Chapter 1
Educational Technology in
Context: The Big Picture
Media and
Audio-Visual
Four
Perspectives
that
Computer
Systems
Define
Educational
Technology
Educational
Technology
Vocational
Training
Instructional
Systems
and Design
What History of Educational
Technology Has Taught Us
1. Technology is not a panacea.
2. Literacy offers limited rationale.
3. Teachers are not developers.
What History Has Taught Us
(continued)
4. Possible doesn't equal desirable,
feasible, or inevitable.
5. Change is too fast to keep up with.
6. Older technologies can be useful.
7. Teachers always will be important.
Rationale for
Technology Use
Motivates
Provides Unique Instructional
Capabilities
Supports New Instructional
Approaches
Increases Teacher Productivity
Required Skills for an Information
Age
Why Use Technology?
 Influence student academic performance
 Develop higher order thinking and
problem solving
 Improve student motivation, attitude, and
interest in learning
 Help to prepare students for the workforce
 Address the needs of low performing, atrisk, and learning disabled students
Center for Applied Research in Educational Technology (CARET) http://caret.iste.edu
When Does Technology Work?
 Directly supports the curriculum objectives
 Provides opportunities for student
collaboration
 Adjusts for student ability and prior
experiences, and provides feedback
 Is integrated into the instructional day
 Provides opportunities for students to
design and implement projects
 Is used in environments where teachers,
the school community, and the district
support the use of technology
Issues in Education
and Technology
Societal
Legal/Ethical
Educational
Cultural
Societal Issues
• Economic conditions
• Anti-technology
positions
• Impact of No Child
Left Behind Act
Educational Issues
• Standards movement
• Reliance on Internet and
Distance Education
• Debate over directed vs.
inquiry based/constructivist
instructional methods
Cultural & Ethnic
Issues
• Digital Divide
• Racial and gender
equity
• Special Needs
Legal and Ethical
Issues
• Viruses/Hacking
• Plagiarism
• Privacy/Safety
• Copyright
• Illegal
download/Software
piracy
Emergent Trends
• Wireless connectivity
• Merging of technologies
• Portable devices
• High-speed
communication
• Visual immersion systems
• Intelligent applications
• Podcasting
Implications of New
Technologies
• Flexible learning
environments
• Adaptable assessment
options
• Reliance on distance
learning
• Support for people
with disabilities
Chapter 2
Foundations of Effective Technology
Integration Models: Theory and
Practice
Technology
Integration
Planning Model
Essential Conditions
Learning Theories
Learning Theories as Bases for
Integration Models
Integrated
Directed
Constructivist
Directed Technology Integration
Strategies Theoretical Base
• Behaviorist theory
• Learning as a stimulus-response
• Reinforcement/rewards
• Mastery learning
• Information-processing theory
B.F. Skinner
• The mind as a computer
• Atkinson and Shiffrin
• Sensory registers; short term & long term
memory
Directed Technology Integration
Strategies Theoretical Base
(continued)
• Cognitive-behaviorist theory
• Providing optimal conditions for learning
• Robert Gagné
• Events of instruction
• Systems theory and systematic
instructional design
• Managing the complexity of teaching
• State goals & objectives; sequencing
• Gagné, Briggs, Mager
Robert Gagné
Gagné Instructional
Events
1. Gain attention
2. State objectives
3. Stimulate recall of former
learning
4. Present new material
5. Provide learning guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention/transfer
Inquiry-based Technology Integration
Strategies: Theoretical Base
• Social activism theory
•Learning as a social experience
•Growth through hands on activities
•Curriculum from students’ interests
• Scaffolding theory
John Dewey
•Learning as a cognitive building process
•Build upon previous knowledge
•Zone of proximal development
•Adults & children perceive the world differently
Lev Vygotsky
Inquiry-based Technology Integration
Strategies
Theoretical Base (continued)
• Child development theory
• Stages of development
Jean Piaget
• Sensorimotor; preoperational; concrete &
formal operational
• Instructional support for child
development
• Discovery learning
• Cognitive growth via interaction
w/environment
• Multiple Intelligences theories
• Role of intelligence in learning
• Howard Gardner
Howard Gardner
Jerome Bruner
Multiple Intelligences
1.
2.
3.
4.
5.
6.
7.
8.
9.
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic*
Existential* (meaning of life)
Technology Integration
Strategies Based on Each Model
Directed Models
Constructivist Models
remedy identified weakness
or skill deficits
Both
foster creative problem
solving and metacognition
promote fluency or
automaticity of prerequisite
generate motivation to learn
allow for multiple
intelligences
provide efficient, self-paced
instruction
optimize scare personnel
and material resources
build mental models and
increase knowledge transfer
remove logistical hurdles to
learning
support self-paced review of
concepts
foster group cooperation
develop information literacy
and visual literacy skills
Essential Conditions for
Technology Integration
Shared Vision
Technical
Assistance
Trained
Personnel
Standards and
Curriculum Support
Access
Portfolio
• Assessment
– Students
– Growth over time
– Accomplishments
– Competence in specific content areas
• Professional
– Accomplishments
– Competence
– Potential
– Avoid showing “growth over time”
Standards
• Everything we teach must be based
upon standards
• ISTE: NETS*T & NETS*S
• ODE: Academic Content Standards
• ALA: Info Lit Stds
• ODE: Professional Teaching Stds.
Instructional Methods
• Direct or Directed
–
–
–
–
Teacher centered
Transmit knowledge
Knowledge is objective (already exists)
Behaviorist learning theory
• Constructivist
– Students learn via interaction with their
environment
– Student centered
– Students develop their own meaning via their
experiences
– Cognitive learning theory
Digital Divide
• Discrepancy in access to technology
resources among various socioeconomic groups
• Other reasons account for the divide
as well
– Gender, cultural, geographic location,
etc.