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Educational Technology

Educational Technology. Improving Teaching and Learning For The Future. Why Is It Important to Learn Technological Skills?. Technology is becoming dominant aspect of our society (Harvey-Woodall, 2009).

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Educational Technology

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  1. Educational Technology Improving Teaching and Learning For The Future.

  2. Why Is It Important to Learn Technological Skills? • Technology is becoming dominant aspect of our society (Harvey-Woodall, 2009). • Future occupations will require collaboration across international and cultural boundaries and new way of integrating knowledge (Haste, 2009). • It is necessary for students occupational prospects (Lebens, Graff & Mayer, 2009).

  3. Impact on Teaching and Learning Motivation • Traditional methods no longer capture the interest of children growing up in this computer age (Harvey-Woodall, 2009). • Students demonstrate higher motivation and engagement when using technology (Harvey-Woodall, 2009).

  4. Motivation

  5. Impact on Teaching and Learning Differentiated Instruction (DI) • DI is a teaching method based on the idea that instruction should vary according to the individual and diverse needs and interests of students in the classroom (Looi, et al., 2009). • Supports instructional activities that enable differentiated instruction (Looi, et al., 2009). • Use of technology can help teachers understand the individual learning styles of the students they teach (Harvey-Woodall, 2009).

  6. Impact on Teaching and Learning Achievement • Higher levels of motivation and engagement result in increased student achievement (Harvey-Woodall, 2009). • Can contextualize learning because it can happen any time or place (Looi, et al., 2009). • Teachers should become familiar with the latest technology in an effort to make teaching activities as relevant and current as possible (Harvey-Woodall, 2009).

  7. Impact on Teaching and Learning Achievement (cont’d) • Research suggests ICT implementation can support the achievement of disadvantaged and low achieving learners (Lebens, Graff & Mayer, 2009).

  8. Impact on Teaching and Learning Flexibility • Online education provides flexibility for students and teachers (Webb, 2009). • Learning can happen any time and anywhere (Looi, et al., 2009).

  9. Using Technology in the Classroom Audio Podcasts • Advocates believe it offers unique educational benefits such as the time-shifting ability (Hew, 2009). • Spoken word can influence a learner’s cognition and motivation (Hew, 2009).

  10. Using Technology in the Classroom Cell Phones • Take pictures of things outside the classroom for use in learning activities inside the classroom (e.g. Studying angles in math class). • Calculator function • Use the voice recorder for interviews in English class • Use the MP3 function to listen to notes. (Rogers, 2009)

  11. Using Technology in the Classroom Wikis • Can support a variety of collaborative learning activities. • Supports metacognitive tasks, like reflection or self/co-explanation. • Published online so they are accessible to others at different times and places. • Students feel they are working in a student-owned and centered workspace. Larusson & Alterman, 2009

  12. Using Technology in the Classroom Smart Boards • Are interactive electronic whiteboards (Gerard, Widener & Greene, 1999) • Increases motivation, attention and time on task (Mechling, Gast & Krupa, 2007). • Can help improve the mastery of letter sounds by simultaneously hearing the sound, seeing the letter, and touching the letter (Campbell & Mechling, 2009).

  13. Using Technology in the Classroom Internet • Powerful tools and information resources for academic work and life in general. • Can be used to produce web pages or blogs to express their personal ideas or opinions. (Chou et al., 2009)

  14. The Role of the Teacher • The instructor plays a major role in how technology is utilized within the classroom. • Teachers must understand how technology can be connected with pedagogy and curriculum content. (Harvey-Woodall, 2009)

  15. Improving Professional Development for Technology • Substantial support from administrators. • Longer, ongoing PD that focuses on integrating technology into the classroom. • Presented within context of student-centered instructional practices. • Should be researched based. • Student achievement should be at the forefront. (Harvey-Woodall, 2009)

  16. Improving Professional Development for Technology • Must address needs of the individual (Wells, 2007). • Create leadership roles (Wells, 2007). • Constant support person in close proximity (Plair, 2008). • “Extension agent” model for inservice training (Hurst, 1994).

  17. References: • Campbell, M. & Mechling, L. (2009). Small group computer-assisted instruction with smartboard technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47-57. • Chou, C. et al. (2009). Tool, toy, telephone, territory, or treasure of information: Elementary school students’ attitudes toward the internet. Computers & Education, 53, 308-316. • Gerard, F., Greene, M. & Widener, J. (1999). Using SMART board in foreign language classes. 1-7. • Harvey-Woodall, A. (2009). Integrating technology into the classroom: How does it impact student achievement?. Jackson State University, 1-10. • Haste, H. (2009). What is ‘competence’ and how should education incorporate new technology’s tools to generate ‘competent civic agents’. The Curriculum Journal, 20(3), 207-223. • Hew, K. (2009). Use of audio podcasts in K-12 and higher education: A review of research topics and methodologies. Education Technology Research Development, 57, 333-357. • Hurst, D. (1994). Teaching technology to teachers. Educational Leadership, 74-76. • Larusson, J. & Alterman, R. (2009). Wikis to support the “collaborative” part of collaborative learning. Computer-Supported Collaborative Learning, 4, 371-402. • Lebens, M., Graff, M. & Mayer, P. (2009). Access, attitudes and the digital divide: Children’s attitudes towards computers in a technology-rich environment. Educational Media International, 46(3), 255-266. • Looi, C. et al. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education, 53, 1120-1132. • Mechling, L., Gast, D. & Krupa, K. (2007). Impact of SMART board technology: An investigation of sight word reading and observational learning. Journal of Autism Developmental Disorder, 37, 1869-1882. • Plair, S. (2008). Revamping professional development for technology integration and fluency. The Clearing House, 82(2), 70-74. • Rogers, K. (2009). Cell phones as instructional tools. Principal Leadership, 9(6), 65-67. • Webb, K. (2009). Online learning for all students. Principal Leadership, 9(8), 64-65. • Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1), 101-122.

  18. Picture References: • Slide 6: http://melanie1987.wordpress.com/2007/11/11/exam-question-1/ • Slide 10: http://zedomax.com/blog/tag/blogs/ • Slide 12: http://www.diversityfocus.org/ • Slide 13: http://learningandscience.blogspot.com/2008/05/smart-board-use-in-san-jorge-school-may.html • Slide 14: http://monsterguide.net/how-to-use-the-internet

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