731_Lecture_Week_2pptx media integration in the classroom
- 1. LSC731: Media Integration in the Curriculum Fall 2024 Week 2: Integrating Technology into the Curriculum
- 2. Media Integration in the Curriculum • Instructional collaboration • ISP model • Inquiry-based research • Lesson plans • Role as a teacher • “Design” • Information literacy • Common Core State Standards (CCSS) • State curriculum standards • AASL Framework • Online materials • Digital libraries • Discipline-based resources • Technology plan • Collection development • Selection policies
- 3. What is Meaningful Learning? ➔ Learning to take tests does not result in meaningful learning. ➔ Characteristics of Meaningful Learning ◆ Active (Manipulative/Observant) ◆ Constructive (Articulative/Reflective) ◆ Intentional (Goal-Directed/Regulatory) ◆ Authentic (Complex/Contextual) ◆ Cooperative (Collaborative/Conversational) ◆ These characteristics are synergetic. Learning activities that represent a combination of these characteristics result in even more meaningful learning than the individual characteristics would in isolation.
- 4. Active (Manipulative/Observant) ➔ Meaningful learning requires learners who are active – actively engaged by a meaningful task in which they manipulate objects and parameters of the environment they are working in and observing the results of their manipulations. ➔ Is it possible to learn (construct personal meaning) without engaging in some activity? Is it possible to learn simply by thinking about something?
- 5. Constructive (Articulative/Reflective) ➔ It is essential that learners articulate what they have accomplished and reflect on their activity and observations. ➔ New experiences (observations) Prior knowledge. 🡪 ➔ The active and constructive parts of the meaning making process are symbiotic. ➔ When learners construct knowledge, what are they building? How is it possible to observe the fruits of their labor, that is, the knowledge they construct?
- 6. Intentional (Goal-Directed/Regulatory) ➔ When learners are actively and willfully trying to achieve a cognitive goal, they think and learn more because they are fulfilling an intention. ➔ When learners use technologies to represent their actions and construction, they understand more and are better able to use the knowledge that they have constructed in new situations.
- 7. Authentic (Complex/Contextual) ➔ Learning should be embedded in real-life, useful contexts for learners to practice using those ideas. ➔ Learning tasks that are situated in the real-world are not only better understood and remembered but also more consistently transferred to new situations.
- 8. Cooperative (Collaborative/Conversational) ➔ Humans naturally work together in learning and knowledge-building communities. ➔ Conversation should be encouraged because it is the most natural way of meaning making. ➔ Technologies can support the conversational process by connecting learners.
- 9. How Technologies Foster Learning ➔ Technology as tools to support knowledge construction ➔ Technology as information vehicle for exploring knowledge to support learning by constructing ➔ Technology as authentic context to support learning by doing ➔ Technology as social medium to support learning by conversing ➔ Technology as intellectual partner to support learning by reflecting 🡨 Learning results from thinking. Thinking mediates learning. ➔ Have you ever produced your own video, movie, slide shows, or computer program? How did it make you think?
- 10. Why Use Technology in the Curriculum? ➔ Motivates students – the digital native generation. ➔ Provides unique applications for the use of technology which may include different pieces of technology. ➔ Supports new approaches in instruction – helping teachers to be the “guide on the side” while the students taking a more active role in the construction of their own education. ➔ Makes teachers more productive.
- 11. Attributes of Information-Age Schools ➔ These schools provide interactivity in different venues. ➔ These schools offer self-initiated, student-centered learning. ➔ The teacher becomes a guide or facilitator, rather than an information purveyor. ➔ The library is the center of learning, and the school librarian is a central participant in the learning process. ➔ Instruction and learning are continuously evaluated.
- 12. Approaches to Integration ➔Teacher collaboration and team teaching: Integrating technology into the curriculum works really well in cross- discipline units. ➔Flexibility in scheduling ➔Information literacy: Instruction in information literacy provides great opportunities for students to work with technology tools. ➔It is far better to train students to use computer software in a curriculum integration situation than to try to teach those skills in isolation. ➔Research involves technology. ➔Collaborative learning.
- 13. Pros ➔Integration of technology into the curriculum facilitates school to career preparation. ➔It gives a change of paradigm in the mode of instruction. ➔It opens new avenues for assessment. ➔It can enhance students’ critical thinking skills – Using a technology-infused curriculum can provide some measure of critical thinking skills not available previously. ➔It gives students wider access to information. ➔The use of electronic resources is current. ➔It motivates students.
- 14. Cons ➔In the short term, it is more costly to integrate technology into the curriculum. ➔Change in technology is inevitable, and it is not cheap. ➔Lack of training – Too often we throw technology at teachers with the expectation that they can learn how to use it in their “spare” time. ➔Equity issue.
- 15. Inquiring with technologies ➔Flexible mind ➔Ubiquitous computing; portability – This freedom enables more authentic data collection, as students can take devices into the field to collect, record and analyze information. ➔Internet technology is faster, multifaceted, and increasingly intelligent, as it remembers users’ past actions, preferences, and history.
- 16. Internet Resources ➔How to use the Internet as a source of information for meaningful learning? ➔“Research as a first step” – research is just a step, a means to a bigger end. ➔When students search for pre‐determined answers, they are not comprehending or reflecting on the meaning of what they have found. Their intention is to complete the assignment – to find the one answer that the teacher is looking for. ➔Information searching is essential to meaning making and problem solving.
- 17. Information Literacy Model: ISP Model Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. (page 19)
- 18. Information Literacy Model: I-Search
- 19. Information Literacy Model: Big 6
- 20. Information Evaluation ➔How do we determine what is or is not accurate? Knowing whether a Website is reputable and contains accurate information is the next essential step in using the Internet as a source of information. ◆Relevancy: “Is the information on the site related to the problem?” ◆Credibility: Evaluation of credibility usually involves two processes ●Evaluating the source of the information ●Evaluating the treatment of the subject ➔In asking the learner to evaluate for relevancy and credibility, you are asking him or her to engage in reflective thinking about what is really needed and what is missing.
- 21. Discussion ●What are the implications for teaching and learning when technology tools are included in instruction? Any examples? ●How can we evaluate the effectiveness of technology devices for students’ learning?