Learning, Instruction, and Technology: The Changing Face of Education

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Learning, Instruction, and Technology The
Changing Face of Education

• Week 1, Day 2

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Agenda

• Teach Different Video
• Chapter 1, Learning, Instruction, and Technology
  The Changing Face of Education
• Entice CD Integrated Learning with Technology

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Agenda (continued)

• In groups of 4-5, read and discuss Why Can't We
  Just Get on with It? article
• Using Inspiration software, create a mindmap or
  brainstorm of the problems with integrating
  technology into teching as well as possible
  solutions.
• We will save these files as .JPG and post them to
  WebCT. For next time, respond to other groups
  ideas on the discussion board.

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Nevada demographics
Source Nevada KIDS COUNT Data Book
2002 http//kidscount.UNLV.edu
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Children in Poverty
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School district characteristics
http//kidscount.UNLV.edu/ed-formal_2001.pdf
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Nevada Dropouts
http//kidscount.UNLV.edu/ed-dropout_2001.pdf
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(No Transcript)
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The traditional view of teaching and learning
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The changing learner

• Problem solving skills
• Real world demands high order reasoning skills to
  solve complex problems.
• Active learners
• Seeking ways to
• Analyze
• Question
• Interpret
• Understand

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The changing learner

• Diversity
• Learning styles
• Background experience
• Varied home life settings

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The shift toward learner centered instruction

• Technology allows individuals to obtain assemble,
  analyze, and communicate information in more
  detail and at a much faster pace then ever before
  possible.

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Learner Centered Instruction
Learner
Media
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Role changes for teachers

• A shift from
• Being viewed as the content expert/source for all
  answers

• A shift to
• Participating at times as one who may not know it
  all by desires to learn

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Role changes for teachers

• A shift from
• Being viewed as primary source of information who
  continually directs it to students.

• A shift to
• Being viewed as support, collaborator, and coach
  for students as they learn to gather and evaluate
  information for themselves.

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Role changes for teachers

• A shift from
• Always asking the questions and controlling the
  focus of student learning.

• A shift to
• Actively coaching students to develop and pose
  their own questions and explore their own
  alternative ways of finding answers.

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Role changes for teachers

• A shift from
• Directing students through preset step-by-step
  exercises so that all achieve similar conclusions.

• A shift to
• Actively encouraging individuals to use their
  personal knowledge and skills to create unique
  solutions to problems.

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Role changes for students

• A shift from
• Passively waiting for the teacher to give
  directions and information

• A shift to
• Actively searching for needed information and
  learning experiences, determining what is needed
  and seeking ways to attain it.

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Role changes for students

• A shift from
• Always being in the role of the learner

• A shift to
• Participating at times as the expert/knowledge
  provider

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Role changes for students

• A shift from
• Always following given procedures.

• A shift to
• Desiring to explore, discover and create unique
  solutions to learning problems.

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Role changes for students

• A shift from
• Viewing the teacher as the one who has all the
  answers

• A shift to
• Viewing the teacher as a resource, model and
  helper who will encourage exploration and
  attempts to find unique solutions to problems

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As teachers views of learners change, how might
this impact their role as instructional experts?
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• Basic Skills
• The 3 Rs reading, riting and rithmetic are
  just as important today as they were in the past.
  Research shows that children gain these skills
  faster and better when using technology-based
  curriculums. Whether just entering the world of
  reading and math or preparing for college
  entrance, technology can better prepare students
  for success. Technology also helps make learning
  fun and efficient. That means students will be
  more engaged in learning exercises, work for
  longer periods of time, and work more on the
  things that are not too easy, not too difficult,
  but just right for their own level of
  accomplishment.

http//www.apple.com/education/k12/curriculumsolut
ions/
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• Mastering 21st Century Skills
• The skills that people need to master for life
  are changing. Students need to learn to read
  critically and to speak and write persuasively.
  They need to mine the World Wide Web effectively
  and efficiently and to understand the meaning
  embedded in charts, graphs, audio, video, and
  animation. They need to experience new approaches
  to learning that are inquiry-based,
  collaborative, and perhaps, virtual.

http//www.apple.com/education/k12/curriculumsolut
ions/
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• Motivating Students to Higher Levels of
  Achievement
• Studies have shown that when technology is a
  routine part of their school experience,
  childrens attendance improves and dropout rates
  decline. It turns out that the more days students
  attend school, the better the chance for success
  in their future lives. Research shows that more
  children finish high school and many more
  consider continuing on to college when they
  routinely learn and study with technology.

http//www.apple.com/education/k12/curriculumsolut
ions/
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• Technology Proficiency
• Basic software tools help even very young
  learners become more productive. For example,
  third graders find it easier to write with a
  keyboard than with a pen. When writing is easier,
  children write more when they write more, they
  become better writers. Technology proficiency
  helps students produce professional looking
  documents and helps them take pride in their
  work.

http//www.apple.com/education/k12/curriculumsolut
ions/
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• When we focus on all four areas, achievement
  happens.

http//www.apple.com/education/k12/curriculumsolut
ions/