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Mentors: znur ALTINTA Re at BOZKIR Slide 2 Purpose of the study: want to review the effects of new technologies on teaching and learning. Method: consider different kinds of teaching, and to illustrate the effects of new technology on them in a variety of settings Slide 3 Slide 4 New technology is used to take over and replace traditional teaching. Exm: A distance-learning course Slide 5 Lipsey and Wilson (1993): Computer-assisted learning vs. conventional teaching in various instructional settings. Result: Students working with computer- based instruction in 80s performs significantly BETTER than receiving traditional teaching. Lipsey and Wilson (1993): Computer-assisted learning vs. conventional teaching in various instructional settings. Result: Students working with computer- based instruction in 80s performs significantly BETTER than receiving traditional teaching. Slide 6 Fletcher-Flinn and Gravatt (1995): Effects of learning with computer-assisted instruction is: Pre-school/kindergarten children Learners with speacial needs Elementary School High school College University Fletcher-Flinn and Gravatt (1995): Effects of learning with computer-assisted instruction is: Pre-school/kindergarten children Learners with speacial needs Elementary School High school College University Slide 7 Parr (2005): Stronger gains in science and mathematics than literacy (English) Parr (2005): Stronger gains in science and mathematics than literacy (English) Slide 8 Torgerson and Zhu (2004): Positive for the teaching of writing Positive and Negative for the teaching of reading/spelling Torgerson and Zhu (2004): Positive for the teaching of writing Positive and Negative for the teaching of reading/spelling Slide 9 The teacher and the technology work together Blended instruction Computer-aided instruction Studies of adjunct instruction focus upon the gains in effectiveness achieved when the teacher and the technology each support or enhance the work of the other. Slide 10 Harrison, Lunzer, Tymms, Fitz-Gibbon and Restorick (2004) 27 primary, 28 secondary schools Examined how the performance of pupils aged 11, 14 and 16 changed over 2-year Slide 11 RESULTS: 11 years: Higher levels of computer use ~ Higher performance in both English and Maths Higher levels of computer use Higher performance in Science 14 years: Fewer gains in English and maths, but more in science Slide 12 Harrison et al (2004) Greater ICT experience superior ~ performance in public examinations Slide 13 Bonham, Deardorff and Beichner (2003) Web-based versus traditional homework Calculus and algebra based physics An American university. Slide 14 Physics Course Algebra Based Courses RESULTS: Slide 15 ReadingWriting Thinking Planning Organising Monitoring Assessing own competencies Slide 16 A- READING: Helping young and disabled readers to acquire reading skills How the text itself might be presented in different ways to aid instruction Results arent always positive Slide 17 B- SPELLING: Van Daal and Reitsma (2000) Spelling progress was enhanced for kindergarten children and reading-disabled students. Bishop, Adams, Lehtonen & Rosen, 2005; Wood, 2005) Found success with teaching reading to reading-disabled students more difficult to achieve Slide 18 C- MODIFYING THE PRINTED TEXT: Portier and van Buuren (1995) No difference btw electronic and printed version of the text students with low prior knowledge printed version students with high prior knowledge electronic version Slide 19 D- WRITING: Does using new technology for writing change: The ways that people think? Or The quality of the finished product? Slide 20 F- THINKING: Learning to think for themselves by teaching others The behavioural model of instruction was challenged by a constructivist one Slide 21 G- EXPERIMENT: Stanton et al (2004) Slide 22 Philip Jackson (1968) Pupils have to learn to deal with problems... Teachers can capitalise on social situations by building them into learning activities Slide 23 Group Learning Individual Learning Slide 24 Differences according to; How the groups were composed Difficulty of the task Nature of the task Gender Slide 25 Interactive whiteboards Clemens, Moore and Nelson (2001) Group of students were taught math course one with the interactive white board, one without RESULT: The pupils with the whiteboard were more successful Slide 26 Expand the horizons of the learner Slide 27 The computer at home Mostly used for playing game Genders show differences Teachers, who dont use internet acitvities undoubtly be seen as out of date by their students. Slide 28 Slide 29 Globalization & Web Slide 30 Computers on the move Slide 31 Lifelong learning and self-instruction Hargreaves(2004) and Knapper and Cropley (2000) New technologies can contribute to lifelong learning, enhance motivation Slide 32 Slide 33 Imagine that a computer screen and a keyboard appears in a hole in the wall of some run-down building in an Indian village. What do the local urchins do? Slide 34 Typically, learning proceeds as follows: Slide 35 At the end of these steps; Slide 36