Theoretical and Pedagogical Frameworks of Technology Practice in Teacher Education International Conference on Innovation in Higher Education Kiev, Ukraine, May 16-19, 2003 - PowerPoint PPT Presentation

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Theoretical and Pedagogical Frameworks of Technology Practice in Teacher Education International Conference on Innovation in Higher Education Kiev, Ukraine, May 16-19, 2003

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Title: Theoretical and Pedagogical Frameworks of Technology Practice in Teacher Education International Conference on Innovation in Higher Education Kiev, Ukraine, May 16-19, 2003


1
Theoretical and Pedagogical Frameworks of
Technology Practice in Teacher Education Internat
ional Conference on Innovation in Higher
Education Kiev, Ukraine, May 16-19, 2003
  • Mhairi (Vi) Maeers
  • Nancy Browne
  • Elizabeth Cooper
  • University of Regina, Canada

2
University of Regina
3
Session Overview
  • Introduction
  • Brief outline of Four Models
  • Overview of theoretical underpinnings of Four
    Models
  • New initiatives in technology use
  • Questions/Comments

4
The Four Models
Skills-Based Model 1986-92 Skills and Awareness Model 1992-95
Four-Year Plan 1996-2000 Pedagogical and Critical Thinking 2000-2003
5
Skills-Based Model 1986-92
  • What teachers were doing
  • Focus on skills
  • U of R technology component
  • Faculty IT specialist
  • Faculty invited
  • Modules taught in lab

6
Skills-Based Model 1986-92 Theoretical
Underpinnings
  • Matching school ? university setting
  • Competency-based instruction
  • getting one right answer
  • Complementary approach
  • Instructor-driven

7
Skills and Awareness Model 1992-95
  • What teachers were doing
  • Focus on skills and software
  • U of R technology component
  • Faculty IT specialist
  • Faculty development
  • Invisible work rewards!!

8
Skills and Awareness Model 1992-95 Theoretical
Underpinnings
  • Computer skills and competency orientation
  • Instructor-driven model
  • Technology-driven
  • Supplemental use
  • Constructivist practices beginning
  • Lone Rangers

9
Four-Year Plan 1996-2000
  • Request made to the Dean
  • Evergreen Curriculum
  • IT program templates
  • IT modules taught by experts
  • Focus on technology
  • Improved lab conditions

10
Four-Year Plan (continued) 1996-2000
  • Infrastructure support
  • IT/teaching modeling
  • Integration???
  • Research

11
Four-Year Plan (continued) 1996-2000
  • IT a growth area
  • Committees!!!
  • Decision-making
  • Progress vs. confusion

12
Four-Year Plan 1996-2000 Theoretical
Underpinnings
  • Change? Confusion
  • Recursive embedded theory used to explain our ICT
    journey
  • Recognition of the temporary nature of expert
    and expertise
  • Skills focus? then technology application focus

13
Phases in Coming to Understand and Use
Information Technology A Model to Show the
Development of Understanding
14
Pedagogical and Critical Thinking Model
2000-2003
  • New graduating competencies
  • Children at risk
  • Increase in resources
  • Assignments use IT
  • Technology field requirement
  • IT modeling
  • Shared IT responsibility

15
Pedagogical and Critical Thinking Model
2000-2003
  • IT visionclearer
  • Funding
  • Media Centre and computer mini-labs
  • Computer renewal

16
Pedagogical and Critical Thinking Model
2000-2003 Theoretical Underpinnings
  • Balance
  • Community of practice/community of learners
  • Integration

17
Pedagogical and Critical Thinking Model
2000-2003 Theoretical Underpinnings
  • Focus on the curriculum and curricular-driven
    decisions
  • Technology is there in the backgroundinvisible
  • Focus on the ICT critics and diversity and equity
    issues surrounding the use of ICT
  • Students learn about how ICTs are used during
    debriefing

18
New Initiatives
  • I-Teachered Project http//education.uregina.ca/i
    teachered/
  • Industry Canada initiative major funding
    opportunity

19
Final Thoughts
  • We have re-flected, re-thought, re-formulated,
    and re-conceptualized what it means to teach and
    learnwith technologyused in appropriate ways as
    a support for learning.
  • Our theory is now more explicit and
    drives/informs our practice. Historically, with
    reconstructed logic, we can think about the
    theoretical perspectives that have informed our
    practice.
  • Our model of ICT integration is first one of
    curriculum integration.

20
Contact Information
  • Mhairi (Vi) Maeers
  • e-mail maeers_at_uregina.ca
  • website http//uregina.ca/maeers
  • Nancy Browne
  • e-mail nancy.browne_at_uregina.ca
  • website http//uregina.ca/brownen
  • Elizabeth Cooper
  • e-mail cooperl_at_uregina.ca
  • website http//uregina.ca/cooperl
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