Technology Integration class #1 2011

Editor's Notes

• #5: rationale for using educational technology: Elements of a rationale for using technology in education include: increased motivation, unique instructional capabilities, support for new instructional approaches, increased productivity, and required skills for an information age (technological literacy, information literacy, and visual literacy). The research rationale for using technology in teaching is documented at the CARET website.
• #9: The Technology Integration Planning Model: This model is designed to help teachers (especially those new to technology) plan for effective classroom uses of technology. The model consists of five phases:TIP Model Phase 1: Relative advantage — Deciding on instructional problems and whether or not a technology-based solution would be better than other ways of addressing the problems. (See five questions at the CARET web site that teachers can ask to determine if technology-based methods have potential for impact on student learning.) Tip Model Phase 2: Objectives and assessments — Stating desired outcomes in terms of better student achievement, attitudes, and performance; matching appropriate assessment strategies to each outcome. (See especially from Kathy Schrock's Guide for Educators for good samples of assessment instruments.) TIP Model Phase 3: Integration strategies — Deciding on teaching activities that incorporate technology resources to enhance student learning. (For some ideas for directed, constructivist, and combination strategies, look at the Blue Web 'N website, a collection of links to outstanding online lessons.) TIP Model Phase 4: Instructional environment — Deciding on resources and conditions to put into place to support the activities. TIP Model Phase 5: Evaluation and revision — Collecting achievement data and other information to determine if the activities were successful in meeting desired outcomes, and what could be improved next time.
• #13: A computerized model of a real or imagined system designed to teach how the system works.There are two types of simulation:Physical simulations – allow users to manipulate things or processes represented on the screen.Interactive simulations – speed up or slow down processes that usually happen so slowly or so quickly that students could not ordinarily see the events unfold. For example – change in demographics of population growth or effects of environmental factors on ecosystems; genetics simulations let students pair animals with given characteristics and see the resulting offspring.There are two types of simulation:Simulations that teach about somethingPhysical simulationsInteractive simulationsSimulations that teach how to do somethingProcedural simulations – teach the appropriate sequence of steps to perform certain procedures These include diagnostic programs in which students try to identify the sources of medical or mechanical problems – e.g.. flight simulationsSituational simulations – give students hypothetical problem situations and ask the to react – e.g. playing the stock market, operating a business
• #15: CriteriaAppealing formats and activitiesInstructional valuePhysical dexterity is reasonableMinimum violence and aggressionClassroom UseIn place of worksheets and exercisesTo teach cooperative group working skillsAs a reward