technology integration

technology integration

1. INTEGRATING TECHNOLOGY IN EDUCATION Cansu Kutlu

2. TECHNOLOGY IN EDUCATION Key Terminology Talking about a topic requires knowing the vocabulary relevant to that topic. The term educational technology and related terms are not defined the same by everyone. Educators who want to study the field must recognize that language used to describe technology reflects differing perspectives on the appropriate uses of educational technology. Reflecting on the Past Showing where the field began helps us understand where it is headed and why. Reviewing changes in goals and methods in the field over time provides a foundation on which to build even more successful and useful structures to respond to the challenges of modern education.

3. TECHNOLOGY IN EDUCATION Considering the Present The current role of educational technology is shaped primarily by two factors: avaliable technology resources and our perspectives on how to make use of them. Avaliable technologies dictate what is possible; a combination of social, instructional, cultural and legal issues influence the directions we choose to take. Looking Ahead to the Future Technology resources and societal conditions change so rapidly that today’s choices are always influenced as much by emerging trends as by current conditions. To be informed citizens of an Information Society, teachers must be futurists.

4. Current Stated Definitions for Educational Technology Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processess and resources. Technology Education is problem-based learning utilizing math, science and technology principles. Educational Technology is the full range of digital hardware and software used to support teaching and learning across the curriculum.

5. PERSPECTIVES ON EDUCATIONAL TECHNOLOGY AND ORGANIZATIONS THAT REPRESENT THEM Perpectives on Educational Technology Association for Education Communications and Technology (AECT): Initially focused on technology as audiovisual devices and media for library media specialists and librarians; now focuses on using any resources in ways that improve teaching and learning. International Society for Technology in Education (ISTE): Initially focused on computer systems to support and deliver instruction; now focuses on all electronic devices and systems to support teaching and learning. International Technology and Engineering Educators Association (ITEEA): Initially focused on skills with manufacturing, printing, woodworking and metals; then on technology related careers and promoting technological literacy.

6. PERSPECTIVES ON EDUCATIONAL TECHNOLOGY AND ORGANIZATIONS THAT REPRESENT THEM P erspectives T hat D efine E duational T echnology Perspective #1: Educational technology as media and audiovisual communications. This movement produced audiovisual communications or the “branch of educational theory and practice concerned primarily with the design and use of messages that control the learning process”. Perspective #2: Educational technology as instructional systems and instructional design. Based on efficiency studies and learning theories from educational psychology, this advocated using more planned, systematic approaches to developing uniform, effective materials and training procedures. Perspective #3: Educational technology as vocational training. –It is also known as technology education and it is believed that an important function of school learning is to prepare students for the world of work in which they will use technology and that vocational training can be a practical means of teaching all content areas. Perspective #4: Educational technology as computer systems. –By the 1990s, educators began to see computers as part of a combination of technology resources including media, instructional systems and computer-based support systems. At that point, educational computing became known as educational technology.

7. Educational Technology is a combination of the processes and tools involved in addressing educational needs and problems with an emphasis on applying the most current digital and information tools . Integrating educational technology refers to the process of determining which digital tools and which methods for implementing them are the most appropriate responses to given educational needs and problems . Instructional technology is the subset of educational technology that deals directly with teaching and learning applications. Terms:

8. A BRIEF HISTORY OF DIGITAL TECHNOLOGIES: FOUR ERAS Although this era’s computer resources were very different from those of today, both computer companies and educators learned much at this time about the role technology was destined to play in education and who could best shape that role. 1) The P re- M icrocomputer E ra

9. 2) The M icrocomputer E ra The introduction of micro-computers in the mid-1970s wrested control of educational computers from companies, universities and school districts and placed them in the hands of teachers and schools. But teacher authoring soon proved too time consuming and interest faded .

10. 2) The M icrocomputer E ra Three other technology initiatives also became prominent in this era. First, computer literacy skills began to be required in school and state curricula but was eventually dropped due to difficulties in defining and measuring these skills. Second, companies such as ABC News joined forces to offer curriculum on videodiscs but when other forms of optical and digital storage replaced videodisc technology, these curricula were not transferred. A final focus in the field was teaching the Logo programming language which views that computers should be used as an aid to teach problem solving. Yet despite its popularity, researchers could capture no impact from Logo use.

11. 3) The Internet Era The first browser software (Mosaic) transformed a formerly text-based Internet into a combination of text and graphics just as teachers seemed to be losing their interest. By the last part of the 1990s, teachers and students joined the throng of users on the “Information Superhighway”. By the beginning of the 2000s, email became standard tools of Internet users. Websites became a primary form of communication for educators and distance education became a more prominent part of instructional delivery at all levels of education. The meaning of “online” nected to the Internet and Virtual Schooling emerged.

12. 4) Mobile T echnologies : T he E ra of U biquitous A ccess No longer does one need to be tethered to an Ethernet cable to be connected to the world. Electronic books are available on computers, readers and cell phones and have become more prominent alternatives to printed texts.

13. WHAT WE HAVE LEARNED FROM THE PAST: No technology is panacea for education . Teachers usually do not develop technology materials or curriculum. “Technically possible” does not equal “desirable, feasible or inevitable”. Technologies change faster than teachers can keep up. Older technologies can be useful. Teachers always will be more important than technology.

14. THE TEACHER’S HARDWARE TOOLBOX

15. TYPES OF TECHNOLOGY FACILITIES AND HOW THEY ARE USED

16. TYPES OF TECHNOLOGY FACILITIES AND HOW THEY ARE USED

17. ISSUES THAT SHAPE THE ENVIRONMENT FOR USING TECHNOLOGY AND TEACHER RESPONSES AND RESPONSIBILITES

18. ISSUES SHAPING TODAY’S TECHNOLOGY USES IN EDUCATION

19. NETS FOR TEACHERS, STUDENTS AND ADMINISTRATORS ISTE NETS for teachers have become the benchmark for technology infusion in teacher education programs. 21st CENTURY SKILLS FOR STUDENTS AND TEACHERS P21 is a unique public-private organization formed in 2002 to create a successful model of learning for this millennium that incorporates 21st century skills into our system of education”.

20. THE P21 SKILL FRAMEWORK AND SKILL AREAS UNDER EACH MAJOR CATEGORY

21. THE ICT COMPETENCY FRAMEWORK FOR TEACHERS UNESCO personnel collaborated with industry partners to create the information and communication technology (ICT) framework which focuses on skills that teachers require to bring about three different levels of human capacity development: Technology Literacy Knowledge Deepening Knowle d ge C reation

22. Technology Literacy needed to prepare learners, citizens and the workforce that is capable of taking up new technologies so as to support social development and economic productivity. Knowledge Deepening increases the ability of students, citizens and the workforce to add value to society and the economy by applying the knowledge of school subjects to solve complex, high priority problems encountered in real world situations. Knowle d ge C reation intended to increase productivity by creating students, citizens and a workforce that is continually engaged in and benefits from life-long learning.

23. DEMONSTRATING TECHNOLOGY SKILLS: PORTFOLIO OPTIONS Portfolios are a collection of the student’s work of products over time, arranged so that they and others can see how their skills have developed and progressed. Ready-Made Portfolio Software Packages: Adobe Acrobat Professional Video Websites Databases Multimedia Authoring Software

24. ELECTRONIC PORTFOLIOS: HOW TO DEVELOP THEM

25. WHY USE TECHNOLOGY?: A SUMMARY RATIONALE BASED ON PROBLEM PROBLEM SOLVING

26. TRENDS IN HARDWARE AND SOFTWARE DEVELOPMENT Trend #1: Ubiquitous mobile computing. Trend #2: More sources of open content. Trend #3: Increased ebook presence. Trend #4: Augmented reality systems. Trend #5: Gesture-based computing.

27. TRENDS IN EDUCATIONAL APPLICATIONS People expect to work, learn and study whenever and wherever they want to. Students’ work is increasingly seen as collaborative, rather than individual. Digital media literacy is an increasingly key skill in every discipline.

28. TRENDS IN EDUCATIONAL APPLICATIONS Trend #1: Flexible learning environments. Trend #2: Adaptable assessment options. Trend #3: Emphasis on communication and collaboration. Trend #4: Reliance on learning at a distance. Trend #5: Increased educational options for students with disabilities.

29. Prepared by: Cansu Kutlu Reference: Integrating Technology into Teaching by Roblyer, M.D., Doering (2013)