a framework for integrating technology mark grabe
TRANSCRIPT
![Page 1: A Framework for Integrating Technology Mark Grabe](https://reader035.vdocuments.mx/reader035/viewer/2022062519/5697c02d1a28abf838cd973d/html5/thumbnails/1.jpg)
A Framework for Integrating Technology
Mark Grabe
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An Introduction to Key Themes First chapter provides examples
(Probes in Physics and Web Page Design in Ecology) to introduce themes used throughout book.
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Themes
Integrated technology Using technology to explore
course content A tools approach
Flexible use of general-purpose tools
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Themes (Continued)
Students in active role Knowledge constructed by learner
Teacher as facilitator Create challenging and supportive
environment Responsive to needs of learner
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Themes (Continued)
Multidisciplinary approach Complex experiences involving
many skills Cooperative learning
Technology used to facilitate productive interaction
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Locating Themes in Examples Identify “general purpose tool” How were students in an active
role? Was there evidence of a
multidisciplinary approach? How did students work
cooperatively?
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Describing Technology in Today’s Classrooms A quick overview of what is
“typical” A difficult task because:
Change is constant Situations vary greatly
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Description - Access to Technology Student to computer ratio - under
5:1 Student to Internet computer ratio -
8:1 80% of classrooms connected to
Internet (if school connected) Example of variability - 3:1 up to
7:1 at state level
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Description - Amount of Use Use < 3 hours per week in schools
(7-12 grades) Probably use more at home
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Description - Location in Schools Trend toward location in
classrooms Immediate access influences
classification as heavy users
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Description - How Used Most used as a tool
Word processing Internet research CD-ROM research
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Description - Cost
$120 per student (2001) - modest % of $6100 per student
63% hardware, 20% software, 17% training and support Much less training and support
than business
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Technology and Reform Possible links
Technology creates need to reform Technology used to implement
reform goals
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Reform - Student Role Conventional - Absorb presented
content Restructured - Create personal
knowledge through action
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Reform - Curriculum Conventional - Isolated by
discipline and experienced hierarchically
Restructured - Multidisciplinary themes and learning through application
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Reform - Social Setting Conventional - Teacher controlled
with students working independently
Restructured - Teacher facilitates students working collaboratively
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Reform - Assessment Conventional - Focus on fact
knowledge and specific skills using traditional tests
Restructured - Knowledge application demonstrated through performance
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Reform - Teacher Role Conventional - Present information Restructured - Guide inquiry and
provide model
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Reform - Technology Role Conventional - Present information
and provide practice Restructured - Tools for authentic
tasks
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Standards
Define what students should learn Content standards - define desired
knowledge and skills Performance standards - how
students will demonstrate proficiency
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Standards - Levels of Detail Some vagueness is purposeful -
allow interpretation at local level
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Standards - NETS
National Educational Technology Standards Expectations for what students
know about and do with technology