Technology and Curriculum Integration

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Chapter 6

• Technology and Curriculum Integration

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CHAPTER 6 OBJECTIVES

• Define curriculum and explain curriculum
  standards and benchmarks
• Explain technology integration, or curriculum
  integration
• Describe the use of computers in computer labs
  versus classroom instruction
• Identify ways in which technology can positively
  influence learning

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CHAPTER 6 OBJECTIVES

• Identify ways to plan for technology integration
• Explain various planning tools and instructional
  models
• Describe the steps of the ASSURE Model
• Identify ways to get started using technology at
  a new school
• Describe the use of learning centers

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WHAT IS CURRICULUM?

• Education is all of the experiences that a
  learner has under the supervision and guidance of
  teachers
• Curriculums include plans or written documents

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WHAT IS CURRICULUM?

• Country or state agencies

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WHAT IS CURRICULUM?

• Curriculum Standards and Benchmarks
• Curriculum standard
• Defines what a student is expected to know at
  certain stages of education
• Benchmark
• Specific, measurable learning objective

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WHAT IS TECHNOLOGY INTEGRATION?

• Combining of all technology parts, such as
  hardware and software, together with each
  subject-related area of curriculum to enhance
  learning
• Establish connections between subject matter and
  the real world

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WHAT IS TECHNOLOGY INTEGRATION?

• Curriculum drives technology

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WHAT IS TECHNOLOGY INTEGRATION?

• Classroom Integration versus Computer Labs
• Computer labs
• A designated classroom filled with computers
• Teachers schedule time to use the labs for many
  purposes

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WHAT IS TECHNOLOGY INTEGRATION?

• Classroom Integration versus Computer Labs
• Point of instruction
• Technology in the classroom at the teachers and
  students fingertips

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WHAT IS TECHNOLOGY INTEGRATION?

• Classroom Integration versus Computer Labs
• Point of instruction
• Teachable moments

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THE CLASSROOM IN ACTION

• Introduction to Mr. Balados classroom
• Instructional computer with access to the Web and
  connected to a large television set
• Allows Mr. Balado to access vast amounts of
  information

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INTEGRATING TECHNOLOGY INTO THE CURRICULUM

• Technology can motivate students and increase
  class attendance
• Technology must be integrated into the curriculum
• Identify goals
• Develop innovative ways to teach a diverse
  population of learners with different learning
  styles

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Technology is a tool that creates valuable
learning experiences for many different types of
learners
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CHANGING INSTRUCTIONAL STRATEGIES

• Teachers are shifting from being the dispenser of
  knowledge to being the facilitator of learning
• Students can accomplish learning with the
  teachers assistance
• Learning is not just storage of knowledge, but
  includes problem solving

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BARRIERS TO TECHNOLOGY INTEGRATION

• Lack of teacher training
• Lack of administration support
• Limited time for teacher planning
• Placement of computers in remote locations
• Overcoming the barriers

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• The Learning Process
• Authentic learning
• Instructional activities that demonstrate
  real-life connections by associating the concept
  being taught with a real-life activity or event

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• The Learning Process
• Active learning
• Students become active in the learning process
• Anchored instruction
• Providing a knowledge base on which students can
  build

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• The Learning Process
• Problem-based instruction
• Students use the background (anchor) information
  to solve complex problems
• Discovery learning
• Inquiry-based method for teaching and learning

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• Technology and the Learning Process
• Numerous technology tools to support many types
  of instruction and learning
• Multimedia
• Example - Body Works
• Allows students to build cognitive scaffold
• Encourages students to think in colors, sounds,
  and animations

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• Technology and the Learning Process
• Numerous technology tools to support many types
  of instruction and learning
• The Web
• Educational equalizer
• Allows children to experience new educational
  opportunities
• Interaction with others outside of the school

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TECHNOLOGY INTEGRATION AND THE LEARNING PROCESS

• Technology and the Learning Process
• Numerous technology tools to support many types
  of instruction and learning
• Cooperative learning
• Students work in groups to achieve learning
  objectives
• High order thinking skills

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STRATEGIES FOR INTEGRATING TECHNOLOGY INTO
TEACHING

• Best strategy is to put the technology in the
  hands of teachers
• Provide consistent application of technology
  tools to support instructional curriculum area
• Continuous planning

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THE ROLE OF THE SCHOOL DISTRICT

• Technology plan
• Outline of procedure for procuring equipment and
  software
• Training
• Plans often updated annually

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THE ROLE OF THE SCHOOL DISTRICT

• Mentorship program
• Teaming new teachers with experienced teachers

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• Decide on most appropriate technology to achieve
  desired learner outcomes
• Preparing the classroom environment

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• One-Computer Classroom
• Maximize effectiveness of one computer
• Use large screen television for output
• Projection screens
• Used to introduce topics rather than specific
  skills

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• Two-Computer Classroom
• Develop a strategy to manage both computers
• Many questions determine strategy
• Will the computers be configured the same?
• Web connectivity?
• How much time per student?
• How will student evaluation be done?

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• More Than Two Computers
• Arrange classroom into learning centers
• Use planning criteria mentioned previously

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• Using a Computer Lab
• Advantages
• One computer per student
• Hands-on
• Tutorials
• Remediation
• Cooperative learning
• Computer skill instruction
• Internet research

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PLANNING FOR TECHNOLOGY INTEGRATION IN THE
CLASSROOM

• Using A Wireless Mobile Lab
• Portable cart with wireless notebook computers
• Can be transported from one classroom to another

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PLANNING LESSONS WITH TECHNOLOGY

• Must consider skill levels of students
• Skill assessment survey

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PLANNING LESSONS WITH TECHNOLOGY

• KWL Charts
• Instructional planning chart to assist teachers
  in identifying curriculum objectives
• What students Know
• What students Want to know
• What they will Learn

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INSTRUCTIONAL MODELS

• A systematic guide for planning instruction or a
  lesson

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INSTRUCTIONAL MODELS

• The ASSURE Model
• Guide for planning and delivering instruction
  that integrates technologies and media into the
  teaching process

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INSTRUCTIONAL MODELS

• The ASSURE Model
• Analyze the learner
• State your objectives or identify your objectives
  or purpose
• Select media and materials

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INSTRUCTIONAL MODELS

• The ASSURE Model
• Utilizing Media and Materials
• Require Learner Participation
• Evaluate and Revise

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GETTING STARTED AT A NEW SCHOOL

• Consider ways to utilize available technology
• Become familiar with the technology
• Ask questions

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GETTING STARTED AT A NEW SCHOOL

• Information About Technology
• Find out who else in the school uses technology
• Determine if there is a technology committee
• Teachers manual
• Determine where to get support

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GETTING STARTED AT A NEW SCHOOL

• Technology Training
• Does the school offer professional development or
  inservice training
• Talk to your principal, curriculum coordinator,
  or district instructional technology coordinator

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GETTING STARTED AT A NEW SCHOOL

• Hardware
• Determine how to obtain additional hardware or
  upgrades
• Join the technology committee
• Research grants

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GETTING STARTED AT A NEW SCHOOL

• Software
• Determine what type of software is available
• Check the classroom to see what is already
  installed
• Special education requirements
• Procedure for obtaining additional software
• Is a bid list available?

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GETTING STARTED AT A NEW SCHOOL

• Other Technologies
• Media specialist can provide access to other
  technologies
• Find a list of materials in use throughout the
  district

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GETTING STARTED AT A NEW SCHOOL

• Technology Supplies
• Determine procedure for obtaining additional
  supplies and parts

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PUTTING IT ALL TOGETHER

• Creating an Integrated Learning Environment
• Learning centers
• Breaks classroom into many types of learning
  environments

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PUTTING IT ALL TOGETHER

• The Classroom Centers
• Mr. Balado classroom
• Seven learning centers
• Discovery computer center
• Web search center
• Modeling center
• Great explorers library center
• Science center
• Scanning center
• Hyperstudio center

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PUTTING IT ALL TOGETHER

• The Results of Technology Integration
• Mr. Balados results
• Creative projects
• Students were actively involved
• Higher-level thinking
• Improved self-esteem, self-confidence, and
  writing skills

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CHAPTER SUMMARY

• Define curriculum and explain curriculum
  standards and benchmarks
• Explain technology integration, or curriculum
  integration
• Describe the use of computers in computer labs
  versus classroom instruction
• Identify ways in which technology can positively
  influence learning

61
CHAPTER SUMMARY

• Identify ways to plan for technology integration
• Explain various planning tools and instructional
  models
• Describe the steps of the ASSURE Model
• Identify ways to get started using technology at
  a new school
• Describe the use of learning centers

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Chapter 6 Complete
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LEARNING THEORIESAND EDUCATIONALRESEARCH
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LEARNING THEORIES AND EDUCATIONAL RESEARCH

• Learning
• The process of gaining knowledge or skills
  acquired through instruction or study, or to
  modify behavior through exposure to a type of
  conditioning or form of gaining experience

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LEARNING THEORIES AND EDUCATIONAL RESEARCH

• Theory
• A scientific set of principles presented to
  clarify or explain a phenomenon
• Learning Theories
• Provide frameworks for interpreting the
  conditions and observations of teaching and
  learning and provide the bridge between education
  and research

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CONSTRUCTIVISM

• Learn by doing
• Based on a type of learning where the learner
  forms or constructs much of what they learn or
  comprehend

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CONSTRUCTIVISM

• Jerome Bruner
• Learning is an active process in which the
  learner constructs new ideas or concepts based on
  their current or past knowledge

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CONSTRUCTIVISM

• Jerome Bruner
• Emphasizes an integrated curriculum where
  students learn a subject in various ways
• Cognition
• An individual progresses through different
  intellectual stages

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CONSTRUCTIVISM

• Jerome Bruner
• Learning should be discovery

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CONSTRUCTIVISM

• Jerome Bruner
• Socratic method
• Students are engaged in discussion
• Spiral curriculum
• Students continually build upon what they already
  have learned

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CONSTRUCTIVISM

• Jean Piaget
• Influenced the constructivist movement
• Developed the cognitive learning theory
• Defined four cognitive stages

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CONSTRUCTIVISM

• Jean Piaget
• Four cognitive stages
• Sensorimotor
• Preoperational
• Concrete operational
• Formal operations
• Schema
• Assimilation
• Accommodation

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CONSTRUCTIVISM

• Lev Vygotsky
• Russian psychologist interested in childrens
  cognitive development

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CONSTRUCTIVISM

• Lev Vygotsky
• Social constructivist theory
• Learning is significantly influenced by social
  development
• Zone of proximal development
• Difference between the problem solving ability
  that a child has learned and the potential they
  could achieve from collaboration with a more
  advanced peer or expert

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CONSTRUCTIVISM

• Lev Vygotsky
• Collaborative learning
• Scaffolding
• Schemata
• Anchored instruction
• anchor

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CONSTRUCTIVISM

• John Dewey
• Educational psychologist, philosopher, and
  political activist
• Progressive Education
• Pragmatism

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BEHAVIORISM

• Learning as it relates to behavior
• Teachers cannot communicate information well if
  they cannot control student behavior
• Positive and negative rewards

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BEHAVIORISM

• Ivan Pavlov
• Famous for behavioral experiments with dogs
• Class conditioning

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BEHAVIORISM

• B.F. Skinner
• Operant conditioning
• Learning is controlled and results in shaping
  behavior through the reinforcement of stimulus
  response patterns
• Reinforcement

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BEHAVIORISM

• Robert Gagne
• Psychologist and educator
• Three principles for successful instruction
• Providing instruction on the set of component
  tasks that build toward a final task
• Ensuring that each component task is mastered
• Sequencing the component tasks to ensure optimal
  transfer to the final task

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BEHAVIORISM

• Robert Gagne
• Five categories of learning

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BEHAVIORISM

• Robert Gagne
• Nine events of instruction
• Gain attention of the learners
• Inform learners of the objective
• Stimulate recall of prior learning
• Present the stimulus or lesson
• Provide learning guidance and instruction
• Elicit performance
• Provide feedback
• Assess performance
• Enhance retention and transfer

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OTHER EDUCATIONAL THEORISTS

• Howard Gardner
• Intelligence is the ability to gain knowledge,
  apply knowledge, manipulate ones environment,
  and think abstractly
• Theory of Multiple Intelligences

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OTHER EDUCATIONAL THEORISTS

• Howard Gardner
• Theory of Multiple Intelligences
• Linguistic Verbal
• Logical Mathematical
• Spatial Visual
• Body Kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalist

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OTHER EDUCATIONAL THEORISTS

• Benjamin Bloom
• Classified learning into three domains
• Cognitive domain
• Affective domain
• Psychomotor domain

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OTHER EDUCATIONAL THEORISTS

• Benjamin Bloom
• Blooms Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Mastery learning

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THE CLASSROOM IN ACTION

• Students in Mrs. Gautiers class have difficulty
  remembering a spelling rule
• Mrs. Gautier drew a ladder on the board with the
  six thinking levels (Blooms Taxonomy)
• Students on Knowledge level

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THE CLASSROOM IN ACTION

• Students cannot move up the ladder until they
  master the current level
• Students work in groups to help each other
  remember the rule
• After a few minutes, all students remember the
  rule

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THE CLASSROOM IN ACTION

• Mrs. Gautier created a large thinking ladder for
  the center of the classroom as a visual cue
• Mrs. Gautier created a PowerPoint presentation
  illustrating how students move up the thinking
  ladder
• Think Time

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THE CLASSROOM IN ACTION

• Each student develops three questions based on a
  reading selection
• Each question comes from a different thinking
  level
• Students must be able to think on a level before
  writing a question on that level

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THE CLASSROOM IN ACTION

• Mrs. Gautier works her thinking ladder into every
  subject
• The introduction of Blooms Taxonomy produced a
  real excitement in Mrs. Gautiers class as
  students moved up the ladder