Educational Technology Outreach

College of EducationDavina Pruitt-Mentle

(301) 405-8202

dp151@umail.umd.edu

Baltimore City Public SchoolsBaltimore City Public Schools

2001-2002 University of Maryland Partnership2001-2002 University of Maryland Partnership

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What do teachers need to be What do teachers need to be ready for technology?ready for technology?

• Develop a philosophy

• Purchase products

• Identify and solve problems

• Speak the language

• See where technology fits in educational integration

Do computers make a difference?

Do pencils make a difference?

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Roblyer & EdwardsRoblyer & Edwards

Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools: computers and their related technologies.

Roblyer, M.D., and Edwards, J. (2000). Integrating Educational Technology into Teaching. (2nd Edition) Merrill Publishing

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Integrating Educational Integrating Educational TechnologyTechnology

Process of determining which electronic tools and which methods for implementing them are appropriate for given classroom situations and problems

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Milestones and Trends in Educational Milestones and Trends in Educational Computing TechnologyComputing Technology

The Era Before Microcomputers

• 1950 - First instructional computer use: computerized flight simulator used to train pilots at MIT

• 1959 - First computer use in schools: IBM 650

• 1966 - IBM offers the 1500 system: Dedicated instructional mainframe

• 1967 - CCC offers first minicomputer-based instructional system (DEC PDP/1); Mitre Corporation offers TICCIT system

• 1970s - CDC offers the Plato instructional delivery system

The Microcomputer Era and Beyond

• 1977 - First microcomputers enter schools

• 1980 - Seymore Papert writes Mindstorms: The Logo movement begins

• 1980s – MECC offers microcomputer software; educational

materials publishers begin courseware development and marketing

– The courseware evaluation is emphasized: MicroSIFT, EPIE, others

– The computer literacy movement begins, then wanes after 1988

• 1990s - Use of ILS and other networked systems increases; multimedia use and development increases

The Internet Era

• 1994 - Widespread use of the Internet begins

• 2000 - Virtual reality systems and other virtual environments are emphasized

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What have we learned from What have we learned from the past?the past?

• No technology is a panacea for education

• Computer literacy/technological literacy is a moving target

• Computer literacy/technological literacy offers a limited integration rationale

• Standalone computers and networked computers have benefits and limitations

• Teachers usually do not develop technology materials or curriculum

• Technically “possible” does not equal desirable, feasible, or inevitable

• Things change faster than teachers can keep up

• Older technologies can be useful

• Teachers always will be important

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Elements of a Rationale for Using Elements of a Rationale for Using Technology in EducationTechnology in Education

• Motivation – Gaining learner attention

– Engaging the learner through production work

– Increasing perceptions of control (intrinsic motivation)

• Unique instructional capabilities– Linking learners to information sources

– Helping learners visualize problems and solutions

– Tracking learner progress

– Linking learners to learning tools

• Support for new instructional approaches

– Cooperative learning

– Shared Intelligence

– Problem solving and higher-level skills

• Increased teacher productivity– Freeing time to work with students by

helping with production and record keeping tasks

– Providing more accurate information more quickly

– Allowing teachers to produce better-looking more “student-friendly” materials more quickly

• Required skills for an information age– Technology literacy

– Information literacy

– Visual literacy

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Educational Technology Educational Technology StandardsStandards

• ISTE (International Society for Technology in Education) and NCATE (National Council for the Accreditation of Teacher Education) have developed pre-service standards

• National Educational Technology Standards (NETS) for K-12

• Technology Standards for School Administrators (TSSA) for Principals

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ISTE StandardsISTE Standards

• See Draft at

http://cnets.iste.org/review/ectlitreview2.html

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Information LiteracyInformation Literacy

• Information literacy skills subset of technology literacy skills

Big Six– Task definition– Information seeking strategies– Location and access– Use of Information– Synthesis– Evaluation

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Today’s Big Issues in Today’s Big Issues in Education and TechnologyEducation and Technology• Societal issues

– pro-technology movement

– anti-technology movement

• Cultural and equity issues– economic/ethnic bias

– multi-cultural issues

– gender bias

– special needs students

• Educational issues– directed vs. constructivist debate

– interdisciplinary vs. single-subject instruction

– technical issues

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NCATE & ISTENCATE & ISTE

• Establish standards for teaching in education

• Increase emphasis in use of technology in teacher training

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NCATE/ISTE Required Technology Competencies NCATE/ISTE Required Technology Competencies for Educational Technology Leadersfor Educational Technology Leaders

• Operate a computer system to use software successfully

• Evaluate and use computers and other technologies to support instruction

• Explore, evaluate, and use technology-based applications for communications, presentations, and decision making

• Apply current instructional principles and research and appropriate assessment practices to the use of computers and related technologies

• Demonstrate knowledge of uses of computers for problem solving, data collection, information management, communications, presentations, and decision making

• Develop student learning activities that integrate computers and technology for a variety of student grouping strategies and for diverse student populations

• Evaluate, select, and integrate computer/technology-based instruction in the curriculum in a subject area and/or grade level

• Demonstrate knowledge of uses of multimedia, hypermedia, and telecommunications tools to support instruction

• Demonstrate skills in using productivity tools for professional and personal use, including word processing, database management, spreadsheet software, and print/graphic utilities

• Demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society, and model appropriate behavior

• Identify resources to keep current in applications of computing and related technologies in education

• use technology to access information to enhance personal and professional productivity

• Apply computers and related technologies to facilitate emerging roles of learners and educators

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New ChallengesNew Challenges

• Technology skills and standards

• Staying abreast of local and societal attitudes

• Using strategies to ensure equity

• Matching integration strategies with needs

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Try ...Try ...

• http://www.prenhall.com/roblyer/

• Select Chapter 1 - Click

• Choose Multiple Choice module for Chapter 1 (left-side bar)

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Then ...Then ...

• Check out the other links on the side bar