Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp.

154‐170). Needham Heights, MA: Allyn and Bacon.

Name:Norah Aljomae

Role played

Teachers enter the profession

The other demands(page1)

“First the perspective of the classroom must change to become learner centered” (Page 1)

“Second, students and teachers must enter into a collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process” (Page 1)

“Educational technology involves applying ideas from various sources to create the best learning environments possible for students”(page 1).

“Educational technology is often considered, erroneously, as synonymous with instructional innovation”(page 2).

“Although education has witnessed a multitude of both technology and innovation over the past 50 years (Reiser, 1987), the educational system has scarcely changed during that time.”(page 2)

Page 3

“The Familiarization phase is concerned with one's initial exposure to and experience with a technology”.

(page 3)

“The Utilization phase, in contrast, occurs when the teacher tries out the technology or innovation in the classroom”.

(page 3)

“Integration represents the "break through" phase. This occurs when a teacher consciously decides to designate certain tasks and responsibilities to the technology, so, if the technology is suddenly removed or is unavailable, the teacher cannot proceed with the instruction as planned”.

(page 3)

“The Reorientation phase requires that educators reconsider and reconceptualise the purpose and function of the classroom”.

(page 4)

“The final phase, Evolution, serves as a reminder that the educational system must continue to evolve and adapt to remain effective. There will never be a final solution or conclusion and to be searching for one means that one is missing the point”.

(page 4)

Two main types of technology in education

Product technologies (Hardware and Software)

Idea technologies (page 5)

Three cognitive outcomes remember Understand use information (page7)

“Information that is not organized is meaningless” (page 7).

“Information that is integrated within familiar knowledge. or experiences is more durable than information that is not associated to prior knowledge” (page 7)

“Most real‐world tasks are ill‐structured. Problems that are "well-structured" generally occur only in classroom settings”. (page 8)

Principle 1: Effective learners actively process lesson content.(page 8)

Principle 2: Presenting information from multiple perspectives increases the durability of instruction.(page9)

Principle 3: Effective instruction should build upon students’ knowledge and experiences and be grounded in meaningful contexts.(page10 )

common myth

students attitudes toward working with product technologies

product technologies improve learning

product technologies alone do not ensure learning (page8)

Cooperative learning

Hypermedia(page9)

bridge personal experiences and formal instruction(page11)

Some students leave school find difficult to remember or use the content they have learned, why?

What is the benefit of technology in education?

What is the different between cooperative learning and traditional instruction?

AS a teacher, how would you use technology in the classroom?

Technology can be used effectively in future Idea and product technologies must be

united Teachers must venture beyond

Familiarization and Utilization and into the Integration, Reorientation, and Evolution phases of technology use.

Teachers can create environments in which students actively engage in cognitive partnerships with technology