SEFE Chapter 1

Main Point about Educational Trends Leveraging Technology Innovations/Educational Trends used to maximum advantage by hardware and software innovation

-Hardware and software developers are capitalizing on the ever-expanding computing power of computers and high-speed Internet to create a range of resources that can be harnessed to transform the educational system.

1st Equitable/Cultural Condition: Digital Equity

1. Originally when discrepancies in access to technology resources occurred among groups of different socioeconomic, race, or gender distributions, it was referred to as the digital divide. 2. More recently, the term digital inequity has expanded the concept from solely unequal access to the unequal educational opportunities involving technologies. 3. Their access to active versus passive technology-supported learning opportunities in schools is not always the same. 4. Passive and active digital uses are very different, and we must ensure that all students engage in active technological uses.

Main Point about Social Conditions

-School systems have recognized that the social conditions described in this section impact every school's mission and classroom climate and must be addressed by sound policies and a planned, ongoing education program to make teachers and students aware of these concerns and to limit possible negative impact.

Main Point About Technical Conditions

-Schools can establish a technological environment for teaching and learning, but such environments are not always equal given educational and political conditions previously described.

Online Learning Opportunities

1. Not all students have the skills needed to use them should they gain access. 2. Recognizing that learning at a distance is rapidly becoming commonplace in higher education, some states have made completing a distance course a high school graduation requirement.

Main Point about Trends in Hardware and Software Innovation

-The New Media Consortium's Horizon Project identifies and describes emerging technologies that are likely to have great impact on K-12 education.

Main Point about Legal and Ethical Conditions

-The legal and ethical issues that educators face reflect those of the larger society as technological innovations change common activities.

Main Point about Emerging Trends in Technological Resources

-The question is how we will take advantage of their capabilities to bring about the future education systems that our society wants and our economy needs.

Define Technological pedagogical content knowledge

-is knowledge, decision-making, and design of teaching subject matter to students with content-based technology representations or tools and/or using content-specific technology-based assessment strategies in ways that meet content-specific learning goals and address student subjectspecific misconceptions or mistakes; example: using a lab for students to study velocity and speed by building a ramp, selecting a moveable object, and collecting velocity and speed data from motion detectors as the object rolls down the ramp; then graphing the resulting data and interpreting the relationship between velocity and speed

A7/8: Wearable Technologies

1. A trend noted previously involves wearable technologies such as Google Glass and smart watches that are anticipated to impact education as new applications come on the market. 2. Mineer cites predictions that BYOD will segue into wear your own device. 3. She describes one teacher's uses of Google Glass to record lectures as she gives them and lets students record their progress on projects they are completing. 4. Another project provides head-mounted displays (HMD) to children who are deaf so they can quickly move from watching a person signing (in the HMD) to observing scientific phenomena in real time. 5. Other wearable products track location data, offering the potential for improving student safety in school settings.

1st Social Condition: Protecting Personal Privacy

1. Adaptive learning software's ability to track users' clickstreams raises concerns regarding ownership, control, access, use, security, and privacy of the data. 2. Global positioning system technologies in combination with cell phone software features make it possible to pinpoint a user's exact location and can communicate a great deal of that person's private information to others, usually without the user's knowledge. 4. Schools' use of ID cards or radio frequency identification to track students' attendance and whereabouts 5. Social networking information that can be made available publicly 6. Technologies such as Google Glass 7. Sexting: sending out explicit photos or messages 8. Videos shared anonymously online

A4/8: Robotics

1. Affordable hardware, such as Arduinos, Raspberry Pi, and some 3D scanners, have enabled more schools to adopt a robotic engineering curriculum to support learning in science, technology, engineering, and mathematics for K-12 students as an after-school extracurricular activity or as part of a STEM discipline. 2. Students engage in a range of activities. 3. Research and development at CMU include building tools and curriculum for robotics classrooms that engage learners beyond basic skills toward sophisticated computational thinking.

Responsible Use

1. An increasing number of sites offer ways to download copies of software, music, or media without paying for them, a practice known as software piracy or music piracy. 2. Teachers are tasked with modeling and teaching ethical behaviors related to software and media use.

B3/8: Online Learning

1. As high-speed connections become more readily available in schools and homes and handheld devices such as tablets become capable of online access, more students are taking online courses. 2. The number of virtual schools operating across states is increasing. 3. Distance learning for K-12 students eventually will have the same impact on reshaping schools as it has had on redefining higher education.

Safety

1. As students spend more time in online environments, attempts by online predators to contact students are more likely, and obscene material, sometimes referred to as cyberporn, is readily available and easy to access. 2. The federal Children's Internet Protection Act requires school districts that accept E-rate funds to build their Internet infrastructure, which includes most districts, to block or filter children's access to obscene, pornographic, or harmful pictures on the Internet. 3. To address these concerns, schools are requiring students, parents, teachers, and staff to sign an acceptable use policy (AUP) that outlines appropriate use of school technologies for students and educators.

1st Technical Condition: Technology Infrastructure

1. At a minimum, schools should establish ubiquitous, strong Internet Wi-Fi connectivity, access to digital devices for teaching and learning, and availability of high-quality digital content such as simulations, e-books, and videos. 2. The goals of each individual school or district should guide the specificity of the infrastructure. 3. Some schools are using open educational resources or purchasing e-textbooks and other apps to support teaching and learning.

A6/8: Augmented Reality Systems

1. Augmented Reality (AR) refers to a combined hardware and software platform that creates a computer-generated environment in which a real-life scene is overlaid with information that enhances our uses of it. 2. One teacher used an augmented reality app called Aurasma to let students hover their tablets over images of famous paintings, thus calling up audio and text with features and notes about the artist's techniques.

Main Points Regarding the Fourth Perspective

1. Both trainers and teachers began to see that computers also had the potential to aid instruction. 2. This perspective was known as educational computing and encompassed both instructional and administrative support applications. 3. Many educators involved with media, AV communications, and instructional systems also were researching and developing computer applications. 4. Educators began to see computers as part of a combination of technology resources, including media, instructional systems, and computer-based support systems. 5. Educational computing became known as educational technology.

A2/8: Increased Sources of Open Content

1. Open-source materials are created to be shared, adapted, and used by others without fees but with required attribution to the creator of the materials. 2. Some open content is created in small modular formats that allow flexible incorporation into learning experiences.

Main Points Regarding Era 3: The Internet Era

1. By the beginning of the 1990s, the Internet, a worldwide collection of university computer networks that could exchange information by using a common software standard, had already been operating for many years. 2. Then, the World Wide Web (WWW) was introduced. This was a system within the Internet that allowed graphic displays of websites through hypertext links, pieces of texts or images that allowed users to jump to other locations connected by the links. 3. Teachers and students joined the throng of users on the "information superhighway." 4. Websites became a primary form of communication for educators, and distance education became a more prominent part of instructional delivery at all levels of education. 5. Virtual schools, which facilitate learning when K-12 students and teachers are physically separated and instruction is synchronous or asynchronous, began a steady growth that has endured in public, charter, and private education.

Main Points Regarding Computers

1. Computers, sometimes referred to as desktop or laptop computers, are options for classroom computing. 2. Computers can also serve as network servers, which send out information to others on the Internet, commonly run by district staff for schools or classrooms.

Student Privacy

1. Data use policies ensure the appropriate safeguarding of student data. 2. Typically, the protected data might be in a Student Information System software or might be personally identifiable information, such as a student name or picture, in online software like blogs or wikis. 3. A data use policy helps educators understand what data are acceptable to access and use and in what ways. 4. Several federal laws have protections for student education records and personal information, such as the Family Educational Rights and Privacy Act (FERPA).

What have we learned from the past?

1. Developments in digital technologies have shaped the history of educational technology. 2. However, knowing the history of educational technology is useful only if we apply what we know about the past to future decisions and actions.

Consistent and Adequate Technology Funding

1. Educational funding is not consistent. 2. Funding should be considered an ongoing expense in the budget, and it should prioritize technology resources that support enacting the vision and meeting the goals set in a district technology plan. 3. The federal E-rate program provides discounts for high-speed, wireless Internet connectivity for schools and libraries, especially those in rural areas or with large student populations qualifying for free or reduced lunch. 4. To lower costs in order to compensate for the lack of funding, some technology advocates suggest shifting from licensed textbooks to open licensed educational resources, eliminating computer laboratories and copy machines, creating partnerships to leverage purchasing discounts or share infrastructure and staff, and reconsidering staff responsibilities to streamline roles and avoid new staff costs. 5. However, considerable care needs to be taken to ensure that workloads are maintained, not expanded.

Technology Support

1. Educators also need support staff to assist with technical difficulties, technology-supported lesson design, technology selection, and professional learning opportunities focused on technology. 2. Some schools have dedicated technology specialists who contribute to meeting all these responsibilities. 3. Librarians and media specialists can also offer technical assistance. 4. Finally, some support could be outsourced to companies that provide infrastructural resources to the school.

A5/8: Learning Analytics

1. Educators are also paying increased attention to learning analytics, or the ability to detect trends and patterns from sets of performance (a.k.a big data) across large numbers of students. 2. The goal is to find ways to apply findings across students to create a personalized approach to learning for each student.

Main Point about Equitable and Cultural Conditions

1. Equity=fairness 2. Teachers lead the struggle to make sure that their technology use promotes rather than conflicts with the equitable goals of a democratic society.

B6/8: Games and Gamification

1. Games have been found to profoundly engage learners and lead to learning gains in subject matter, a key aspect of what researchers call a serious game. 2. Gamification, or incorporating the most motivational aspects of games (e.g. badges awarded for success) into nongame activities, is attracting more attention from both software developers and educators.

6th Thing from the Past: Teachers always will be more important than technology

1. Good teachers are more essential now than ever. 2. We need more teachers who understand the role that technology plays in society and in education, who are prepared to take advantage of its power, and who recognize its limitations. 3. We need more teachers who are both technology savvy and child centered.

Illegal Activity

1. Hackers are those who use online systems to access nonsecure computers to commit identity theft and other malicious acts. 2. In recent years, students have often used apps, social media, and other Internet tools to threaten violence-which fortunately are mostly hoaxes-to avoid tests, miss school, or get a thrill through swatting, that is, drawing the local SWAT team to a site. 3. To combat these problems, schools install firewalls, software that blocks unauthorized access to classroom computers, require authenticated log-in to all computers, and spend large portions of technology funds each year to prevent and clean up after illegal activities. 4. Schools and districts must constantly educate teachers and students on strategies to prevent these illegal activities.

3rd Thing from the Past: Technically possible does not equal desirable, feasible, or inevitable

1. Increased access to cell phones and tablets in classrooms means that online communication and information are increasingly available. 2. But communication always comes with caveats, and readily available information is not always reliable or helpful. 3. New technological horizons make it clear that it is time to analyze carefully the implications of each implementation decision.

Main Points for Parents and Students

1. Parents might be interested in volunteering to assist with technology-related projects, or they could have specialized industry knowledge that could be an asset for the school. 2. Students can possess a great deal of experience with current recreational technologies.

1st Legal/Ethical Condition: Academic Honesty

1. Increased online access to full-text documents on the web has resulted in increased incidents of student plagiarism, a practice often referred to as cybercheating or online cheating. 2. Sites have emerged to help teachers catch plagiarizers, and teachers are trying to structure assignments that make plagiarism more difficult. 3. Schools are also concerned about whether students signed up for an online course are actually the ones doing the work. 4. Some organizations have moved to proctoring systems with either cameras or biometric sensors to monitor students; others have students come to a specific location to take required exams. 5. To make sure that everyone complies with copyright laws, schools are making teachers and students aware of policies about copyright, the Creative Commons copyright, and guidelines for fair use of published materials. 6. Creative Commons expand the ways that creative works can be shared and legally used through a range of licenses that vary in users' ability to copy, distribute, and remix content for noncommercial use. 7. Fair use gives limited rights to those who want to use brief excerpts of copyrighted material without the need for permission.

Optimal Technology-based pedagogies

1. Inquiry-based, student-centered, constructivist methods are considered more modern and innovative than well-validated teacher-directed uses of technology, and there is emerging research revealing that these approaches can lead to higher learning gains.

Main Points for Leaders

1. It is helpful to meet the IT director for your district who might oversee technology purchasing, distribution, and professional learning opportunities. 2. School and district librarians are expanding their role as technology leaders; many have begun makerspaces in their libraries, and they thrive on collaborations with teachers. 3. Your school principal or assistant principal is involved in setting policies and could have access to funding.

Main Points Regarding Technology Policies

1. It is important for teachers to understand the expectations for students' technology use and that their own technology-related behavior is also governed by school and district policies. 2. The policies could include the acceptable use policy (AUP), website and intranet policy, student use of personal electronic device policy, and bullying prevention policy.

B7/8: Personalized Learning

1. Learning analytics has driven a fast-growing trend toward personalized learning systems (PLS), or computer-based instructional and management programs that assess individual student learning needs using complex algorithms and collections of data across students, and provide a customized instructional experience matched to each student.

Main Points Regarding the Fifth Perspective

1. Learning processes involved building instruction around what learners already knew with relevant and authentic topics that are meaningful to the learners and provided scaffolding, which is assistance from experts that can include peer learners, technological guidance, and teachers. 2. Learning scientists tend to be interventionists who build technology-based learning environments that anchor curricular content within authentic, real, and simulated problems with a goal to transform teaching and learning. 3. Learning scientists conduct design-based research to investigate how people think and know, how learning processes function, and how to design learning environments to support learning. This research is done in applied contexts, such as schools or libraries, and repeated many times as the researchers use their research to improve and re-examine subsequent redesigned interventions.

B4/8: Massive Open Online Courses

1. MOOCs hold the promise of a future where education is less expensive or free and available to anyone anywhere in the world. 2. MOOCs might not be used in formal K-12 schools because of student privacy issues, but they can be useful for educators' professional learning or for identifying resources for the classroom.

B1/8: Makerspaces

1. Makerspaces are physical spaces with digital and mechanical tools and materials where students learn to design, tinker with, and build tangible objects. 2. Schools have begun to establish makerspaces in libraries and other available spaces. 3. Multidisciplinary activities can draw from computer and technical education, home economics, STEM disciplines, art, and music. 4. 3-D printers, often found in makerspaces, build physical models in plastic or other material one layer at a time from 3-D modeling or CAD software. 5. Some makerspaces are full of technologies such as Arduinos, Raspberry Pi, and scanners; others repurpose items such as newspaper and cardboard. 6. Makerspaces are less about the specific outcome and more about the process of design, inquiry, and making.

Malware, Viruses, Spam, and Hacking

1. Malware, short for malicious software, can damage, destroy, and disrupt operations or spy on computer operations. 2. Viruses, a type of malware, are programs written specifically to do harm or mischief to programs, data, and/or hardware. They include logic bombs, worms, and Trojan horses. 3. Spyware is malware that secretly gathers information, including addresses, passwords, and credit card numbers stored on a computer, to use for identify theft. 4. Spam, or unsolicited email messages or website postings, come with such frequency that they interfere with computer work. 5. Computer users sometimes respond unwittingly to phishing attempts, which are emails that falsely claim to be from a legitimate business in order to glean private information for identity theft. 6. Schools have dedicated considerable resources to blocking malware. 7. Educators should always check email addresses carefully before opening attachments, never log in to a site or provide private information when an email requests it, and download software only from reputable company websites.

Main Points Regarding the First Perspective

1. Media such as slides and films delivered information in more concrete and therefore more effective ways than did lectures and books.

Multitasking

1. Multitasking: doing several (usually technology-enabled activities) at the same time 2. Studies have shown that the practice negatively affects both accuracy and information retention. 3. Cell phone use during school can disrupt learning activities and even be used for cheating on school work or tests.

B5/8: Immersive physical and virtual environments

1. New environments and tools that use augmented reality and virtual reality (VR) are being created to integrate the physical world with virtual elements to engage learners in understanding conceptual or hard-to-replicate phenomena. 2. Researchers are developing dynamic formative assessment to enable better learning. 3. Virtual reality has become more mainstream in society.

Health

1. Potential problems such as hearing loss from headphone use or eye strain from gazing too long at digital screens have been identified and continue to be studied. 2. Time spent at video games and computer work can contribute to obesity and decline in fitness.

What are the different types of educational technology software and apps in school settings?

1. Productivity: Software designed to help teachers and students plan, develop materials, communicate, collaborate, and keep records. 2. Instructional: Software designed to teach skills or information through demonstrations, examples, explanations, and problem solving. 3. Administrative: Software that administrators, teachers, students, and parents use to support record keeping and information exchange. Sometimes schools use student information software (SIS) to maintain this information.

2nd Thing from the Past: Teachers usually do not develop technology materials or curriculum.

1. Publishers, school, or district developers, and personnel in funded projects have traditionally provided the majority of this assistance.

Main Points for Era 5: The Personalized, Adaptive Learning Era

1. Recent advancements in technology capabilities have led to a resurgence in developing personalized, adaptive learning enabled through technology. 2. With more access to technologies, more learners are using a myriad of online or digital learning resources. 3. Often the learner data generated are referred to as big data because these environments can record every click of a mouse; thus, the amount of collected data can be immense. 4. Learning analytics are analysis techniques performed on educationally relevant big data to identify patterns in learning that inform or optimize assessment, instruction, learning, and design of digital learning resources. 5. From this, innovators are building new instructional and administrative platforms that use machine learning, a type of artificial intelligence, to predict and anticipate the content and instruction needed to support learners' progress. 6. These current technical advancements are driving several educational innovations. 7. The first is adaptive technologies: software and online environments adapt to learners' needs through sophisticated analysis of learner behaviors and interactions with resources or content. This software will adapt immediately by changing content, activities, and assessments for the learner. 8. Personalized learning: the current emphasis on it capitalizes on technology's affordances for varied instruction, assessment, and learning artifacts as well as for collection and analysis of student data. Optimally, characteristics of personalized instruction include an academic learner profile, learner-controlled learning paths with goals, frequent formative assessment and progression determined by learner competency, and robust teacher and school-based supports. 9. Formative assessment: technology-based assessment is transforming ways that students and teachers understand learning achievement. Technology learning products now embed universally designed assessment that maintains accessibility for all students, is well aligned to the content standards, and expands the types of content-related questions from multiple choice to problem-based, simulation decision making or real-world performance, which can gauge complex cognition. 10. Competency-based education: has led to a model focused on gauging learning by mastery of content knowledge and skills when learners demonstrate competency. This competency model allows more flexibility in the time, place, content, and pace of learning, leading particularly to expansion of online and blended learning, opportunities that allow learning via some combination of online and some face-to-face experiences, as well as inclusion in personalized learning models. Some worry that the vast data collected about learners might be harmful. Schools and districts adopting such innovations must plan for access, security, privacy, and use of this data, which is protected under the Family Educational Rights and Privacy Act (FERPA).

1st Educational Condition: Technology Leadership and Vision

1. Research demonstrates that effective technology leadership is a significant predictor of teachers' and students' use of technology in schools. 2. Administrative leaders such as superintendents and principals are effective technology leaders. 3. Research shows more success with technology in classrooms when the technology visions of schools or districts are learning focused, curricular focused, and pre-planned. 4. A technology vision facilitates a systematic implementation process that also involves all stakeholders. 5. Formal leaders can empower teachers and others to be part of a distributed leadership network that collectively shares responsibility for achieving goals.

Main Points Regarding Technology Procedures

1. School districts and individual schools and their staff likely have procedures related to access to and use of technologies. 2. Colleagues can also share valuable strategies for classroom management of technology specific to your school.

Main Points Regarding Software Applications in Schools

1. Schools carry out many types of activities in addition to teaching, and software has been designed to support each of these. 2. Application (app) software refers to any program specifically designed to run on mobile devices such as smartphones and tablets.

Main Points Regarding Handheld Technologies

1. Small devices offer mobile computing for teaching and learning.

Community Engagement

1. Social connections with a school's community base can support reaching the schools' technology goals and vision. 2. We recommend that the technology plans of teachers, schools, and districts be live, online, interactive sites where goals, accomplishments, and needs are clearly articulated and available to the public when possible.

Main Points Regarding External Storage Devices

1. Sometimes an external storage device such as an external hard drive is needed to hold large files, such as video recordings, that won't fit easily on storage media or inside the computer.

Online Behavior

1. Students have been denied admission to colleges because of their online behavior. 2. Teachers who have their own social networking sites have encountered criticism or even been fired for ill-advised personal posts and contact with students. 3. Online harassment in digital environments known as cyberbulllying is defined as involving aggression, repetition, and imbalance of power, and technology enables the online persistence and visibility of the acts of cyberbullying.

Digital Literacy and Digital Citizenship

1. Students should become critical consumers of technology resources and demonstrate digital citizenship, the use of technology resources in safe, responsible, and legal ways. 2. As more digital resources are created, students need to develop digital literacy skills, which enable them to access and evaluate and manage information, analyze digital media for their underlying message and purposes, use media creation tools for expression, and understand legal and ethical uses of digital technology.

Main Points for the ISTE Standards for Students and Educators

1. The International Society for Technology in Education, a professional organization described earlier in this chapter, has developed standards specifically about technology in education. 2. The 2016 ISTE Standards for Students emphasize learners as empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators. 3. The 2017 ISTE Standards for Educators outline the knowledge, skills, dispositions, and actions that educators need to effectively support students to meet these ISTE standards. The seven educator standards position an educator as an empowered professional and learning catalyst who is a learner, leader, citizen, collaborator, designer, facilitator, and analyst.

Main Points for Era 2: The Microcomputer Era

1. Teachers began to bring small, stand-alone, desktop computers called microcomputers, or systems designed for use by only one person at a time, into their classrooms. Now we refer to them as computers. 2. Several initiatives emerged to shape this new teacher-centered control: a software publishing movement that catered to teachers quickly sprang up; organizations emerged to review software and help teachers select quality products; and professional organizations, journals, and magazines began to publish software reviews and recommend "top products." 3. Teachers clamored for more input into course-ware design, so companies created authoring languages and systems (e.g., PILOT, SuperPILOT, GENIS, PASS). 4. However, teacher authoring soon proved too time consuming, and interest faded. 5. Districts began to purchase networked integrated learning systems (ILSs). They provided both CAI-based curriculum and CMI functions to help teachers address required standards. 6. The first initiative to also come up was the computer literacy movement: schools tried to implement computer literacy curriculum. However, these efforts were eventually dropped because of difficulties in defining and measuring skills. 7. The second initiative was videodisc-based curriculum. Companies such as ABC News and Optical Data Corporation joined forces to offer curriculum on videodiscs for playback on stand-alone videodisc players or microcomputers. But when other forms of optical and digital storage replaced videodisc technology, curricula were not transferred. 8. The last initiative was the Logo movement: Seymour Papert used the concept of artificial intelligence to support his view that computers should be used as an aid to teach problem solving. Logo began to replace CAI as the "best use" of computer technology. Researchers could identify no impact from Logo on mathematics and other curriculum skills, and interest in it had waned by the beginning of the 1990s.

What is the Technological Pedagogical Content Knowledge Framework?

1. Teaching is a complex combination of what teachers know about the content they teach, how they decide to teach that content, and the tools they use to carry out their plans. 2. Hughes extended Shulman's concept by adding and emphasizing technology as another component of knowledge needed by teachers. The result is a combination of technological, pedagogical, and content knowledge. 3. Teachers who develop TPACK strategically and simultaneously consider their knowledge of pedagogy, content, and technology to design and integrate technologies into content-based teaching. 4. The trans-formative lessons tend to put technology in the students' hands, are content rich, and use technology to situate learning or instructions in ways unattainable without it. 5. The framework gives students and their instructors a common vision and language for talking about their technology-related goals and illustrates to students the knowledge they are seeking to develop. 6. Teacher education programs are using the TPACK framework and found that creating opportunities for pre-service teachers to actively design, redesign, and enact technology-supported lessons was a best practice in increasing competencies in teacher educators' technology integration skills.

Main Points Regarding Technology Support and Expertise

1. Technicians can provide support for broken technology. 2. Librarians and technology specialists in your school might provide ideas and expertise for using technologies. 3. Principals might provide special funding for projects you develop.

1st Political Condition: Visionary Technology Policies

1. Technology integration is influenced by national, state, and local policies and priorities. 2. The 2016 National Educational Technology Plan, Future Ready Learning: Re-imagining the Role of Technology in Education set forth the vision and plan for the nation for learning with technology. 3. This plan positions leadership, teaching, and assessment as crucial elements to ensure visionary learning with technology that is enabled through accessible digital devices and resources for everyone with connectivity. 4. Each state has an educational technology plan, and districts create technology plans that assist in setting local goals and securing grants and other funding. As an educator, you can also create a classroom technology plan to help guide your technology integration efforts.

Main Points for The Common Core State Standards (CCSS) and Content Standards

1. The Common Core State Standards are grade-level standards stating the knowledge and skills that K-12 students should learn in mathematics and English language arts and literacy. 2. Some states do not use the CCSS, so teachers need to understand what student standards guide teaching in those states. 3. The CCSS ELA standards mention using digital media, "nonprint" texts, assistive technologies, online searching, collaboration, and publishing. The CCSS mathematics standards predominantly frame technology for understanding and visualizing math concepts, particularly graphs and statistics. 4. For more guidance on technology's role in helping students develop content knowledge, teachers should examine content-area standards.

Teacher and Student Accountability for Quality and Progress

1. The Every Student Succeeds Act replaced the NCLB Act, and it gives more decision-making authority to the states. 2. States are now able to adopt challenging academic standards that could or could not be the Common Core State Standards. 3. There is more latitude in regard to which tests to use. 4. There are changes to how Title 1 funds can be used, which could allow schools to use these funds for school-wide programs, which include educational technology. 5. A strong trend toward using technology in ways that help students pass tests and meet required standards rather than support more innovative teaching strategies could continue.

Main Points for Era 1: The Mainframe Computer Era

1. The IBM 1500, the first instructional mainframe, was developed. It was a large-scale computer with many users connected to it via terminals. 2. On the IBM 1500, these terminals were multimedia learning stations capable of displaying animation and video. 3. Some 25 universities were using this system to develop computer-assisted instruction (CAI) materials that schools used via long-distance connections to the mainframe. 4. The most prominent of these efforts was led by Stanford University professor and "Grandfather of CAI," Patrick Suppes, who developed the Coursewriter programming language to create reading and mathematics lessons. 5. Universities also developed CAI for these large-scale computers as well as computer-managed instruction (CMI) applications, the programs that kept track of students' performance data based on mastery learning models. 6. Even after smaller minicomputer systems, then designated as systems smaller than mainframes that could support fewer users at a time, replaced mainframes to deliver CAI and CMI to schools, systems were expensive to buy and complex to operate and maintain. 7. Schools began to reject the business office model of using computers to revolutionize instruction.

Main Points Regarding Imaging Technologies

1. To make teaching and learning more visual, you might have access to digital cameras, video cameras, scanners, or head-mounted displays (HMD) that allow the development and use of images ranging from still photos to full-motion videos and virtual reality.

Main Points for the Partnership for 21st-century learning framework

1. The P21 advocates the importance of all students developing 21st-century skills to ensure success in college and careers. 2. The P21 framework for 21st-century learning identifies four interconnected areas of student outcomes that contribute to preparing a 21st-century learner. 3. These outcomes include academic content knowledge and interdisciplinary perspectives, the development of learning and innovation skills, information and media and technology skills, and life and career skills. 4. These four-interrelated sets of student outcomes can be achieved only through support structures, including standards, assessment, curriculum, instruction, professional learning, and learning environments that are aligned with the 21st-century vision.

4th Thing from the Past: Technologies change faster than teachers can keep up

1. The history of educational technology has shown that resources and accepted methods of applying them will change, often quickly and dramatically. 2. They must anticipate and accept the inevitability of change and the need for a continual investment of their time.

1st Thing from the Past: No technology is a panacea for education.

1. The most current, capable technology resources offer no quick, easy, or universal solutions. 2. Computer-based materials and strategies are usually tools in a larger system and must be integrated carefully with other resources and teacher activities.

5th Thing from the Past: Older Technologies can be useful

1. The past has shown that teachers must be careful, analytical consumers of technological innovation, looking to what has worked in the past to guide their decisions and measure their expectations in the present. 2. Educational practice tends to move in cycles, and "new" methods often are old methods in new guise.

A3/8: Ubiquitous Mobile Computing

1. The portability of tablet devices facilitates instant off/on, ubiquitous Internet access, rapid communication, and access to e-texts. 2. A thriving app development for tablets is driving this trend and increasing the options they enable. 3. Cloud-based storage and communications also enable this trend. 4. These schools invest in mobile devices only for students who don't have them. 5. Concerns about curriculum, privacy, classroom management, and uniform access abound.

Main Points Regarding the Second Perspective

1. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of an efficient system for addressing any instructional need. 2. Therefore, they equated "educational technology" with "educational problem solutions." 3. This perspective has evolved into human performance technology, a systematic approach to improving human productivity and competence by using strategies for solving problems.

Equity for Students with Special Needs

1. There is an increasing emphasis on accessibility in the development of technological hardware, software, apps, learning environments, and digital content using universal design. Technology is intended to be used universally by all learners including students who have disabilities. 2. Students with disabilities who also have IEPs could have even more assistive technology resources included in the program; if so, providing these resources is guaranteed by federal laws.

Main Points Regarding Peripherals

1. These are the input devices to get information and requests into the computer for processing, such as a keyboard, mouse, stylus, scanner, and microphone. 2. Output devices interpret the computer's information into visual or auditory formats, such as printers, synthesizers, and earphones.

Main Points Regarding Display Technologies

1. These devices support whole-class or large-group demonstrations of information from your computer. 2. You can display computer and handheld technologies in your classroom on a television screen, on a digital projector often mounted on a ceiling, or on an interactive whiteboard. 3. Some of these displays can be used with devices such as clickers (a.k.a student response systems (SRS)), which are wireless devices used for interactively polling student answers to teacher questions in face-to-face classes.

Main Points for Technology Specialists

1. These support staff typically focus on working individually with teachers to identify ideas and ways to use the available technology hardware and software tools in the classroom.

A1/8: Increased e-book and e-text presence

1. They are rapidly replacing paper books as the dominant medium for accessing information. 2. Publishers of textbooks are quickly generating digital content options for schools.

Main Points for Era 4: The Mobile Technologies, Social Media, and Open Access Era

1. This constant connectedness transformed educational practice. The ease of access to online resources and communications drove several movements. 2. The first is distance learning: a dramatic increase in the number and type of distance-learning offerings came about first in higher education and then in K-12 schools. 3. Electronic books: Some school districts eschewed book adoptions in favor of allowing educators to choose their digital materials. 4. Open access: In 2000, MIT faculty started a bold initiative to gather all course materials for the school's curriculum and make them freely available online. Around 2008, open-access university offerings called Massive Open Online Courses (MOOCs) became available. They allowed any one anywhere in the world to participate in college courses for free. However, people found out that there were fees attached to some of the courses. 5. Mobile access: One-to-one laptop programs (and later tablet programs) as well as Bring Your Own Device (or Technology, BYOD or BYOT) programs allowed students to use their own handheld devices for learning activities and accelerated the move to bring computer and Internet access into all classrooms. 6. Educators struggled to create appropriate policies and uses that could take advantage of this new power while minimizing its risks and problems.

What is the Information and Communication Technology Framework for Teachers (ICT-CFT)?

1. This framework focuses on skills that teachers require to bring about three different levels of human capacity development: technology literacy (ability to use technology for efficient learning), knowledge deepening (ability to use technology to problem solve real-world issues), and knowledge creation (ability to create new knowledge for society). 2. The framework shows how teachers should engage with six aspects of their work-ICT in education, curriculum and assessment, pedagogy, ICT, organization and administration, and professional learning-to plan and design lessons to achieve the three levels in the framework.

Main Points Regarding the Third Perspective

1. Vocational training can incorporate practical means of teaching all content areas, such as math, science, and language. 2. This view brought about a major shift towards technology education courses taught in labs equipped with technology stations such as graphics production, robotics systems, and computer-aided design (CAD) software, a program used by architects and others to aid in the design of structures such as houses and cars.

Main Points Regarding Networks

1. While often invisible in the classroom, your school most likely has a wired or wireless network that provides computing devices with access to the Internet.

A8/8: Gesture-based computing

1. With gesture-recognition systems, a camera or sensor reads body movements and communicates them to a computer, which processes the gestures as commands and uses them to control devices or displays. 2. Gesture-based technology, especially in combination with wearable technologies, has the potential to enhance teaching simulations by making them more lifelike and intuitive to use.

B8/8: Educational Options for Students with Learning Needs

1. With more hardware and software developers using universal design principles, more future technologies will be used by all people. 2. Specific innovations will be designed for targeted needs. For example, and NSF-sponsored project has developed an interactive robot with gesture and facial expressions for Chinese conversational language learning (the targeted need).

B2/8: Computational Thinking

1. With recent emphasis on science, technology, engineering, and mathematics, computer programming, making, and robotics in the United States, educators have begun to coalesce around the value of having students learn computation thinking skills. 2. Definitions of computational thinking vary but the aim is to develop students with knowledge and skills in problem solving, design, inquiry, abstraction, quantitative reasoning, data analysis and interpretation, modeling, computer programming, pattern identification, conditional logic, algorithms, and symbol systems.

Racial and Gender Equity

1. Women and people of color earn far fewer degrees in science, technology, engineering, and math (STEM) areas and enter STEM careers at lower rates than males and whites. 2. Many educators believe that less frequent use of technology leads to disinterest in technical careers. 3. Programs such as Black Girls Code enable young girls to learn computer programming and meet women role models. 4. Children in remedial programs can have access to computers, but they often use them mainly for remedial, passive work rather than for active work.

What is the first historical perspective that defines educational technology?

Educational Technology as Communications Media

What is the fourth historical perspective that helps define educational technology?

Educational Technology as Computer Systems (Educational and Instructional Computing)

What is the second historical perspective that helps define educational technology?

Educational Technology as Instructional Systems and Instructional Design

What is the fifth and final historical perspective that helps define educational technology?

Educational Technology as Learning Sciences

What is the third perspective that helps define educational technology?

Educational Technology as Vocational Training

What is online storage?

It is referred to as cloud computing; it is a generic term for using a storage service accessed through the Internet.

What is educational technology?

It is referred to as technology resources leveraged to support the educational processes involved in teaching and learning.

What is the process of integrating educational technology?

It refers to an individual or collaborative process of identifying a problem of practice (POP) (e.g. learners' needs or misconceptions, lack of curricular materials, or difficult teaching topics), identifying technological resources as possible solutions, using the technological resources as educational technology in the learning environment, and assessing whether the educational technology solves the POP in ways that replace, amplify, or transform teaching and learning.

What does technology integration also require?

It requires support and expertise beyond the classroom teacher.

What is storage media?

Sometimes software and data must be stored outside of the hardware using flash drives, hard drives, CDs, or various types of DVDs.

How did the past shape the present and future in terms of educational technology?

The modern history of technology in education has been shaped in large part by developments in digital technologies including computers.

What are technology resources?

They are viewed as technology tools (e.g. media, software, and hardware) and technology support and expertise. We choose the term resource to capture the idea that there exists a generous supply of technological tools, support, or expertise available that can be accessed and used when needed. A technology tool is a device such as a clicker or software application such as a word processor or Twitter that accomplishes a specific task.

What are educational processes?

They include a set of three knowledge areas through which to consider the role of technological resources, including learning theories based on the sciences of human behavior, pedagogical or instructional practices that complement these learning theories, and curriculum standards or content knowledge that inform our learning objectives or goals.

What do technology integration strategies require?

They require a combination of hardware, or computing equipment such as computers, and software, programs or applications (apps) written to perform various functions.

Why do users upload documents to storage?

They upload documents to storage as either a backup copy or as an alternate to storing items on one's own computer hard drive.