The Power of Computers

1. The Power of Computers Changing the Way Teachers Engage Students by Heather Schilling EDTEC 670 – Dr. Mullen 22 July 2005

2. Background Issues • Schools acknowledge importance of computers in classrooms – nearly 100% have Internet access • Only a handful of educators fully integrate computers • Most use computers as glorified typewriters (Rod Paige, Jan 2005) • Megachanges are occurring all around, but “the process of teaching has not changed substantially over the past 100 years” (Ferguson)

3. Obstacles to Full Integration • Time • Lack of dialogue about learning processes – computers can open this dialogue • No Child Left Behind – accountability – everything must be scientifically researched – difficulty in distinguishing impact of computers on student learning • Rod Paige – “consulted 200,000 children” to create the National Education Technology Plan

4. Key Elements Shaping Computer Use • International Society for Technology in Education has created National Educational Technology Standards • Create important guidelines, profiles, and standards for technologically prepared teachers and students • Major implications for teacher prep programs

5. The Focus • Society sees the importance of computers • Major focus must be on the teaching philosophy of educators • Look to Constructivism -

6. Atticus High School Revisited • Rural high school of 548 students in grades 9 –12 • Large amount of money spent on computers • Specific technology plan in place • Only a small handful use computers in the fullest extent • How can Atticus encourage more of its teachers to approach teaching like Mr. Clark?

7. Seymour Papert • The Children’s Machine: Rethinking School in the Age of the Computer (1993) • Avoids term constructivism – hasn’t been successful in transforming education • Uses term constructionism and mathetics • Constructionism – connotation of ‘construction set’ • Mathetics – from Greek family of “to learn” – represents the essence of learning

8. Papert’s Criticism • Traditional, hierarchical schools smother teacher creativity and enthusiasm • We have failed to truly transform the paradigm of how we approach learning

9. Teacher Preparation Programs • Oswego State University – New York • Goals 2000 Preservice Tehcnology Infusion Project • Integration of technology into teacher prep program- collaboration between public school teachers, college professors, and future teachers • Between 1st and 2nd years – instructional methods of technology rose from 15.9% to 68.9 %

10. What we learn from Oswego • Preservice teachers want more technology infusion • Teacher educators and content methods teachers must model this • Preservice teachers transformed their view of their role as teachers – from dispenser to facilitator

11. Supporting Veteran Teachers • Provide adequate training • Teachers must be allowed to learn and play with the technology – at least 35-50 hours before it becomes • Paradigm shift • Papert (1993) says “School does not have in its institutional mind that teachers have a creative role” (p. 70) • That is untrue – examples from Papert’s writing and Atticus High School • Move away from hierarchical model of schools

12. Supporting Veteran Teachers continued… • Allow small groups of teachers to collaborate and create their own learning environment within a school – “small school” • Opportunities to discuss and collaborate – develop the sense that taking “instructional risks and trying some alternative ways of instruction” is acceptable and encouraged (Goldman and others, 1999, p. 33)

13. Conclusions • Computers have the possibility to transform how we teach and how we learn • We must step away from the current paradigm that binds us • We must embrace a constructivist or constructionist approach to teaching • Teacher prep programs and administration is key in helping promote this philosophy of teaching • Standardized testing is here – move on!