The course philosophy is the same as the one
described by the Forcier & Descy (2008) textbook
that has been selected for this course:
… to lead teachers and those aspiring to be teachers to become
proficient at applying the computer to solve problems, to infuse the
computer into the curriculum in order to help students do the same,
and to encourage both teachers and learners to integrate technology
into their professional, academic, and personal lives in useful and
meaningful ways. Those who are successful in doing this will
indeed come to perceive the computer as an extension of their
human capability. The computer will allow them to do more, to do
it faster, and to do it more creatively and more accurately.
Media as a tool : [ symbols, pictures, sound, video ]
Meta-Media
Topics to discuss during the term
Educational Computing
Brief history, Standards, CAI, WBI, Mindtools, Classroom
support systems
Province and School systems
EPBS, ECS, Alberta Education, ATA, Alberta Distance Learning
Adaptive and assistive technologies, UofA Library.
Being fluent with Information Technology
Inside the computer, Computer information
representation, Operating Systems Overview, Inside the
Internet… how does it work?, Inside networks… how do
they work?
Learning Theory, Ethics, Problem Solving, Multimedia
technologies, Video Games
Integration of technology within and between subject areas
(English, Math, Social Studies, Science… etc…)
Vocabulary lists for first and second half of the term.
Note: Some of the slides are compliments of Prentice-Hall and have been modified for use in this class.
Integrating Technology Into the Educational Environment
Learning
FROM
Technology
Learning
ABOUT
Technology
Learning
WITH
Technology
Integrating Technology Into the Educational Environment
California District Approaches 1:1
Computing Through Virtualization
N-Computing
Computer-Assisted Instruction
CAI
http://www.youtube.com/watch?v=UmVQgBWZnAU
Computer Games
http://www.youtube.com/watch?v=LYGwaI-haOM
http://www.youtube.com/watch?v=NaE1YWzjx68
Simulation
http://www.youtube.com/watch?v=R3WLJq5BucM
http://www.youtube.com/watch?v=Ojq5lOlKdYA
Digital Storytelling
University of Houston, College of Education
http://digitalstorytelling.coe.uh.edu/
Second Life
http://www.youtube.com/watch?v=U1hlS3kNrmI&feature=related
BBC
http://www.bbc.co.uk/wales/audiovideo/sites/galleries/pages/digitalstorytel
ling.shtml
YouTube
This video was created by Tom Woodward of Henrico County
schools in Virginia. Tom used the work of Karl Fisch from Colorado
who created a PPT using various quotes and statistics from "flat
world" thinking.
http://www.youtube.com/watch?v=Fnh9q_cQcUE
http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=related
S
Y
Not quite half of principals felt that most of their
teachers were adequately prepared to effectively
engage students in using ICT
•According to school principals, most teachers possessed the required
technical skills to use ICT for administrative purposes such as preparing
report cards, taking attendance or recording grades, while fewer had the
necessary qualifications to effectively engage students in using ICT to
enhance their learning.
•Three out of four (76%) principals reported that more than 75% of
teachers possessed the required technical skills to use ICT for
administrative purposes.
•By contrast, not quite half (46%) of principals reported that more than
75% of teachers had the necessary qualifications to engage students in
using ICT effectively.
Strategies to help teachers...
More than nine out of ten principals (92%)
either slightly agreed or strongly agreed that
“ICT is worth the investment”.
More than 90% of them also slightly or
strongly agreed with the following
statements:
ICT allows teachers to broaden and enrich the
curriculum (96%);
Overall, ICT enables the curriculum to be more
challenging and enriching(93%);
ICT enables students to go beyond the prescribed
curriculum, thereby facilitating an increased
knowledge base (92%) (data not shown).
How is technology taught in
Alberta schools?
Historically, technology has been
standalone curriculum or course (shop,
typing, etc…)
Today virtually every subject requires
ICT skills.
Students need to learn when and what
is the most appropriate tool to use to
solve a problem.
What is the Information and
Communication Program of Studies?
The ICT curriculum is the basis for a program
of studies, K-12. Provincial implementation
was expected by June 2003.
The ICT program outlines what students are
expected to know and be able to do with
respect to technology.
The program, which is intended to be taught
within core programs and courses, emphasizes
the processes and skills that are best learned
and demonstrated through application.
Standards for Students/Teachers
ISTE (International Society for Technology in Education)
NETS•S
NETS•T
http://www.iste.org/
Alberta Technology Learner Outcomes
http://education.alberta.ca/teachers/program/ict/programs.aspx
Standards are important!
What support is the government giving to
schools to implement technology (ICT)?
Funding
$125 million in technology Integration funding for
students from 1997-2000
60 million for 1999-2000 & 2001-2002
Additional 20 million for 2002-2003
Government is also investing $293 (over $300 now)
million over three years for the Alberta SUPERNET
24 million to ensure each school is hooked-up
A number of initiatives
LearnAlberta (www.LearnAlberta.ca)
Telus Learning Connection (TLC) (www.2learn.ca)
Teaching and Learning with technology (www.tlt.ab.ca )
Employers Want IT Competency
83% think computer competency skills are
important or very important in the hiring
decision.
96% want basic word processing skills.
93% want e-mail experience.
86% want basic spreadsheet skills.
83% want basic database skills.
75% want basic presentation software skills.
64% want internet and searching skills.
Be an insider…..
Computerknowledgeable people
are now considered
mainstream - even cool!
Everyone else is on the
outside looking in.
http://edcommunity.apple.com/ali/
Technology over time
Herman Hollerith
American inventor Herman
Hollerith. While working for the US
Census Bureau in the early 1880s he
came upon the idea of building a
machine that could streamline
tabulations. The first real machine
that actually worked with punch
cards. Thus Jacquard’s punch card
loom was a key aspect of Hollerith’s
Tabulating machine.
Mark I 1944, ENIAC 1946
The first electromechanical
computer. The Mark I.
Built by Howard Aiken in
1944 and sponsored by
IBM. It was 51ft long and
8 ft high, 750,000 moving
parts (5 tons). Used punch
cards.
The ENIAC (Electronic Numerical
Integrator and computer). A 1000 times
faster than the Mark I.
15,000 sq. ft., 30 tons, worked in decimal
not binary (it took ten vacuum tubes to
represent one decimal digit). 18,000
tubes…
UNIVAC 1951
1951, UNIVAC (Universal
Automatic Computer).
Considered the first
generation of computers
because they were massed
produced and used vacuum
tube technology. 30-ton
system with 10K of
memory.
Steve Jobs & Bill Gates
http://ca.youtube.com/watch?v=W910d9wpDZg&feature=related
Educational Technology
http://ca.youtube.com/watch?v=KdwEIi22Dv8
Computers Used for instructional purposes
1950
Computer first used in the schools
1959
PLATO, instructional system, is developed
1970
BASIC and Logo taught in schools
1980s
Computer-Assisted Instruction (CAI) emerges on micros
1980s
Network systems increase
1990s
Use of Internet becomes widespread (Mosaic)
1994
Growth in Web-based instruction begins
1997
Widespread accessibility to general technology tools for
problem-solving…
1998-9
Digital Communication network increase (speed, capacity)
2001-
Software Basics
Programs
Application
Software
System Software
Manage,specific
maintain
& control
Performs
task
for user
system resources
Platform for Schools
Platform is defined by
the Processor and Operating System
90% use Wintel
Backward compatibility
Plug-and-play (PnP)
The Operating System
Operating System &
GUI are classified as
system software. Two
most popular OSs in
schools are MacOS
and Windows.
General
Registration
Applications
GUI
GUI
Graphics
Programs
Computer
Assisted
Instruction
(CAI)
Operating
System
Games
Internet
Applications
Human
Resource
Mgt.
Web-Based
Instruction
Operating System Objectives
Facilitate communication
Organize files
Provide security
Monitor system/alert user
Manage Multitasking
Text vs. Windows
Text-Based, Command-Driven Software
• MS-DOS
• UNIX
• LINUX
Windows 98/2000/XP/Vista/Windows 2009
Macintosh OS 10.X
• Graphical User Interface (GUI)
• Icons
Bruner’s learning & representation stages
Enactive
Represent the world in terms of personal action with
objects or events.
Iconic
Concrete images, e.g., “Windows interface”
Symbolic
Events, objects, procedures in terms of symbols
e.g., language (verbal and written), Text based
interface used to interact with the computer
Operating system.
Analogy to Bruner’s ideas:
Files Folders in paper format, working on a desk.
Computer Interface: File Folder directory system
working through a GUI (Iconic) or in a text format
(Symbolic).
Windows Hierarchy Files/Folders
DOS Hierarchy FoldersFiles
DOS Directory Command
DOS to UNIX Translation
Platform Problems in Schools
Long-term
commitment
Cross-platform
technologies
Interoperability
Multiplatform
environment
ICT Support
Illustrative Examples
Scope and Sequence Documents
What should be done at grades within a
division.
Telus Learning Connection
1.
2.
3.
4.
5.
NetSteps – a series of links based on a
topic.
NetSplore Activities- a series of technologyintegrated lesson plans, sorted by the
following: 1. Grade level, 2. Alphabetical by
Subject Area, 3. Alphabetical by Subject
Area, 3. Aphabeical by Title, and 4. ICT
outcome.
Theme Pages
Tutorials
Project Centre
http://www.2learn.ca/
Teaching and Learning with
technology (TLT)
Offers 3-day summer PD sessions
sponsored by SHAW
Technology projects are organized first
be division, then by grade, finally by
subject area.
Alberta Learning
Some excellent questions by the
students in the class.
How much does it cost to develop learning
objects?
What happens to links as the site changes?
How would you use this in class?
Is there a problem in running these learning
objects over the Internet?
What are the indicators to show this type of
technology supports or enhances learning?
Why are we building these learning objects?