACHERS

1) The ability to digitally store and access large amounts of information, whether as text, audio, visuals, games, or movies, in computer files or on CDs or DVDs. 2) Another unique advantage of current technology is its adaptability to meet the varying needs of students. 3) Students are no longer confined to the confines of the classroom.

TECHNOLOGY FOR ELL

7 strategies for using technology with ELLs and even struggling to advanced learners. 1. Build Vocabulary: Introduce new technology terms based on individual needs. Use props and demonstrations to depict meanings. Check student understanding before progressing to new vocabulary. 2. Use Handouts: Use handouts with visuals of the computer screen to assist with language barriers. 3. Create Simple Assignments for Beginners: Have students work with familiar content, such as material about major cities in their countries of origin, to focus learning on the new technology sjills rather than new content. 4. Extend Practice Time: Provide ELLs extra time to practice basic computer skills that may be commonplace for other students, such as using a mouse or basic commands like save, print and copy/paste. The extra time is needed because students have to translate software language as well as learn how to use the technology. 5. Use pair and group work: When English learners and native English speakers are paired to learn technology skills, the ELLs not only build English language skills but may also assist their partners to learn different ways to complete technology tasks. 6. Establish Meaningful Goals: Focus technology projects on skills. Plainly outline the technology project criteria, such as a number of slides, photos and hyperlinks in a presentation, as well as providing clear expectations for subject area content. 7. Teach Students to Consider the Source: Some English learners may come from cultures with limited access to information, creating a susceptibility to believing online information. Teachers can assist by preparing students to evaluate information for accuracy and relevance to their needs.

EVALUATIONS

A critical component of any classroom setting is the teacher, who should be evaluated along with other instructional components. Four types: Self, Student, Peer, Administrator.

INFORMATIVE FEEDBACK

A response that lets them know the degree to which they achieved the objective and how to improve their performance.

RUBRIC

A set of criteria for appraising or judging student products or performances. Typically includes a rating scale.

PORTFOLIO'S

A special type of authentic assessment, portfolios are made up of student-selected exemplary work representing performance over time along with student reflections on why this work represents their best effort.

MEDIA LITERACY

A wide variety of media is available to integrate into your instruction. Your media-enhanced instruction will need to support your students' media literacy knowledge and skills. In other words, your students must be able to interpret and produce a wide variety of media including text, audio, visuals, and video which are often combined to form multimedia.

KELLER'S ARCS MODEL

An approach to understanding student motivation. Keller describes four essential aspects of motivation that teachers can address when designing instruction: 1. Attention. Develop lessons that your students perceive as interesting and worthy of their consideration. 2. Relevance. Ensure that instruction is meaningful and meets students' learning needs and goals. 3. Confidence. Design lessons that build student expectations to succeed based on their own efforts. 4. Satisfaction. Address instrinsic and extrinsic rewards students receive from the instruction.

AUDIO LITERACY

Audio has always been an important aspect of teaching and lecturing or verbally presenting information to students is still a key role of teachers. Students need audio literacy skills to understand the role of hearing and listening in learning. In addition, as technology becomes increasingly influential in classrooms, they must also have the skills to create audio.

SELECTION OF MEDIA CONSIDERATIONS

Choosing a media format can be a complex task - consider the following: 1) Instructional Situation/Setting: Small groups, large groups, self-instruction. 2) Learner Variables: Reader, non-reader, or auditory/.visual preference. 3) Nature of the Objective: Cognitive, affective, motor skills, interpersonal. 4) Presentation Capabilities: Still visuals, video, printed or spoken words.

COMPUTER LITERACY

Computer literacy encompasses the knowledge and skills teachers need to select and use technology to enhance learning opportunities for their students. This includes knowing how to operate systems and how to recognize and find solutions to hardware and software problems.

COPYRIGHT - CHANGING FORMAT

Converting copyrighted material from one media format to another is also prohibited. Copyright laws protect the format in which ideas are expressed. Teachers cannot make audio recordings of library books or textbooks for student use. One exception in the law permits the audio recording of books for use by students who are legally blind.

CYBERLEARNING LITERACY

Cyberlearning involves the use of a variety of technology tools to connect students with people and resources beyond the boundaries of a normal classroom setting. To maximize their learning in this environment, students need cyberlearning literacy, or the knowledge and skills to be successful in the use of these tools.

DEMONSTRATION INTEGRATION

Demonstrations can be enhanced by including digital technological equipment such as digital cameras for recording or creating videos. in addition, the demonstration can be uploaded to YouTube and watched over and over to reinforce learning.

ASSURE MODEL

Developed as a planning aid to help ensure that technology and media are used to their maximum advantage, not just as interchangeable substitutes for printed or oral messages, the ASSURE model provides a systematic process for creating learning experiences. A = Analyze Learner S = State Objectives S = Select, Methods, Media, Materials U = Utiltize Media and Materials R = Require Learner Partcipation E = Evaluate and Revise

THE DIGITAL STUDENT

Digital students learn in the classroom where technology is a seamless component of learning that expands the educational environment beyond the classroom walls. Devices the digital connections extend the existing capabilities of learners in many directions.

COMMUNITY OF PRACTICE

Digital teachers participate in community of practice (CoP) activities in which groups of educators with common goals from across the nation and around the world share ideas and resources (also know as MOOCs - Massive Open Online Courses. These Internet based interactions allow teachers to collaborate and exchange ideas and materials. ex: EdWeb.net.

DIGITAL TEACHER

Digital tools expand and enhance teacher capabilities. These tools allow the "digital teacher" to plan for an provide interactive instruction while participating in a global community of practice with fellow educators.

DISTANCE LEARNING LITERACY

Distance learning literacy comprises three main components that are applicable when teachers and students are separated by time or distance: designing and facilitating learning experiences, modeling and promoting learning and responsibility and engaging in lifelong learning.

DRILL AND PRACTICE ADVANTAGES

Drill and practice learners complete practice exercises to refresh or increase fluency in content knowledge and skills, most commonly in mathematics and language arts.

MASLOW'S HIERARCHY OF NEEDS IN LEARNING

Factors related to gender differences, health and environment conditions also influence student learning. It is important to keep Maslow's hierarchy of basic needs in mind when analyzing learner needs. If students' basic needs such as hunger, temperature, noise, lighting, and time of day are not addressed, they will be less able to mentally engage in meaningful learning activities.

FAIR USE

Fair use provides an important copyright exception for teachers and students. Small portions of copyrighted works may be used in teaching, if properly cited and noted that they are copyrighted and by whom. Although there are no absolute guidelines for determining what constitutes fair use in an educational setting, the law sets forth four basic criteria for determining the principle of fair use: 1. Purpose and character of the use including whether such use is for nonprofit educational purposes rather than of a commercial nature. Using a copyrighted work for an educational objective is more likely to be considered fair use than using it for commercial gain or entertainment. 2. Nature of the copyrighted work. If the work is for a general readership, such as a magazine or periodical not specifically designed for education, it would tend to support fair use in the classroom. Works of an entertainment natures such as movies or music, are less likely to be considered fair use. If the work itself is educational in nature, this would tend to not support a judgment of fair use because of potential impact on sales. 3. Amount and substantiality of the portion used in relation to the copyrighted work as a whole. Using a smaller amount of the total work is more likely to be considered fair use than using a larger amount. 4. Effect of the use on the potential market for or value of the copyrighted work. Use that negatively affects potential sales of the original work weights against fair use.

NEW LEARNING THEMES

Global awareness, entrepreneurship and life-long learning skills such as adaptability, leadership and responsibility.

QUESTIONS FOR TEACHERS

How will you go beyond the textbook? How will you select the "right" technology and media when so many choices are available? How will you create learning experiences that effectively use these tools and resources to ensure that your students gain new knowledge and skills?

DEMONSTRATION ADVANTAGES

In a demonstration, learners view an exhibition learners view an exhibition of a skill or procedure to be learned. Demonstrations can be used with a whole class, a small group, or an individual who needs a little extra explanation on how to do a task. Advantages: - Seeing before doing. Students benefit by seeing something done before having to do it themselves. - Task guidance. A teacher can simultaneously guide a large group of students to complete a task. - Economy of supplies. Only a limited number of supplies are necessary because not everyone will be handling all materials. - Safety. As a safety feature, a demonstration allows the teacher to control the potential danger to students when using caustic materials or dangerous equipment.

PRESENTATION ADVANTAGES

In a presentation a source tells, dramatizes, or otherwise disseminates information to learners Advantages: - Present Once. You only have to present the information once for all students. - Note-taking Strategies: Students can use a number of different note-taking strategies to capture the information presented. - Information Sources: Technology and media resources can serve as quality sources for the most current information. - Student Presentations: Students can present information they have learned to the whole class or a small group.

INFORMATION

Information is knowledge, facts, news, comments and content. Information can be presented in a memo, in the classroom, in a textbook, or on the Web. Often the presentation, whether it is live printed, or on the Internet, is general in content and is purpose is to give an overview of ideas or subject matter to generate interest, to provide background information, or to give procedural details.

DIGITAL UNIVERSE

Information is predicted to double in size every 18 months.

MEDIA CENTERS

Many school libraries have been merged into what are now called media centers, which offer traditional library reading resources but now also include a variety of information technology assets. The role of the media specialist is continually expanding to require increasing expertise in accessing the array of digital resources as well as understanding basic computer technology to assist students using the equipment in the media center.

AUTHENTIC ASSESSMENT

Performance based evaluation of a student's demonstration of learning in a natural context. Authentic Assessments require students to use processes appropriate to the content and skills being learned and how they are used in the real world. It is the difference between learning science and facts and doing what scientists do.

PRESENTATION INTEGRATION

PowerPoint with hyperlinks, graphics, animation, sound and pictures, Clickers or Poll Everywhere, Document Cameras to project 3D images, GoAnimate...

THE FIVE P's

Process for planning your role for utilizing technology, media and materials - use the "5 P's" process: Preview and Prepare the technology, media, and materials; Prepare the environment; Prepare the learners; and Provide the learning experience.

INSTRUCTIONAL TECHNOLOGY DOES NOT REPLACE THE TEACHER

Rather technology and media can help teachers become creative managers of the learning experience instead of mere dispensers of information.

INSTRUCTION

Refers to any intentional effort to stimulate learning by the deliberate arrangement of experiences to help learners achieve a desirable change in capability. Instruction is meant to lead learning. Active engagement with the information - questioning it, discussing it, applying it to practice situations - is the critical component of instruction. Meaningful understanding, retention and application require instructional activities, including practice with feedback. Instruction, therefore, has as its goal a lasting change in capability of the learner. This is a crucial point in distinguishing instruction from just providing information.

COPYRIGHT

Refers to the legal rights to an original work. These laws set the conditions under which anyone may copy, in whole or in part, original works transmittable in any medium. Without copyright laws, writers, artists, and media producers would not receive the compensation they deserve for their creations. The flow of the creative work would be reduced to a trickle and we would all be the losers. ALL MATERIAL ON THE INTERNET IN COPYRIGHTED UNLESS STATED OTHERWISE.

PRESENTATION SKILLS

See Page 50/51. 1. Analyze your learners. 2. Specify the learning objectives 3. Specify benefits and rationale 4. Identify key points 5. Organize the presentation in a logical order 1. Overview: Tell them what you are going to tell them. 2. Present: Tell them. 3. Review: Tell them what you told them.

PERFORMANCE CHECKLIST

See example on page 56. Type of assessment with questions asked and yes or no answers given to determine if student followed directions.

BEST PRACTICES IN THE CLASSROOM

Should include: 1. Accessing Prior Knowledge 2. State Objectives 3. Develop Metacognitive Skills 4. Provide Social Interaction 5. Incorporate Realistic Contexts 6. Engage Students in Relevant Practices 7. Offer Frequent, Timely and Constructive Feedback

SQ3R METHOD

Students SURVEY, ask QUESTIONS, READ, RECITE, and REVIEW printed information.

INFORMATION PROCESSING HABITS

Students have different ways of processing information "mind styles" and are used to group learners according to concrete versus abstract and random versus sequential styles: 1. CONCRETE SEQUENTIAL learners prefer direct, hands-on experiences presented in a logical order. They learn best with workbooks, computer-based instruction, demonstrations, and structured laboratory exercises. 2. CONCRETE RANDOM learners lean toward a trial-and-error approach, quickly reaching conclusions fro exploratory experiences. They prefer strategies such as games, simulations, independent study projects, and discovery learning. 3.ABSTRACT SEQUENTIAL learners decode verbal and symbolic messages adeptly, especially when presented in logical sequence. Reading and listening to presentations are preferred strategies. 4. ABSTRACT RANDOM learners are distinguished by their capacity to draw meaning from human-mediated presentations; they respond to the tone and style of the speaker as well as the message. They do well in group discussion, lectures with question-and-answer periods, and mediated experiences involving the use of media, such as an interactive DVD on complex topics such as world poverty.

TEXT LITERACY

Students will need text literacy skills to use text-based resources as a means to gather, interpret, and communicate information.

TEXT BASED CHOICES

Teachers need to understand the best ways to use text to facilitate learning. Designing good text-based materials involves a few basic elements: Font Choice: Remember to select a clear font that helps learners to read the information. Select only one or two fonts; it is not necessary to use many different typefaces in a single document. keeping it simple and clean is best when selecting fonts for your text materials. Background and Patterns: When putting text on a page, website or PowerPoint presentation, use backgrounds that are not busy with distracting images. Don't scrimp on the page margins or use of space. It is better to use double-spacing and wide margins, making it easy for learners of all ability levels to read. Arrangement: Use space and text styles, like bold and italics to help your learners find the information quickly and easily. Check and revise. Always be sure to proofread your materials.

DIGITAL DIVIDE

Technology gap due to socio-economic conditions. Continues to narrow. Current ratio about one computer per four students.

VISUAL LITERACY

Textbooks, workbooks, digital media, newspapers, books and magazines are filled with visual images. In order for students to learn from visual media included in your instruction, they will need visual literacy skills, or the learned ability to interpret and create visual message accurately.

ABCD's of WRITING LEARNING OBJECTIVES

The ABCD's of well-stated learning objectives provide an easy-to-follow process for writing learning objectives: 1. A - Specify the AUDIENCE for whom the objective is intended. "The Learner Will ...." 2. B - The BEHAVIOR to be demonstrated. The heart of the objective is the verb describing the new capability that learners will have after instruction. The verb is stated as an observable behavior such as Define, Categorize, Demonstrate. (Refer to Helpful 100 List on Page 42 of text) 3. C - The CONDITIONS under which the behavior will be observed. 4. D - The DEGREE to which the new knowledge or skill must be mastered.

ISTE - NETS-T

The National Educational Technology Standards for Teachers through the International Society of Technology in Education (ISTE) provide 5 basic guidelines for becoming a digital teacher:

GENERAL LITERACY

The ability of a student to comprehend or decode information and to use, transform, and create new information.

METACOGNITION

The ability to to oversee one's personal learning and to understand how to regulate oneself in the learning process.

MOTIVATION

The desire to see a task to completion is a critical metacognitive skills for all students to learn. It is an internal state that defines what people will do rather than what they can do.

EFFECTIVE USE OF TECHNOLOGY

The effective use of technology and media demands that teachers be better organized in advance, first thinking through their objectives, then altering the everyday classroom routine as needed, and finally evaluating to determine the impact of instruction on mental abilities, feelings, values, interpersonal skills, and motor skills. However the shift to 21st century and increased access to digital resources will change not only how teachers function but student roles as well.

21st CENTURY SKILLS

The foundation of 21st century knowledge and skills is the preparation of students to meaningfully and purposefully use technology and media for creativity innovation, communication, research, and problem solving.

SELECTING, MODIFYING OR DESIGNING MATERIALS

The majority of instructional materials used by teachers are "off the shelf" that is, ready made and available from school, district, or other easily accessible sources. Many of these resources are free or inexpensive. How do you choose? 1. Involve your Technology/Media Specialist. 2. Involve Other Teachers 3. Survey Media Resource Guides

MEDIA FORMATS

The physical forms in which messages are incorporated and displayed.

MEDIA

The plural of medium, are means of communication. Derived from the Latin medium ("between"), the term refers to anything that carries information between a source and a receiver. The purpose of media is to facilitate communication and learning.

INSTRUCTIONAL MATERIALS

The specific items used within a lesson that influence student learning. The design and use of instructional materials are critical because it is the interaction of the students with those materials that generates and reinforces actual learning.

CLASSROOM CONTINUUM: TRADITIONAL TO DIGITAL

The transition from traditional to digital classroom environments varies greatly from teacher, school and district. Prensky (2006) describes teachers variable process of technology adoption and adaptation as moving, whether slowly or quickly, through a four-phase process: 1) dabbling, 2) doing old things in old ways, 3) doing old things in new ways 4) doing new things in new ways.

CONSTRUCTIVIST VIEW ON PRACTICE

Today's global economy will require students to have experience and practice applying, analyzing, synthesizing, and evaluating rather than just knowing and comprehending information. This follows constructivist views that learning is an active mental process built from relevant authentic experiences for which students receive informative feedback.

SELECTING TECHNOLOGY AND MEDIA

Use the selection Rubrics provided in the text. Criteria include: - Alignment with standards, outcomes, and objectives - Accurate and current information - Age-appropriate language - Interest level and engagement - Technical quality - Ease of use (for student or teacher) - Bias free - User guide and directions - Cost

STUDENT-CENTERED INSTRUCTION & TECHNOLOGY

When instruction is student-centered, the primary users of technology and media are the students themselves. Student-centered activities allow teachers to spend more of their time assessing and directing student learning, consulting with individual students, and teaching one on one in small groups.

TEACHER-CENTERED INSTRUCTON & TECHNOLOGY

When instruction is teacher-centered, technology and media are used to support the presentation of instruction.

WHY SHOULD YOU STATE STANDARDS AND LEARNING OBJECTIVES?

When you have a clear statements of what students will know and be able to do at the conclusion of the lesson, you are better able to carefully select strategies, technology, and media that will ensure learning. Stating standards and learning objectives also helps ensure accurate assessment of student learning. Explicitly stated student outcomes guide the creation of assessments that measure targeted knowledge and skills and directly align with required standardized tests.

ENVIRONMENT

Where instruction not only takes place but also the strategies, technology and media needed to convey information and guide study. The learner or the instructor may do this.

VIDEO LITERACY

With its increasing accessibility in digital formats such as DVD and downloadable files, video is being integrated into teaching and learning activities with greater frequency. To learn effectively from video, students will need video literacy skills to understand and evaluate video messages and to create video that appropriately achieves the intended outcomes.