Int of Technology

7/28/2019 Int of Technology

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Integration of Information

Technology (in Education

Classes)

STLHE 2002

Mhairi (Vi) Maeers

University of Regina


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Best Practices in Higher

Education--Seven Principles

1. Good Practice Encourages Contacts

Between Students and Faculty

2. Good Practice Develops Reciprocity andCooperation Among Students

3. Good Practice Uses Active Learning

Techniques

4. Good Practice Gives Prompt Feedback


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Best Practices in Higher

Education--Seven Principles

5. Good Practice Emphasizes Time on

Task

6. Good Practice Communicates HighExpectation

7. Good Practice Respects Diverse

Talents and Ways of Learning

Retrieved from:

http://www.aahe.org/bulletin/sevenprinciples1987.htm
http://www.aahe.org/bulletin/sevenprinciples1987.htmhttp://www.aahe.org/bulletin/sevenprinciples1987.htmhttp://www.aahe.org/bulletin/sevenprinciples1987.htm


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Advancing the Seven

Principles--With Technology1. Contacts--communication technologies (AIC and SIC)2. Reciprocity--as # 1 with colleagues--collaborative learning3. Active Learning tools & resources; time-delayed exchange; real-time conversation

4. Prompt Feedback e-mail; performances; critical observations (video); OLE

5. Time on Task--attractive/motivating; efficient; distance learning--busy schedules; access to learning opportunities

6. High Expectations real-life problems--set challenges; publishing;7. Diverse Styles different ways of learning can be enhanced with technology

Retrieved from: http://tltgroup.org/programs/seven.html
http://www.tltgroup.org/programs/seven.htmlhttp://www.tltgroup.org/programs/seven.htmlhttp://www.tltgroup.org/programs/seven.html


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Best Practices Sites

Pedagogy Nutshells--retrieved from WWW athttp://www.gsu.edu/%7Ewwwdls/kbh/PedaRouter.htm Angelo (1993)14 succinct, research-based,

elements of effective teaching and learning, with

implications. Chickering & Gamson (1987) Seven simple,

research-based principles to improvingundergraduate education.

Langlois & Zales (1992) Eight research-basedprinciples for effective classroom instruction.

Knowles (1980) Knowles introduced the termandrogogy, to distinguish the instruction of adultsfrom that of children.
http://www.gsu.edu/~wwwdls/kbh/PedaRouter.htmhttp://www.gsu.edu/~wwwdls/kbh/PedaRouter.htmhttp://www.gsu.edu/~wwwdls/kbh/PedaRouter.htm


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Instructional

Approaches/Best PracticesEngaging learning environments(Means,1993)authentic tasksinteractive participationcollaborationheterogeneous groupingslearning through explorationteacher as facilitatorauthentic assessment


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Instructional approaches/best

practices--continuedEngaged Learning (Means, 1993; Jones et al, 1995)

student interaction, connections among schools, collaboration among

teachers and students, teachers as facilitators, and an emphasis on

technology as a tool for learning.

Project-based Learning (Blumenfeld et al., 1991; Penuel & Means, 1999;Stites)

a nontrivial or driving question with real-world relevance, sustained,

cooperative investigation and collaboration, and the use of cognitive

tools to support student representation of the ideas developed.

Problem-Based Learning (Nagel, 1999) a philosophy of teaching and learning through which students work

together to solve problems of priority to them and to their community

through input from experts, research, and the collaborative testing of

potential solutions.


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Instructional approaches/best

practices--continued

Engaging learning environments (ELE)require a different kind of relationshipbetween teacher(s) and learner(s)

ELE take individual student learning stylesinto consideration

ELE distribute technology equitably and

conveniently for student and teacher useELE use technology in meaningful ways to

supportlearning


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Teaching styles and beliefs

Anyone can use ICTs but any ICT use will be informedand driven by a deeply held conception about teachingand learning Constructivist approaches address a non-traditionalteaching/learning style contributions of learning theories

constructivism and social constructivismcognitivism-->cognitive apprenticeship and situated cognition

personal examination of learning theories and beliefs aboutteaching and learning, about knowledge, and aboutchildren


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Best Practices--With ICTs--

Add-ons or Integrated?

Can we simply add on ICTs to our regularface-to-face practice? Do we need to thinkdifferently about teaching and learning? DoICTs easily and naturally enfold into currentteaching?Paradigm shift needed in how we think aboutteaching and learning and in how we participatein the age of Networked Economy.Retrieved from:

http://www.itu.int/wsis/documents/documents01.htm
http://www.itu.int/wsis/documents/documents01.htmhttp://www.itu.int/wsis/documents/documents01.htmhttp://www.itu.int/wsis/documents/documents01.htm


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Paradigm Shift

BrainBinder Research--4 major school divisions inSaskatchewan 2001--SunRay implementation

Summary quote from final research report

the dramatically increased access to computers,particularly in classrooms, is creating a paradigmshift in teaching and learning increasedcomputer access to educational Internet sites andlearning applications enables students to pursuetheir unique learning goals through resource-based learning however, paradigm shifts takea considerable amount of time are not withoutsevere growing pains.


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Paradigm Shift

Tim Pychyl in a keynote address said the

following:[We need to] challenge the notion that we can simply add on these

technologies for teaching and learning by supporting them

adequately -- these are disruptive technologies requiring moreradical change in what we value, what we do, and how we do it.

Retrieved from: http:///www.carlton.ca/~tpychylFullan & Stiegelbauer (1991)--3 components ofchangenew materials, new teaching approaches; possible alteration of

beliefs--need to question and change behavior and beliefs

1998 National US Survey in Higher Education--paradigm shift required from teaching to learning
http://www.carleton.ca/~tpychylhttp://www.carleton.ca/~tpychylhttp://www.carleton.ca/~tpychyl


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Paradigm Shift

Bridget Somekh, SITE, 2000, San Diego--Keynote address on

Educating for Agency: Teacher

Education in the Technology Revolution|teachers lack confidence in using technology

new technologies: give us new capacities and enable new processes and

procedures change institutional structures--taking away security and/or

liberating us

demand that we engage in psychic reconstruction and

exercise agency


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Eliciting Childrens Mental Representations of

Computer Systems.

we use computer to get in touch with other people in the world. we

can download imfernation for computer and news it. we use computer

in door outdoor and at home. we can put a bisk in. we can work on it

and save work on it then go and work on it again.

SUZANNE


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KEITH

The hard drive is for storing games . You go on to run to lode games and

ennethinc (anything) else . The screen isent the computer is were the

switch is . I usely run my games on a drive or d . We have 6 computers

in this school only one has the internct ( internet) thats the one in the

libry 3 more are going to have been internet . I have the internet and my

friend rihard has to . we are beast friends and we lode game togetha we

like eche (each) other wen I rote this I was sitting nest to him him andme like computers I like historey but he dose not . we play one game

togetha and we like that alote it is cold GarmaGGdon 11. The compeny

who makes that is cald refekshons ( reflection.) this is a pichur of the

chip. Speak Laptos are verry useful you charge them up and of you

go and you can play it . my parrans (parents) use a computer to sortmunney (money )out .


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Paradigm Shift

Work of REPRESENTATION

Book--Learning to Change: ICTs inSchools--a CERI publication 2001--quote from R. G Baird (reviewer)

I was particularly impressed by its conclusions that ICT

will not work without a radical rethink of teacher training

and staff development, an old and very obvious problem

which it is taking a long time for institutions and

governments to address.


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Paradigm Shift

Other work that addresses the paradigm shift:

Jo Szostak PhD student U of R (2001-2) Jo makes a link between integration of ICTs and

implementation of other changes in practice resulting in amore

student-centered environment; change in teachers beliefshave occurred--how did change occur: implementation of ICTs-->shift in beliefs or did already existing beliefs supportintegration of ICTs?

--integration of technology facilitated a change in teacherspractices

Kathryn Fulton (1999) use of technology changes the way teachers teach, by making

it possible to do different things in the classroom


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Resistant to or AmbivalentAbout the Use of Technology

in the Classroom in any Form

Eager to Attempt to UseTechnology

(Appropriately) in the

Classroom

Resistant to

the idea of aConstructivist

Classroom

Hard-liners; not much we can

do for these folks. Hopefully,theyll be encouraged by all

the activity around them.

A

These teachers will tend

to use technology indirect ways,

supplementing what they

are doing in the

classroom. B

Eager to

Embrace theIdea of a

Constructivist

Classroom

If these teachers are shown

how to teach and learn inconstructivist ways, with

technology, then there is hope

that technology will soon

become part of that classroom

environment.

C

These are the teachers I

want to work with first.D

ICTs and Teaching

Approaches


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Change Components

Vision Skills Incentives Resources Action plan Change

Skills Incentives Resources Action plan Confusion

Vision Incentives Resources Action plan Anxiety

Vision Skills Resources Action plan Gradual

change

Vision Skills Incentives Action plan Frustration

Vision Skills Incentives Resources False starts

Plus Strong Leadership


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Change--Gradual!

With vision, skills, incentives, resources, and an action plan

change only occurs with strong leadership AND a desire on

the part of the teacher.

Even with all of the above, change occurs slowly, withteachers (professors) at many different stages of

implementation. Level and type of ICT use must be valued

and respected at all times.

We are not N-geners; we need to unlearn or relearn--like a

second language--not natural; some need to know a lot

before using ICT (control, power, authority)


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BrainBinder Kids

old teachers dont use them or like them;younger teachers really like them and usethem a lot those who knew computers

before just use them like they used thePCs my teacher doesnt use them much;he waited for the kids to figure it out andthen they (kids) taught others.


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BrainBinder Kids

I do assignments at school on the SRifthey are small ones. At home I use quatro-pro files, slide show presentations,

software, games, the Internet and otherdocuments SRs are slower than PCs. Athome I use the Lotus program and Internet

sites. I can download stuff at home; Icant at school We dont use thecomputers at school like we use them athomedifferent reasons to use them


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BrainBinder Kids

We know what to do--we just wish the teacherswould let us do it! Sure, computers are thefutureyou have to understand many different

types of computers.I learned by eavesdropping! (on the technologyconsultant teaching my teacherthen I showed myfriends how to do it) I know how to FTP and Itaught the technology consultant! It took me fiveminutes to figure it out on my own. I sit at thecomputer and play! Just learning thingsourselves is easier. Teachers dont know enough.students helping students


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Response to Students

Enabling students to learn about (and with)the SR environment in a manner compatiblewith students learning styles and learning

needs may demand a change in teachingstyle.

This kind of massive computerimplementation challenges school divisions to

address issues of student learning and toprovide adequate, appropriate, and just-in-time teacher inservice.


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General Response to

ResearchOverall the message received through the research

project has less to do with technology and more to do

with people and their perspectives on change.

The children knew a lot more about ICTs than their

teachers and found both their teachers knowledge of,

and ability to use ICTs in any meaningful way, very

limiting and quite frustrating. Generally, they found theschool SR environment inferior to what they used at

home


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U of R Landscape for

ChangeInstitutional visionstatements

town hall mtgs/committee mtgs /Faculty mtgs

skills--inservice-->TLC & KnowledgeNet

incentives--URFA clauses; funding (TEL;

SSHRC; NSERC; TIF; PD)

resources--public labs; wiring; smart rooms;

Office Suite; specialized software

Action Plans: PACIT; ACRIC; TEL; CAT


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Technology Use

Moersch; ACOT levels of technology use

Regina Catholic Board TLC survey

Online learning survey

Technology skills acquisition/integration individual technology integration pathway

a developmental process

who is my audience, what forms of ICT areappropriate for my course, what ICT skills do Ineed, when do I need them, for what purpose, howdo I integrate them into my courses, how can Imanage the ICT environment?

I need support, resources, and validation.


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Faculty of Education

Landscape for ChangeLetter to Dean 1996Program IT templates and theory (SITE 97)IT modules developed (SITE 99)Implementation of IT modulesFaculty inservice (SITE 2000)BrainBinder Project--SunRays--(SIDRU Research--2001)Mini-Lab experiment (PD Fund research)The work we have been doing in the F of E has, we feel,

been cutting-edge work in the field and in our university.We have moved ahead, critically evaluating each new ICT

development, and appropriately integrating them into our

repertoire of teaching/learning strategies.


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Faculty of Education

Landscape for Change collaboration; invisible work; research on our

practice; reflection/feedback; teaching as a scholarlyactivity

informed by research: cognitive apprenticeship (Lave

& Wenger); community of learners (Rogoff); socialconstructivism (Vygotsky; Ernest); Microworlds(Papert); Rich Learning tasks (Flewelling)

work well in groups--faculty structure supportsgroup/team work

program work (and most of our ICT journey hasresulted in work that has benefited all programgroups)


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Faculty of Education Using

ICTs

PlanningImplementationteacher-ledstudent-led

Course assignmentsGrading/course evaluationCommunication


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Faculty of Education Using

ICTs

We are not all at the same place

Some faculty are just beginning to use

e-mail to communicate with studentsSome faculty are designing entire on-

line courses

We must respect each others placewrt the use of ICTs and work with

anyone who is willing to try.

F l f Ed i U i ICT


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Faculty of Education Using ICTs:

Integration of ICTs into the

Curriculum 5 change components strong leadership at different levels

univ; CAT; CCE; faculty coordinator; indiv. faculty leaders

Faculty of Education landscape (letter; templates;modules; collaboration)

ICT use in faculty

One more component--INTEGRATIONModeling of ICTs in regular classesTime to play with ICTs in class (teacher and students)Assignment selection/creation with ICTsPlanning for teaching using ICTs

F lt f Ed ti U i ICT


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CurriculumVery little in-class ICTs interactivity

BrainBinder research--need to model a

mini-lab experienceCreation of 3 classroom mini-labs--to

demonstrate conceptual integration in 3

methods coursesPD funded research

F lt f Ed ti U i ICT


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CurriculumConceptual Integration: RationalNumbers--equivalence

hands-on concrete activities (geoboards;

pattern blocks; cuisenaire rods; play-doh)

childrens literature

software

websites

A structured MICROWORLD focused on

equivalence


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Integration and Interactivity

Interactive communication--person(s) &

topicCommunication; participation; feedback

SIC; AIC

Attention -- to topic


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Integration and Interactivity

Individually--with course content/topics

within and between groups

between student(s) and instructor

between instructor and student(s)


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Our Facultys ICT Journey

All faculty members are learning how to use ICTs in

appropriate ways in classes to model effective

integrated ICT practice for preservice teachers and to

enable PST to plan for and ICTs appropriately in their

teaching

We are knowledgeable about effective teaching

practices, about learning styles, differentiated

instruction, multiple intelligences, SMK, PCK, research

on teaching & learning in our disciplines

we have a history of collaboration and working in

teams--to plan for courses and to conduct research on

our practice (now using ICTs)


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Our Facultys ICT Journey

We worked from a university vision, created a facultyvision and action plans--implemented and evolvingsince 1998

We revised ECMP classes, added an advanced

class, hired a IT coordinatorWe designed and implemented a series of graduate

classes in Educational Technology

there is much more appropriate modeling of ICTs inregularclasses

We participate in ongoing inservice, as we need it,through CAT, TLC, KNet or through our facultyworkshops


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Closing Remarks

Technology should not be used in all instances--just

because its there. We must not be seduced by the glitzy

appeal of the digital world, but rather ask critical and

thoughtful questions about why, where, when, and how

we should use it.we are not learning or teaching about the computer--we are learning and teaching through it. ICT becomes a

seamless part of an ELE.


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Closing Remarks

Our students expect us to use ICTS. Indeed

they expect to (or will very soon expect to) be

immersed in a world of distributed learning

where they can choose to work any time anyplace or they can choose F to F; they will

expect course content to be delivered in

multiple ways and they will expect choices inassignment content and submission mode.

Are we ready for them?


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Online Courses by Province(August, 2000)

1603

1036

878 851

614

18

4

17354 24 6

0

200

400

600

800

1000

1200

1400

1600

ON BC AL NB QU NS NF MB SK PEI

Source: TeleEducation NB presentation,

TeleLearning NCE 2000 Conference,

Toronto, Nov 4-7, 2000


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Investing in TEL

Activity 2000-01 2001-02 2002-03 Total

(Actual $M) (Actual $M) (Proposed $M) ($M)

Online Course Development 1.000 2.450 2.556 6.006Faculty Develop't & Support 0.455 0.712 0.600 1.767

Services for Learners 0.000 0.888 0.800 1.688

Campus Saskatchewan 0.201 0.106 0.200 0.507

Total ($M) 1.656 4.156 4.156 9.968


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Digital Divide

OECD Paris, 2000 (learning to Bridge the Digital Divide)access to technology--money; hardware; software

education & ICT competence

Quote from Donald J. Johnston (OECD Secretary-General)people, education and learning lie at the heart of these issues

(importance of ICTs in Education) and their solutions. The machinesand sophisticated ICT equipment are useless without thecompetence to exploit them. . . . The gaps that define the learningdigital divide become as important as the more obvious gaps in

access to the technology itself.

--technological disadvantage adds to the familiar factors thatdiminish learning opportunities--English language dominance of the Internet & software

WAYS AHEAD


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Digital Divide

Education Week, May 2001--Technology Counts 2001--

The New Divides: Looking Beneath the Numbers to

Reveal Digital Inequalities

Not ONE Digital Divide (Digital Discrimination)

Money, racial disparities, not enough girls, academic

record, rural connections, special needs gaps,language

barriers

World Telecommunication Development Report 2002

Similar to DD of Ed Week


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How are you using ICTs in

your classes? Form small groups and tell each other one thing that

you are feeling good about wrt to how you are using

ICTs in your teaching--to enhance the learning

experience for your students

One person in each group should note these success

stories.

Please give your name and institution with your story

I will post them on my website--for now athttp://education.uregina.ca/maeersv (I am developing

a new site, but I will keep this link open) and I will

also submit them to the STLHE listserv
http://education.uregina.ca/maeersvhttp://education.uregina.ca/maeersv


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Some Useful Links

Campus Saskatchewan website:

http://www.campussaskatchewan.ca/index6.php3

Canadian Ministers of Education Canada website:

http://www.cmec.ca/

Pan Canadian Educational Research Agency

http://www.cmec.ca/stats/pcera/RSEvents02/main_en.htm

See Carl Cuneos paper on "The integration andeffectiveness of ICTs in Canadian postsecondary

education
http://www.campussaskatchewan.ca/index6.php3http://www.cmec.ca/http://www.cmec.ca/stats/pcera/RSEvents02/main_en.htmhttp://www.cmec.ca/stats/pcera/RSEvents02/main_en.htmhttp://www.cmec.ca/stats/pcera/RSEvents02/main_en.htmhttp://www.cmec.ca/http://www.cmec.ca/http://www.campussaskatchewan.ca/index6.php3http://www.campussaskatchewan.ca/index6.php3


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Organization for Economic Co-operation andDevelopment

http://www.oecd.orgFind CERI (Centre for Educational Research and Innovation) at the

OECD site

An OECD Canada summaryhttp://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmThere are many excellent links at the end of this document tosuch sites as CANARIE, CAP, NRC, NCE

United Nations Human Development Reportmakingnew technologies work for human development

http://www.undp.org/hdr2001/
http://www.oecd.org/http://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmhttp://www.undp.org/hdr2001/http://www.undp.org/hdr2001/http://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmhttp://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmhttp://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmhttp://www1.oecd.org/dsti/sti/it/prod/it-out2000profiles/canada.htmhttp://www.oecd.org/http://www.oecd.org/


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Contact Information

E-Mail: [email protected]

Phone: 306-585-4601

Address:Faculty of Education

3737 Wascana Parkway

Regina, SK

S4S 0A2

Pl i / i / i i
mailto:[email protected]:[email protected]


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Planning/managing/organizin

g the learning environment instructional plan

students needs, interests, learning styles, abilities

lesson/unit goals

integrate aspects of the curriculum topic with othertopics/subjects or within that subject area

appropriate (creative) use of technology

microworld of exploration--an ELE

authentic (real/meaningful) assessment

We must recognize that information technology is here to stay . . . What we

have to decide is whether we play the game and turn it to our advantage or

lose out completely?

(Fama Alovo--Founder of the Tanzania Media Womens Association)


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Planning/managing/organizin

g the Learning EnvironmentGiven that best practices, technology skills, andcurriculum integration are part of a teachersrepertoire how can that teacher now effectively put it

all together?begin with a curriculum question, consider all

aspects of this question and think aboutappropriate ways that technology can be used

to enhance learningfilamentality (Dodge & March)

activity structures (Harris)

thematic web-based units (Leshin)

Int of Technology

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