Teaching with Technology Norton

1
Teaching with Technology(Norton Wiburg, 1998)

• Selected Highlights
• by
• Gerald Knezek
• University of North Texas, Denton, Texas
• June 10, 1998

2
General Topics

• Preface
• Chapter 1
• Chapter 2

3
Preface

• Authors Philosophy of Education
• ...the best teaching occurs when educators make
  choices about learning environments, learning
  tools, and learning experiences based on
  strategies drawn from a broad knowledge base. (p
  iii)

4
Preface

• Designing Technology-Based Learning
• We believe that understanding how to design
  effective technology-based learning opportunities
  requires comprehending how profoundly changes in
  technology have impacted
• society
• schooling, and
• curriculum. (p. iii)

5
Preface

• Dual Purpose of Education
• Transmit skills
• Transmit culture
• (Sakamoto, personal communication, 1993)
• (Norton Wiburg, p. iv)

6
Chapter 1

• Thinking About Technology
• ...the machines or tools that we use to extend
  our physical and sensory capabilities. (p. 2)
• Socratic Method (p. 3)
• Pose question
• Evaluate response

7
Chapter 1

• Defining Technology
• ... a technology that results in fundamental
  changes in how people see themselves and their
  world. (p. 5)

8
Chapter 1

• Defining Technologyby the end of the Middle
  Ages, ...the technology of print became the
  defining technology of schools. (p. 5)
• It serves as a filter of experiences

9
Chapter 1 Impact of Defining Technologies

• Hand Tools
• Concrete Thinking
• Print
• Standardized Curriculum
• Electronic Technologies
• Accelerated Change and Uncertainty
• Engines of Change

10
Chapter 1 Realizing Technologys Promise

• Human - Computer Synergy
• Machines help humans learn. Humans help
  machines learn. Nobody thinks of this kind of
  learning or education or training as school. (p.
  8)

11
Chapter 1

• Human - Computer Synergy
• Maybe they dont see that for the 21st Century
  and beyond, learning is in and school is out.
  (p. 8) (Perelman)
• If learning is in, then schooling is in.
  (Norton Wiburg,p. 8)
• ... electronic technologies should become an
  integral part of the teaching and learning
  process. (p. 9)

12
Todays Technology Users

• Three Stages of Technological Innovation
• Path of least resistance
• Improved efficiency of old
• New innovations
• (Nasbitt, 1982)

13
Chapter 1 Third Stage Technology Users

• Is school relevant?
• ... third stage users of technology find school
  remote from their lives and often irrelevant. p.
  12

14
Chapter 2 Designing Opportunities for Learning

• Framework Components
• Foundations of learning
• Selection of content
• Using appropriate tools
• Choosing activities

15
Chapter 2 The Efficiency Model

• Connectivist Principles of Learning (Thorndike,
  1921)
• Programmed Instruction (Skinner)
• Instructional Objectives (Mager, 1962)
• Mastery Learning (Bloom, Madaus Hastings, 1981)
• Gagnes Conditions of Learning (1987)

16
Chapter 2 Behavioral Objectives

• Blooms Taxonomy of Educational Objectives (1956)
• Knowledge
• Analysis
• Synthesis
• Evaluation

17
Chapter 2 Mastery Learning

• ... at least 90 of students can master learning
  goals if give the time and appropriate methods
  and materials. (p. 21)
• Sequence test, teach, retest, reteach
• Strategies tutors, small group study, peer
  tutoring, programmed instruction, AV materials,
  games

18
Chapter 2 Conditions of Learning

• Gagnes Nine Events of Instruction (Wiburgs
  Learner Attributes, see Table 2.1)
• Gain attention (Ability to attend)
• Share goals of instruction (Emotional desire for
  learning)
• Stimulate recall (Ability to retrieve)
• Present in all modalities Auditory and visual
  processing)
• Provide meaningful frameworks (Relevant learner
  schema)
• Monitor and adjust (Sense of comprehension)
• Prequire application (Intellectual confidence)
• Closure (Satsfaction)

19
Chapter 2 Products of Traditional Instructional
Design

• Integrated Learning Systems
• good for skill based mastery
• students tire of repetitive presentation
• transferability of skills is questionable

20
Chapter 2 Questioning the Efficiency Model

• Focuses on books, learning in isolation
• May detract from learners ability to fully
  participate in society

21
In School vs. Outside of School Learning
(Resnick, 1987)

• Individual vs. shared cognition
• Mentation vs. tool manipulation
• Symbol manipulation vs. stuff manipulation
• Generalized learning vs. situation specific
  competencies
• Students must have opportunities to participate
  in problem-oriented learning activities that are
  relevant to their interests and worthy of their
  investment of time and effort. (Norton Wiburg,
  p. 27)

22
Norton - Wiburg Model Components (see Table 2.2
p. 32)

• Multiple Intelligences (Gardner, 1983)
• Constructivist Learning
• Using Electronic Technologies
• (Teachers as storytellers)

23
Norton - Wiburg Model Components

• Multiple Intelligences (Gardner, 1983)
• linguistic, musical, spatial, logical-mathematical
  , bodily-kinesthethic, interpersonal,
  intrapersonal
• distinctive feature encoding system

24
Norton - Wiburg Model Components

• Constructivist Learning
• Piaget, Papert, Vygotsky, others
• Tools should promote whole learning, have
  scaffolding, provide increasing levels of
  complexity

25
Norton - Wiburg Model Components

• Using Electronic Technologies
• Engages learners
• Makes teachers coaches
• Allows teachers to become learners
• Motivates students to higher attempts, careful
  crafting
• Adds significance and cultural value to school
  tasks

26
Educator 4-Stage Process of Growth (Dwyer,
Ringstaff Sandholz, 1990)

• Year 1 learning to use technology
• Year 2 restructuring ideas
• Year 3 shift to integrating into teaching
• Year 4 building new learning environments

27
Eductor Stages of Adoption of Technology
(Christensen, 1997 based on Russel, 1995)

• Stage 1 Awareness
• Stage 2 Learning the process
• Stage 3 Understanding and application of the
  process
• Stage 4 Familiarity and confidence
• Stage 5 Adaption to other contexts
• Stage 6 Creative application to new contexts

28
Chapter 2 Designing Opportunities for Learning

• Framework Components (Fig. 2.3 p. 36)
• Foundations of learning
• Selection of content
• Using appropriate tools
• Choosing activities

29
Chapter 2 Designing Opportunities for Learning

• Assessment and learning environments (Fig. 2.3 p.
  36)
• consider portfolios and
• consider virtual communities