A Framework for Integrating Technology Mark Grabe

A Framework for Integrating Technology

Mark Grabe

Copyright © Houghton Mifflin Company. All rights reserved.

1-2

An Introduction to Key Themes First chapter provides examples

(Probes in Physics and Web Page Design in Ecology) to introduce themes used throughout book.


1-3

Themes

Integrated technology Using technology to explore

course content A tools approach

Flexible use of general-purpose tools


1-4

Themes (Continued)

Students in active role Knowledge constructed by learner

Teacher as facilitator Create challenging and supportive

environment Responsive to needs of learner


1-5

Themes (Continued)

Multidisciplinary approach Complex experiences involving

many skills Cooperative learning

Technology used to facilitate productive interaction


1-6

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?


1-7

Describing Technology in Today’s Classrooms A quick overview of what is

“typical” A difficult task because:

Change is constant Situations vary greatly


1-8

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


1-9

Description - Amount of Use Use < 3 hours per week in schools

(7-12 grades) Probably use more at home


1-10

Description - Location in Schools Trend toward location in

classrooms Immediate access influences

classification as heavy users


1-11

Description - How Used Most used as a tool

Word processing Internet research CD-ROM research


1-12

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


1-13

Technology and Reform Possible links

Technology creates need to reform Technology used to implement

reform goals


1-14

Reform - Student Role Conventional - Absorb presented

content Restructured - Create personal

knowledge through action


1-15

Reform - Curriculum Conventional - Isolated by

discipline and experienced hierarchically

Restructured - Multidisciplinary themes and learning through application


1-16

Reform - Social Setting Conventional - Teacher controlled

with students working independently

Restructured - Teacher facilitates students working collaboratively


1-17

Reform - Assessment Conventional - Focus on fact

knowledge and specific skills using traditional tests

Restructured - Knowledge application demonstrated through performance


1-18

Reform - Teacher Role Conventional - Present information Restructured - Guide inquiry and

provide model


1-19

Reform - Technology Role Conventional - Present information

and provide practice Restructured - Tools for authentic

tasks


1-20

Standards

Define what students should learn Content standards - define desired

knowledge and skills Performance standards - how

students will demonstrate proficiency


1-21

Standards - Levels of Detail Some vagueness is purposeful -

allow interpretation at local level


1-22

Standards - NETS

National Educational Technology Standards Expectations for what students

know about and do with technology

Documents

A Framework for Integrating Technology Mark Grabe