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  • 1. The Changing Role of the Classroom Teacher in Future Educational Technology Cheryl Blackmore Memorial University Education 6620-081

2. The Information Age

  • The advent of the information society has called into question many of our assumptions about education.7

3. Classroom-based Instruction - Unchanged for Centuries 1

  • Independent student work 8
  • Students as passive recipients 2
  • Rote memorization of facts 2

4. Historical Perspective

  • Teacher-centered instruction 16
  • Instructor = distributor of information10, 12, 17
  • One size fits all education 2

5. Current Perspective

  • Engagement in and interaction with technology is inconsistent 11
  • Instruction is based on Industrial-age educational models 5
  • The needs of the Information age require innovative educational models 5
  • Assessment = tests and papers 10

6. The Information Age 7. Effective Learning Tasks 8 8.

  • The task should be: 8
    • Creative
    • Purposeful
    • Contributory
  • Students should: 8
    • Define projects
    • Make useful contributions
  • Learner-controlled environment 8

9. The Technological Shift in Education 10. From the Industrial Age 11. To the Information Age 12. Enhancing Education

  • Technology in education allows teaching and learning to become: 14
    • Dynamic
    • Enhanced
    • New and innovative

13. The Shift in the Role of the Teacher 14. Teacher Role Comparison

  • Historically:
  • Instruction 16
  • Teacher-centered 16
  • sage on stage 5
  • Now and Beyond:
  • Construction 16
  • Learner-centered 16
  • guide on the side 5

15. Innovation in Education

  • A new model of teacher leadership in educational technology is necessary 15
  • Inclusion of ICT means a change in locus of control in the classroom 15
  • Professional growth model for IT use and understanding is key 14

16. The Changing Work of Teachers 7

  • Teachers will spend more time:
    • Supporting individuals
    • Organizing team work
    • Managing classroom activity
  • Teachers will spend less time:
    • Whole class teaching

17. Students First 9

  • Student-teacher relationship becomes reciprocal
  • Inquiry-based activities
  • Interdisciplinary method of learning
  • Activities are structured around student need and interest

18. Distance Learning = Further Change 19. Cooperative Learning

  • The responsibility for learning shifts from educator to student 6
  • Students and teacher work together to: 6, 17
    • Set learning objectives
    • Design learning activities

20. A Question of Beliefs

  • If technology education is to succeed, the beliefs of teachers must be confronted 3
  • Instructional beliefs strongly influence curricular decisions made in the classroom 3

21. Addressing Assumptions

  • To ensure success of technology in education, teachers must: 11
  • Address instructional assumptions
  • Relax control within the classroom
  • Engage learners
  • Model high standards of responsible learners

22. Framework for 21st Century Learning 13

  • Essential Scaffolding :
    • Teaching skills discretely and within context
    • Providing opportunities for interdisciplinary skill application
    • Integrating technologies in innovative learning opportunities
    • Encouraging learning beyond the classroom

23. The Future of Educational Technology 24. The Innovative Teacher

  • Only a teacher, live in the classroom, can bring about the thrill of discovery (The Role of the Teacher in Ed-Tech Section,1) 4

25. The role of the teacher is certain to change dramatically as it shifts 26. From:

  • Transmitter 16
  • In control 7
  • Rooted in history 1

27. To:

  • Facilitator 12
  • Guide 17
  • Mentor 10
  • Co-learner 9

28. References

      • 1. Annand, D. (2007). Re organizing universities for the information age. International Review of Research in Open and Distance Learning 8(3). Retrieved July 30, 2009, fromhttp://www. irrodl .org/index.php/irrodl/article/view/372/952
      • 2. Dede, C. (2005). Planning for neomillennial learning styles.Educause Quarterly 28(1) . Retrieved July 30, 2009, fromhttp://www. educause . edu/EDUCAUSE +Quarterly/EDUCAUSEQuarterlyMagazineVolum/PlanningforNeomillennialLearni/157325
      • 3. Handal, B. (2004). Teachers instructional beliefs about integrating educational technology.Journal of Science and Technology (e-JIST) 7 (1). Retrieved July 30, 2009 fromhttp://www. ascilite .org.au/ajet/e-jist/docs/Vol7_No1/Commentary/Teachers_ins_beliefs. htm

29.

        • 4.Hashim, H. & Mustapha, W. (2005). Computers:Educational technology paradox?The TurkishJournal of Educational Technology 4(3) . RetrievedJuly 26, 2009 fromhttp://www. tojet .net/articles/438. htm
        • 5. Huebner, M. & Wiener, R. (2001). Distance education in2001.Journal of Visual Impairment and Blindness,95 (9). Retrieved July 30, 2009 fromhttp://www. afb .org/jvib/JVIB950902.asp
        • 6. Isman, A., Dabaj, F., Altinay, Z. & Altinay, F. (2004).Roles of students and teachers in distance education .International Journal of Instructional Technology andDistance Learning, 1 (5). Retrieved July 30, 2009 fromhttp: //itdl .org/Journal/May_04/article05. htm

30.

        • 7. Jenkins, J. (1999). Teaching for tomorrow: Thechanging role of teachers in the connectedclassroom. EDEN 1999 Open ClassroomConference.Retrieved July 26, 2009 fromhttp://www. eden-online . org/papers/jenkins . pdf
        • 8. Kearsley, G. & Shneiderman, B (1998). Engagementtheory: A framework for technology-based teachingand learning. Educational Technology 38(5).Retrieved July 26, 2009 fromhttp://home. sprynet . com/~gkearsley/engage . htm
        • 9. Maine Education Policy Research Institute (2004).Trading roles: Teachers and students learn withtechnology. Report: J. Fairman. Retrieved July 30,2009 fromhttp: //usm . maine .edu/cepare/Reports/MLTI_Report3. pdf

31.

        • 10.Murchu, D. (2005). New teacher and student rolesin the technology-supported, languageclassroom.International Journal of InstructionalTechnology and Distance Learning, 2 (2).Retrieved July 30, 2009 fromhttp://www. itdl .org/Journal/Feb_05/index. htm
        • 11. Oblinger, D., & Oblinger, J. (Eds.). (2004).Educating the net generation [e Book]. RetrievedJuly 30, 2009 fromhttp://www. educause . edu/educatingthenetgen
        • 12. ONeil, T. (2009). How distance education haschanged teaching and the role of the instructor.Information Systems Education Journal, 7( 48 ). Retrieved July 30, 2009 fromhttp: //isedj .org/7/48/ISEDJ.7(48). ONeil . pdf

32.

      • 13. Partnership for 21 stCentury Skills. (2004). Framework for 21stcentury learning. Retrieved July 30, 2009, fromhttp://www.21stcenturyskills.org/index. php ? option=com_content &task=view&id=254& Itemid=120
      • 14. Reid, S. (2002). Teachers views on technology and the future ofteaching.International Electronic Journal for Leadership inLearning 6(21).Retrieved July 26, 2009 fromhttp://www. ucalgary .ca/iejll/reid_s
      • 15. Sherry, L., & Gibson, D. (2002). The path to teacher leadership ineducational technology.Contemporary Issues in Technologyand Teacher Education 2 (2). Retrieved July 30, 2009 fromhttp://www. citejournal .org/vol2/iss2/general/article2.cfm
      • 16. Tapscott, D. (1998).Growing up digital: The rise of the netgeneration . New York, NY: McGraw-Hill Companies

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        • 17. W ellburn, E., Francis, L., Riecken, T.& Farragher, P. (1993).Changing roles: te