Rethinking Computers and
Instruction
 2007
report released by ISTE
(International Society for Technology in
Education).
 Indicates ALL students, regardless of
career path, require these skills to
succeed in work, school and life.
 Although most educators agree that
students should have these skills, the
concern is ‘how’ to integrate them.





Knowledge of core subjects: English, reading, math etc.
21st Century Themes: global awareness, financial,
economic, business and entrepreneurial literacy, civic
and health literacy.
Learning and Innovation Skills: creativity and
innovation skills, critical thinking and problem-solving
skills, communication and collaboration skills.
Information, Media, and Technology Skills: information
literacy, media literacy, and ICT (information and
communication technology) literacy.
Life and Career Skills: flexibility and adaptability,
initiative and self-direction, social and cross-cultural
skills, productivity and accountability, and leadership
and responsibility.
 Emphasizes
understanding one’s world
rather than memorizing the content
 Understand the difference between what
they know and what they observe
 They use other students to better
understand and learn (collaboration)





The emphasis on increasing student achievement within a
context of school reform has resulted in an increased use of
standardized achievement tests to assess student progress.
How do teachers improve student achievement as measured on
a specific test.
Teacher centered- focus on memorization of facts, formulas,
dates, names etc.
Student centered- focus on authentic intellectual work.
Requires students to formulate problems, collect information
and data, organize and manipulate the information and data,
and then formulate an answer.
This debate between teacher and student centered approaches
is fueled by the accountability required by No Child Left
Behind.
 Observed
standardized scores for 5,000
students
 Uses of high-quality assignments (those
involving authentic intellectual activities)
 20% greater gains than national average
 Memorization focused classrooms had
25% less in reading and 22% less in math
 Study suggests that combining computer
technology as a tool to emphasize
problem solving and reflection increases
student achievement
 Focus is on the
 Allows learner
learner
to make decisions about
what information is needed and what
approach to take to solving the problem
 Teacher becomes facilitator and tutor
 Student gain a better understanding of
material through contact with
information, data collection, and data
manipulation
 Greater responsibility on the learner to
solve problem
Inquiry-Based Learning: Inquiry strategies start with
a question and then engage students in problemsolving activities. As students explore, gather data,
and analyze their data, they create new knowledge.
Teacher is facilitator and provides information.
 Problem-Based Learning: Loosely structured
problems are introduced and provide the learner
with a broad area of exploration. Teacher is facilitator
but does not provide information to learner.
 Project-Based Learning: Well structured problems
are provided and learners are provided
specifications for the end project. Teacher is more
like a coach who provides feedback and guidance.

Collaborative Groups
Traditional Learning Groups
Heterogeneous
Homogeneous
Social skills emphasized
Social skills assumed
Task and group performance
emphasized
Only task emphasized
Teacher observes and facilitates
Teacher ignores group functioning
Shared leadership and responsibility
One leader and self-responsibility
Interdependent
No interdependence
 iNtegrating Technology
for inQuiry
 System for integrating computer
technology into your classroom in an
effort to achieve the goals of teaching
students how to use the computer as a
tool to learn at a higher level of thinking
(Bloom’s Taxonomy)
Teacher (technologically competent; assumes
role of designer; facilitators; not simply providers
of facts)
 Student (assumes role of researcher and gaining
technological competence; active participant in
learning process)
 Computer (enhances learning through the use of
real-world data; support; tool)
 Lesson (student-centered; problem-based;
authentic; and technology is an integral
component)
 Environment (resource-rich; multidimensional)

 Must
address all national, state, and local
standard’s
 Each teacher must translate the standards
into an instructional objective that
provides meaningful content
 NETS standards (http://cnets.iste.org/)
 Lecture-5%
 Reading-10%
 Audio-visual-20%
 Demonstration-30%
 Practice
by doing-75%
 Teach others-90%
 Humor increases learning by 15%-30%
 Remembering(simply
memorizing facts)
 Understanding(demonstrate, illustrate
etc.)
 Application (learner uses knowledge)
 Analysis (compare and contrast)
 Evaluating (critique, justify, assess etc.)
 Creating(hypothesize, formulate,
produce, explain, develop etc.)