An Assessment Framework for Information Technology Integrated Instruction

1. An Assessment Framework for Information Technology Integrated Instruction 王全世、李嘉瑾 論文將發表於ICCE/ICCAI 2000

2. Introduction • Many educators and policy makers believe that technology(連)can be a catalyst for educational reform (Collins, 1991; Means, Olson & Singh, 1995; Mehlinger, 1996; Newman, 1992; Sheingold, 1991, as cited in Dexter, Anderson & Becker, 1999). • They suggest that the use of technology in classrooms will shift the roles of teachers and students. Teachers will act more like facilitators by helping students access information, process it, and communicate their understanding (Dexter, Anderson, & Becker, 1999).

3. Introduction • 電腦、資訊科技、與科技的範圍 資料來源：王全世(民90)

4. Introduction • Beginning the 2001 academic year, Taiwan will implement phase-by-phase the nine-year integrated curriculum for its elementary and junior high schools (Ministry of Education, 2000). To cultivate students’ basic ability to “apply technology and information”, the new curriculum will have to emphasize integrating IT into the teaching of various courses.

5. Introduction • 即將於九十學年度逐步實施的九年一貫課程，不但將「運用科技與資訊」列為「自然與科技」的學習領域之中，也列為國民教育階段所要培養的十大基本能力之一，並且，將「資訊教育」列為六項重大議題之一(教育部，民89)。 • 「資訊科技融入教學」不但是國內未來教學的新型態，亦是全球未來教學的新趨勢。

6. Introduction • Amid this major reform of curriculum, the Computer Center of the Ministry of Education has planned for the integration of information curriculum with other areas of learning (Her, 1999). At the same time, it has selected 18 elementary and junior high schools in which teaching experimentations will be carried out (Chang, 1999).

7. Introduction • Therefore, an assessment framework is needed during experimenting with integrated instruction and when integrated instruction is officially implemented. The framework can help us understand the implementation and provide information for future reference

8. The essence • Information technology has developed rapidly, and the role of IT in education has changed over these years, from being an auxiliary to teaching to being an indispensable tool of education. Therefore, IT integrated instruction is distinguished from CAI.

9. The essence • In IT integrated instruction, information technology is an indispensable tool in the teaching environment because it is integrated into the curriculum, learning materials, teaching and learning (Chiu, 1990). Moreover, the traditional curriculum, materials, and teaching are transformed through the characteristics of information technology: the subject-based curriculum and materials become student-based; the teacher-driven teaching activities become student-centered.

10. The essence • Information technology is integrated when it is used in a seamless manner to support and extend curriculum objectives and to engage students in meaningful learning. It is not something one does separately; it is part of the daily activities taking place in the classroom (Dias, 1999).

11. The framework

12. Perspective Emphasis Informationtechnology(連) The use and role in instruction Curricula(連) Subject-based separate curricula or Student-centered integrated curricula Learning materials(連) Sequential or problem-based Instructional strategies(連) Traditional expository approach or constructivist approach Learningactivities Teacher-driven or student-centered Evaluation Traditional paper-and-pencil testing or multiple assessment Assessing the kernel part

13. The level of the use and role • Nil (level 0) • Isolation (level 1) • Supplement (level 2) • Support (level 3) • Integration (level 4)

14. Curricula • IT is used as a tool to help students solve the problem. IT literacy should not be taught as an isolated subject, nor should activities with IT be isolated from other activities in the classroom (Sprague & Dede, 1999). Therefore, Taking the students to the computer lab once a week for 40 minutes is not necessarily integration (Dias, 1990). The teachers should commit to designing student-centered integrated curriculum and integrate IT into the curriculum.

15. Learning Materials • The use of information technology can make learning materials diversified and lively, make their content flexible and integrated with life. Not only can teachers easily motivate students to learn, but students also can learn happily in a rich teaching situation.

16. Instruction Strategies • the teacher is a “coach” for the student rather than a provider of knowledge. Self-directed learning is an attainable goal for both the student and teacher when IT is integrated in the various content areas (Hanfland, 1999). That is, IT integration is most likely to occur in learner-centered classrooms in which the teacher acts as a facilitator (Dias, 1999).

17. Evaluation • Future evaluation will become diversified; performance evaluation may be conducted along with paper evaluation; students’ self-evaluation, peer evaluation and juried evaluation may be conducted along with teacher’s evaluation; in addition to evaluating learning outcome, the learning process should be evaluated; in addition to quantitative evaluation, qualitative evaluation should be adopted; in addition to evaluating cognitive domain, the evaluation of affective and skill areas should be included.

18. Perspective Emphasis Teachers • Information literacy and professional competency • Attitude toward information technologyand instructional change Students • Informationliteracy • Attitudetowardinformationtechnology InformationSpecialists • Professionalcompetency • Support for teacher Administrators • Attitude toward information technology integrated instruction • Support for teacher Assessing the periphery part

19. Classroom Settings • Number of computers and person-machine ratio • Grades and fixtures of computer • Operating system and application software. • Peripherals (e.g. printer, scanner, digital camera) • Broadcasting teaching facilities • Management Assessing the periphery part

20. Computer Laboratories • Number of computer labs, number of computers and person-machine ratio • Grades and fixtures of computer • Operating system and application software. • Peripheral (e.g. printer, scanner, digital camera) • Broadcasting teaching system • Management Assessing the periphery part

21. Campus Instruction Network • Structure of campus network and network type • Domain account • File server and database server • CD cabinet (perhaps made possible through software simulation) Internet • Method and speed of Internet connection • Actual connection speed • Internet server (e.g. web server, proxy server, DNS server, mail server) • The mechanism to filter out inappropriate information. Assessing the periphery part

22. Digital Materials • Digital materials that can be used on the Internet • Digital materials created by the teacher Instruction /Learning Software • Quantity • Adaptation Assessing the periphery part

23. Conclusions • What IT integrated instruction means is not merely to assist teaching by computer but work to integrate IT into curriculum, learning material and learning activities. At this point, the role of teachers begins to transform, from that of a main character to that of a support character. Therefore, the implementation of IT integrated instruction not only harmonizes with the ultimate goal of information education but also prompt the reform of education so that learning becomes more effective, efficient, and meaningful.

24. Conclusions • IT cannot be successfully integrated overnight. It needs to take years to complete the process. The process should be carried out in order, stage by stage. Taiwan’s IT integrated instruction is germinating. The assessment framework set forth in this article can be used not only to carry out practical evaluation but also serve as reference for development.