Inquiry and Information Technology Integration: Cognitive Apprenticeship Learning Environment Model

1. Inquiry and Information Technology Integration:Cognitive Apprenticeship Learning Environment Model Mara Alagic Catherine Yeotis Glyn Rimmington David Koert

2. Systems Thinking Example STELLA

3. CALEM

4. Cognitive Tools Cognitive tools should • represent knowledge • be generalizable • engage the learner in critical thinking • assist learners to acquire skills that are generalizable and transferable to other contexts • be simple but powerful, and easy to learn CALEM

5. Cognitive Tools • Jonassen (1992) describes cognitive tools as “generalizable tools that can facilitate cognitive processing” , devices that support, guide, and extend the thinking processes of their users • Cognitive tools can make it easier for learners to process information, but their main "goal is to make effective use of the mental efforts of the learner" (Jonassen & Reeves, 1996, p.10) CALEM

6. CALEM module Developing teachers as change agents Module Layers • Teacher-module • School-module: SMT content in IT environment Metacognitive scaffolding Reflective Practice CALEM K-12 Module Action research Cognitive apprenticeship CALEM

7. Robotics Example • Starting with simple robots • Integrating more complex components, sensors, and advanced programming • Earth space science, spatial relationships, coordinate geometry • IT concepts integrated: modeling and abstraction, algorithmic thinking, digital information of information CALEM

8. CALEM The CALEM is a dynamic evolving, team-driven model, integrating state-of-the-art information technologycognitive tools and inquiry into teaching, learning, and research of teachers and teacher educators. CALEM

9. Inquiry • Inquiry is at the heart of learning • To develop competence in an area of inquiry, learners must have • a deep foundation of factual knowledge • understanding of facts and ideas in the context of a conceptual framework • ability to organize knowledge in ways that facilitate retrieval and application (NRC, 2000) CALEM

10. Cognitive Apprenticeship During the cognitive apprenticeship activities (Collins, 1991) learners participate in sequenced guided activity and interact, in ways similar to that of the craft apprenticeship, but with more emphasis on the cognitive development skills. CALEM

11. Cognitive Apprenticeship The cognitive apprenticeship is a representation of the Vygotskian “zone of proximal development" that suggests project/problem-based group-work for students with appropriate scaffolding by the teacher. CALEM

12. Vygotsky’s Zone of Proximal Development ZPDA ZPDB CALEM

13. Vygotsky’s Zone of Proximal Development ZPDA ZPDB CALEM

14. Vygotsky’s Zone of Proximal Development ZPDA ZPDI ZPDB CALEM

15. Information Technology Perhaps the major challenge for individuals embarking on the goal of lifelong FITness involves deciding when to learn a new tool, when to change to a new technology, when to devote energy to increasing technological competency, and when to allocate time to other professional activities. (NRC & NAS, 1999) CALEM

16. FITness: Fluency with Information Technology Fluency with Information Technology refers to effective utilizing of information technology resources (NRC & NAS, 1999) • Intellectual capabilities • Central concepts • IT skills CALEM

17. Fluency with Information Technology • Intellectual capabilities - “life skills” that are formulated in the context of IT • Central concepts for IT fluency include key aspects of computer programs, information systems, local and wide area networks, etc. • IT skills include such items as using a spreadsheet, graphics and/or art network package etc. CALEM

18. Learning Environment CALEM

19. CALEM module Developing teachers as change agents Module Components • Apprenticeship • Scaffolding • strategic • conceptual • procedural • metacognitive • Action research Metacognitive scaffolding Reflective Practice CALEM K-12 Module Action research Cognitive apprenticeship CALEM

20. Systems Thinking Example • STELLA (Structured Thinking Experiential Learning Laboratory with Animation) • PBL: Model of an international space habitat for long-term survival of humans that covers recycling of nutrients and oxygen • Problem solving, measurement, modeling CALEM

21. Systems Thinking A.Basic symbols B. Feedback loops C. Rimmington (2002) CALEM

22. Systems Thinking Rimmington (2002) CALEM

23. Anger - Hatred Violent Acts Tolerance Years Systems Thinking Rimmington (2002) CALEM

24. Collaborative Experiences Preceding CALEM (1) • Courses • Technology in the mathematics classroom • Computers in science • Robotics in the classroom • Grant-related activities • Teacher Designed Mathematics • Integrated & Seamless Engineering Education (I_SEE) • Facilitating Engineering Thinking with the Aid of a Dynamic Content Environment CALEM

25. Collaborative Experiences Preceding CALEM (2) • Global learning • WSU & QUT: Instructional strategies in mathematics and science for elementary teachers • Other global learning activities • Other • Lego™ Mindstorms™ Robotics - Collaborative program between the colleges of Engineering and Education • Internet2 activities CALEM

26. Contact Information Mara Alagic, Mathematics education mara.alagic@wichita.edu Cathy Yeotis, Science education cathy.yeotis@wichita.edu Glyn Rimmington, Global Learning glyn.rimmington@wichita.edu David Koert, Mechanical Engineering david.koert@wichita.edu CALEM