Dr. Teresa Franklin Instructional Technology August 6, 2009

1. Information and Communications Technology in Education (ICTE)Al al-Bayt UniversityMafraq, Jordan Dr. Teresa Franklin Instructional Technology August 6, 2009

2. Today’s Objectives: The participants will… • Examine use of standards in instructional and educational technology • Understand the need for a philosophical framework for implementing an ICTE program • Examine OU Computer Education and Technology philosophy and implementation • Mastery Learning, Inquiry learning, Project-based learning, Problem-based learning

3. Why is a philosophy important? • Discussion of Al al-Bayt University’s philosophy • Examination of the following: • Scope and Sequence, Syllabus, Possible Projects • Assessment of student work • Using rubrics • Some sites for help with rubrics • Expectations of ICTE students • Lessons learned • Computer access, software, family versus school, digital natives • Why is pedagogy important? • Final Questions and Concerns

4. Standards for Education • International • UNESCO • ISTE – International Society for Technology in Education • National • Presidential Initiatives • Partnership for 21st Century Skills • Accreditation • NCATE – National Council for the Accreditation of Teacher Education • ISTE – International Society for Technology in Education • National Boards - for Master Teachers • State • Each state also has standards

5. International Society for Technology in Education (ISTE) http://www.iste.org/ • NETS for Students (National Educational Technology Standards for Students – K-12) http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm • NETS for Teachers(National Educational Technology Standards for Teachers) http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm • NETS for Administratorshttp://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/NETS_for_Administrators.htm • NETS for Technology Facilitators and Leaders http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/NCATE_Standards.htm

6. NETS for Students 2007 K-12 Students must master these by the time they leave the secondary school.

7. Expectations for Undergraduate Teachers (Bachelor degree) when they graduate from Colleges of Education http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

8. NETS Technology Facilitator • Goes beyond educational computing and technology foundations • Already have teacher licensure/ credentials • Serve as building/campus-level technology facilitators • Exhibit knowledge, skills, and dispositions to teach… • technology applications • demonstrate effective use of technology to support student learning of content • provide professional development • Mentoring • basic technical assistance for other teachers.

9. Technology Facilitator Standards • TF-I    Technology Operations and Concepts • TF-II   Planning and Designing Learning Environments and Experiences • TF-III   Teaching, Learning, and the Curriculum • TF-IV   Assessment and Evaluation • TF-V   Productivity and Professional Practice • TF-VI   Social, Ethical, Legal, and Human Issues • TF-VII   Procedures, Policies, Planning, and Budgeting  for Technology Environments • TF-VIII   Leadership and Vision

10. Essential Conditions • Essential Conditions for technology implementation • http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/Essential_Conditions_2009.pdf • These have been identified as needed to have a successful implementation of technology for teaching and learning

11. Mission/Philosophy

12. Implementation: • Full time teachers/Community College faculty • Hybrid Online/weekend format • Bring flexibility and convenience to candidates while maintaining a face-to-face connection. • Courses meet on weekends 3 times each quarter while the remaining instruction is conducted online • The program provides studies in • the use of technology to improve teaching and learning and student achievement. • strong instructional design and visual design component for those interested in positions in industry or web-based curriculum design

13. Framing a Mission/Philosophy • OU Instructional Technology Program • College of Education • Masters of Education: Computer Education and Technology • K-12 Educators • Instructional Designers • Community College faculty • Ph.D. Instructional Technology • Research/faculty

14. Computer Education and Technology Program The mission of the CET program is that computers and technology should be integrated into the curriculum or organization as part of the total process of teaching and learning. Our goal is to provide students with the knowledge, skills, experiences, and dispositions to perform successfully as leaders in computer education and technology related fields.

15. We have a: Commitment to Social Justice(i.e., ideal of fairness & the belief that all students can learn) • Professional practice incorporates multicultural and international perspectives. • Professional practice respects the dignity of all stakeholders in the education environment. • Professional practice attends to issues of social, economic and political equity for individuals and groups that differ by gender, race, social class, disability, and sexual orientation. • Professional practice entails creation of a challenging, student-centered learning environment that makes use of multiple approaches.

16. We have a: Commitment to Ethics • Professional practice attends to codes of ethical conduct relevant to the candidates’ respective education specialties. • Professional practice demonstrates responsible, principled behavior. • Professional practice respects the human dignity of all members of the school community.

17. We have a: Commitment to the Well-being of Students, Families, and Communities • Professional practice promotes the development and welfare of all students. • Professional practice attends to students’ health and safety. • Professional practice models caring and empathy. • Professional practice initiates productive relationships with peer candidates, students, families, communities, and colleagues.

18. We have a: Commitment to Professional Competence and Ongoing Professional Development • Professional practice involves decision making and problem solving based on reflection, critical thinking, and self-awareness relating to intra/interpersonal functioning. • Professional practice demonstrates proficiency in the ethical use of technology. • Professional practice demonstrates engagement with continuing education relating to both content and pedagogy.

19. Break -- 12:15

20. Bloom’s Taxonomy has changed….

21. Constructivism - Learning Paradigm • Learning is: an active, constructive process. • Learner viewed as: Information constructor. • People actively construct or create their own subjective representations of objective reality. • New information is linked to prior knowledge, thus mental representations are subjective.

22. Constructivist Paradigm Low Constructivism Moderate Constructivism Radical Constructivism

23. Teaching Strategies… • Teaching Strategies are informed by Constructivism • Mastery Learning (low constructivism) • Inquiry Learning (moderate constructivism) • Project-based Learning (moderate constructivism) • Problem-based Learning (radical constructivism)

24. Mastery Learning Summary • Mastery learning is a group-based, teacher-paced instructional strategy. Because it is also committed to criterion-referenced evaluation and to a strong emphasis on feedback and correctives throughout the learning experience, it is often confused with competency-based education, individualized instruction, and related innovations. Eric: ED169683 - Mastery Learning: Theory, Research, and Implementation.

25. Mastery learning depends on five basic components: • formal specification of cognitive objectives, • division of course content and objectives into instructional units, • formative/diagnostic assessment, • corrective or remedial instruction, and • criterion-referenced summative evaluation

26. Why we like it… • Research reveals that mastery learning significantly improves student acquisition of cognitive skills • Reduces the variability in achievement within the group • Increased retention, transfer of learning, and improved student attitudes Eric: ED169683 - Mastery Learning: Theory, Research, and Implementation.

27. Why it works… • Opportunities for improvement creates positive attitudes and motivation; self-esteem increases • Formative assessment helps candidates improve over time • Teacher and candidate spend more time together discussing assignments which builds better relationships Eric: ED169683 - Mastery Learning: Theory, Research, and Implementation.

28. Inquiry-based Learning Summary • Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge. • Effective inquiry is more than just asking questions. • A complex process is involved when individuals attempt to convert information and data into useful knowledge. http://www.thirteen.org/edonline/concept2class/inquiry/index.html

29. Why we like it… • Memorizing facts and information is not the most important skill in today's world. • Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data. • It is a move toward the generation of useful and applicable knowledge . . . a process supported by inquiry learning. In the past, our country's success depended on our supply of natural resources. Today, it depends upon a workforce that "works smarter." http://www.thirteen.org/edonline/concept2class/inquiry/index.html

30. Why it works… • Allows for individual work and individual inquiry • Individuals construct much of their understanding of the natural and human-designed worlds • Inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life. http://www.thirteen.org/edonline/concept2class/inquiry/index.html

31. Project-based Learning Theory Summary • Project-based Learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Bransford & Stein, 1993). • Within its framework students collaborate, working together to make sense of what is going on. • Project-based instruction differs from inquiry-based activity -- activity most of us have experienced during our own schooling -- by its emphasis on cooperative learning. • Emphasis on students' own artifact construction to represent what is being learned. http://college.cengage.com/education/pbl/background.html#The Basics

32. Why we like it… Students pursue solutions to nontrivial problems by • asking and refining questions • debating ideas • making predictions • designing plans and/or experiments • collecting and analyzing data • drawing conclusions • communicating their ideas and findings to others • asking new questions • creating artifacts (Blumenfeld et al., 1991).

33. Why it works… • There are two essential components of projects: 1. A driving question or problem that serves to organize and drive activities, which taken as a whole amount to a meaningful project 2. Culminating product(s) or multiple representations as a series of artifacts, personal communication (Krajcik), or consequential task that meaningfully addresses the driving question. (Brown & Campione, 1994).

34. Problem-based Learning Theory Summary: • Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems. • Key Terms: open-ended problems, self-directed learners, teacher as facilitator, student as problem solver • Problem-Based Learning (PBL) is a pedagogical approach and curriculum design methodology often used in higher education and K-12 settings. http://www.learning-theories.com/problem-based-learning-pbl.html

35. The following are some of the defining characteristics of PBL: • Challenging, open-ended problems with no one “right” answer • Problems/cases are context specific • Students work as self-directed, active investigators and problem-solvers in small collaborative groups (typically of about five students) • A key problem is identified and a solution is agreed upon and implemented • Teachers adopt the role as facilitators of learning, guiding the learning process and promoting an environment of inquiry http://www.learning-theories.com/problem-based-learning-pbl.html

36. Why it works… • Rather than having a teacher provide facts and then testing students ability to recall these facts via memorization, PBL attempts to get students to apply knowledge to new situations. Students are faced with contextualized, ill-structured problems and are asked to investigate and discover meaningful solutions. http://www.learning-theories.com/problem-based-learning-pbl.html

37. Why we like it… • develops critical thinking and creative skills • improves problem-solving skills • increases motivation • helps students learn to transfer knowledge and skills to new situations http://www.learning-theories.com/problem-based-learning-pbl.html

38. What is your mission/philosophy? • Are the essential conditions in place? • What do your expectations/beliefs about learning? • What do your expectations/beliefs about your students? • What do your expectations/beliefs about your university? (resources, support) • What are the expectations once your students graduate?

39. Scope and Sequence

45. Lunch – 2:00

46. Using Formative Assessment • Samples • Muddiest Point • 5 Points • Minute Paper • Performance profiles • Gardner’s Multiple Intelligences • Meaningful Notation for Assessment

47. Expectations and Lessons Learned from ICTE Candidates • Adult Learning theory applies – Malcolm Knowles; Patricia Cross • Projects need to be directly applicable to the classroom • Work all day, do most of your work on weekends • Pedagogy is critical to integration into the classroom • Internet/software needs/computer access • Some will be digital natives others NOT • Family versus school

48. Final Concerns/Questions Dr. Teresa Franklin franklit@ohio.edu

49. Book info

50. Exit Evaluation • Dr. Doug Franklin