PROF504
EDUCATIONAL
TECHNOLOGY AS A
TEACHING AND
LEARNING TOOL:
THE PROMISING FUTURE
OF EDUCATIONAL
TECHNOLOGY &
COLLABORATIVE TOOLS
Richard Reeve
PROF504 – Ed. Tech. as a
Teaching and Learning Tool
PROF504 – Ed. Tech. as a
Teaching and Learning Tool

OnQ Portfolios – Due next Friday Sept
24th @ 4:00

Contact TA if you need any assistance

Extension is very possible
PROF504 – Ed. Tech. as a
Teaching and Learning Tool

Group Projects (Sections 1 & 2) due
next Tuesday by 1:00

Link in post in Group OnQ Discussion
and copied to Personal Portfolio
Coding in the (Revised) Curriculum
• “Teaching
Ministry ofwith
Education revised Math
Curriculum
Grades 1 – 8 and Grade 9
technology
includes
coding outcomes
is• a Now
wicked
problem”
• Primary/Junior: Sequential, concurrent,
repeated events
• Complex
• Junior: Nested events, Conditional
• Interdependent
statements & efficient code
• Contexual
• Intermediate: Counts, Control & Analysis
Coding in Primary/Junior
Solve
problems and
create computational representations of
“Teaching
with
mathematical situations by writing and executing code…
technology
Sequential events:
is a…including
wicked code
problem”
that involves sequential events (e.g.
actions that occur in an order)
Concurrent events:
• Complex
…including code that involves sequential and concurrent
events (e.g. actions that occur at the same time)
• Interdependent
Repeated events:
• Contexual
including code that involves sequential, concurrent,
and repeating events (e.g. loops)
Coding in Junior
Solve
problems and
create computational representations of
“Teaching
with
mathematical situations by writing and executing code…
technology
Nested events:
is a wicked
problem”
…including
code that involves sequential, concurrent,
repeated, and nested events (e.g. embedded loops)
Conditional statements:
• Complex
…including code that involves conditional statements
and other control structures (e.g. if statements)
• Interdependent
Efficient code:
• Contexual
… (same as above but efficient!)
Coding in Intermediate
Solve
problems and
create computational representations of
“Teaching
with
mathematical situations by writing and executing code…
technology
Counts and Control Structures:
is a…including
wicked code
problem”
that involves events influenced by a
defined count and/or sub-program and other control
structures (e.g. Score of the game)
• Complex
Data Analysis:
…including code that involves the analysis of data in
• Interdependent
order to inform and communicate decisions (e.g. Who
• Contexual
won!)
All done by making a game in Scratch!
“Teaching with
technology
is a wicked problem”
• Complex
• Interdependent
• Contexual
Challenge(s) of Using Technology
in K-12 Education
with
• “Teaching
Educational
Technology is a moving
technology
target
is a wicked problem”
• Learners aren’t standardized
• • Complex
Technology in schools isn’t
• Interdependent
standardized either
• Contexual
Fullan & Langworthy’s – A Rich Seam
Fullan & Langworthy, 2016
Fullan & Langworthy’s – A Rich Seam
Higgins et al, 2012
Fullan & Langworthy’s – A Rich Seam

Fullan & Langworthy’s – A Rich Seam
Higgins et al, 2012
Larry Cuban (2001) –
Ed. Tech.’s Wet Blanket
“Teaching with According to Cuban,
technology
the investment "has
is a wicked problem”yet to produce
worthy outcomes"
• Complex
(p. 197).
• Interdependent
• Contexual
Cuban, L. (2001). Oversold and Underused:
Computers in Schools 1980-2000. Cambridge,
MA: Harvard University Press.
http://ecx.images-amazon.com/images/I/519NKQBQ1hL.jpg
Larry Cuban (2013) –
Ed. Tech.’s Not So Wet Blanket
“Teaching with “He sees promise in teacher
collaboration through
technology
professional learning
is a wicked problem”communities and professional
• Complex
• Interdependent
• Contexual
development as tools for
building pedagogical capital.”
Cuban, L. (2013). Inside the Black Box of
Classroom Practice: Change Without Reform in
American Education. Cambridge, MA: Harvard
University Press.
http://ecx.images-amazon.com/images/I/416p4PPM2VL._SY344_BO1,204,203,200_.jpg
Yong Zhoa - Factors Affecting
Technology Use
“Teaching with– space, time, tradition
Organizational
technology
isTeacher
a wicked
problem”
– beliefs,
attitudes, skills
• Technology
Complex – reliability, difficulty, results
• Interdependent
Zhao, Y. and Frank, K.(2003) Factors affecting
technology uses in schools: an ecological
• Contexual
perspective. American Educational Research
Journal.Vol.40, No.4,pp. 807-840
https://sites.google.com/site/ecologyofeducationtechnology/factors-affecting-technology-uses-in-schools
Yong Zhoa - Factors Affecting
Technology Use
“Teaching
Teachers
werewith
most influenced by their
technology
ecosystem;
student success was a factor,
isbut
a wicked
problem”
if colleagues
helped or pressured, or
set an example, teachers were more likely
• toComplex
use Educational Technology.
• Interdependent
Zhao, Y. and Frank, K.(2003) Factors affecting
technology uses in schools: an ecological
• Contexual
perspective. American Educational Research
Journal.Vol.40, No.4,pp. 807-840
https://sites.google.com/site/ecologyofeducationtechnology/factors-affecting-technology-uses-in-schools
Factors Affecting Technology Use
with
• “Teaching
Teachers are
the key; not the technology
technology
is• aEducational
wicked problem”
meaning through use
••
•
•
Complex
Student success with technology - a key
Interdependent
motivator for teachers
Contexual
https://sites.google.com/site/ecologyofeducationtechnology/factors-affecting-technology-uses-in-schools
Joan Hughes - RAT Model ->
Transformation
Hughes, Thomas & Scharber 2006
SAMR Model
https://osapac.ca/ccpalo/samr/
SAMR Model – Ruben Puentedura
https://www.youtube.com/watch?v=ZQTx2UQQvbU
SAMR Model
https://osapac.ca/ccpalo/samr/
SAMR Model
https://osapac.ca/ccpalo/samr/
SAMR Model
https://osapac.ca/ccpalo/samr/
SAMR Model
https://osapac.ca/ccpalo/samr/
TPaCK – Mishra & Koehler
https://youtu.be/1iCPLTz7Z-Q
Teaching with Technology
Technological
Pedagogical
Content
Knowledge
https://youtu.be/1iCPLTz7Z-Q
TPaCK – Mishra & Koehler
http://www.tpack.org/
PROF504 – Ed. Tech. as a
Teaching and Learning Tool

Information access tools (Internet – Web 1.0)

Collaborative tools (Web 2.0)

Learning Management tools (Google Classroom, OnQ)

Learning support tools
 Assistive Technologies (Communication support)
 Interactive Simulations (Gizmos)

Expressive/Explanatory tools
 Mind Mapping/ Concept Mapping tools (Mindomo)
 Book Making tools (Book Creator)
 Rich-media – video tools
 Google Earth
 Creativity/Problem Solving tools
 Coding (Scratch) / Micro:bits
 3D printers (TinkerCAD) (Monday’s Lab #5)
Web 2.0 – Interactive Web
Collaborative Tools
Collaborative Tools
https://curiositykilledtheconsumer.files.wordpress.com/2012/06/prosumer.jpg
Collaborative Tools




Course Management Tools (e.g. D2L)
Communication Tools (e.g. Adobe Connect;
Zoom; Microsoft Teams)
Physical Collaboration Tools (e.g. Smartboard or
Interactive Whiteboards (IWB))
Knowledge Building Communities



Marlene Scardamalia & Carl Bereiter @ OISE/UT
Transformative Ed. Tech
Collaborative Knowledge construction
http://
Collaborative Tools –
Knowledge Building Community






Production of knowledge objects versus media
objects
Contribution to growing knowledge-base versus
display of knowledge
Theory improvement versus “finding answers”
Sustained versus single-pass knowledge
creation
Public versus person-to-person communication
Opportunity for reflection versus 1 -second wait
time
Scardamalia,
2000
http://
Scardamalia, 2000
Ptolemaic View of the Curriculum
Scardamalia,
Scardamalia, 2000
2000
Scardamalia, 2002
Copernican View of the Curriculum
Scardamalia, 2002
Transformative Example - Look up!
with
• “Teaching
Grade 5/6
Class
technology
• Focused
on questions about the world
is• a Content
wicked problem”
included:
• Physics (gravity; flight; buoyancy)
• Complex
• Geography
• Interdependent
• History
• Contexual
• Language
Transformative Example - Look up!
“Teaching with
technology
is a wicked problem”
• Complex
• Interdependent
• Contexual
Transformative Example - Look up!
with Inquiry & Exceptional
• “Teaching
Collaborative
technology
learner(s)
is a•wicked
Gradeproblem”
6 student
• Age – One year above
• Complex
• Reading & writing 3 levels below
• • Interdependent
Support on withdrawal basis
• Contexual
• Spec. Ed. Teacher – Dragon Dictate
Speech-to-text software
Promising New Technologies

Computational Textiles (LilyPad Arduino)

3D Printers + Modelling software
(TinkerCAD)

Immersive Environments (CoSpaces)

Virtual Reality/Augmented Reality
“Computational Textiles”
Leah Buechley’s LilyPad Arduino
https://youtu.be/_iF1CT5R_sQ
Week 3 - Homework
You and your fellow project group members should be in the final stages of
“Teaching
with
your developing a way to share your technology-use problem and solution.
Again this needs to be a rich-media presentation of some sort that at
technology
minimum has still images combined with narration. Music should be avoided
attentional reasons.
is aforwicked
problem”
1.
2.
Once you have your project completed using whatever tool your group has
decided to use please upload it to one of your Google/Youtube accounts
and/or share the link with our class by including the link in a post in your
Project Group’s discussion forum. This post should also be copied to each of
the group member’s portfolios by one member of the group. The TA’s will use
this link to play your video during the final Lab #6 which will be help
exclusively via Zoom.
• Complex
• Interdependent
• Contexual
Today’s Guest Speaker
“Teaching
David
Caseywith
(caseyd@limestone.on.ca)
technology
Secondary
Teacher - Frontenac Secondary
isLimestone
a wicked District
problem”
School Board
• Joanne
Complex
Borges (borgesj@limestone.on.ca)
• Elementary
Interdependent
School Principal –
• Limestone
Contexual
District School Board