Educational Technology

Improving Teaching and Learning For The Future.

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).

Why Is It Important to Learn Technological Skills?

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).

Impact on Teaching and Learning

Motivation

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).

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).

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).

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).

Impact on Teaching and Learning

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).

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)

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

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).

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)

Using Technology in the Classroom

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)

The Role of the Teacher

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)

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).

Improving Professional Development for Technology

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.

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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