EME4406 Day One August 2008

transcript

integrating technology into the secondary curriculum

---day one

eme 4406 : fall : sessums : august 2008

who am I?

• christopher d. sessums (http://plaza.ufl.edu/ilji)• Instructor, Educational Technology, College of Education• Ph.D. candidate -- educational technology 03-09• director, distance education, college of education 06-08• director, distance learning, UF/DCE 00-06• hs/ms English teacher 97-00• http://eduspaces.net/csessums/weblog• twitter - csessums

helloattendance - 5 minoverview - 25 minsyllabus - 25 minbreak - 10 minMacs, Firefox, Moodle - 20 minGmail - 15 minLearning Logs - 15 minBreak - 10 minDiscussion - 20 minrecap - 5 minrock out - always

ready?

here comes everybody…

participatory cultureJenkins et al (2006)

1. relatively low barriers to artistic expression and civic engagement

2. strong support for creating and sharing one’s creations with others

3. some type of informal mentorship whereby what is known by the most experienced is passed along to novices

4. members believe that their contributions matter

5. members feel some degree of social connection with one another (at the least they care what other people think about what they have created).

Not every member must contribute, but all must believe they are free to contribute when ready and that what they contribute will be appropriately valued.

new media layer

upside• enhances (not replaces) older media• permits diversity• provides potential• new tools• new affordances

reality• hegemonic media ecology• access/• costs of participation -- time, money, effort, attention

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

you are here

second life

facebook

youtube

craigslist

flickr

myspace

(second second

wikipedia

blogger

amazon

you are a creator

second life

facebook

youtube

craigslist

flickr

mysace

(second second

wikipedia

blogger

amazon

you are a

consumer

my goal

assist you in developing the

• knowledge• skills• confidence• ethical structures

necessary to participate fully and meaningfully in the changes afforded by new media technologies

the challenges

includeaddressing

a) the unequal opportunities and knowledge gained from these emerging practices;

b) the ethical roles and responsibilities associated with venturing into this new risky and uncharted territory;

c) the lack of critical reflection practiced by early adopters of new media; and

d) the lack of clear evaluation standards associated with work produced utilizing new media as well as how it relates to previous forms of communication and expression.

(Jenkins, et al. 2006)

what skills do we need in this new media

ecology?

preliminary skills

basic literacy -- read/write

technical skills -- tools/techniques

multimodal literacy -- info processing across multi systems of representation

emerging skills

synthesis -- aggregate, evaluate, construct new picture

sampling -- transforming existing media for self/expression

collaboration -- share, pool, compare, evaluate, solve

teamwork -- build upon strengths/expertise

judgment -- evaluate choices & consequences

discernment -- assess accuracy/appropriateness

play -- explore/experiment

performance -- identity exploration

navigation -- know where/how to search

resourcefulness -- capitalize on exisiting resources

networking -- shared goals/interests

negotiation -- commo across differences

(Jenkins, et al. 2006)

these are

cultural skills

omgwtfbbq

online/offline

evolution/revolution

boundaries/identities

producer/consumer

teacher/learner

journalist/blogger

multiple citizenships

lines are blurring

who’s in

charge here?

learning and

teaching

this class

LearningParticipationInquiryStandardsOrganizingTheoryPracticeCommunityCreatingSharingReflectionWays of SeeingDe-codingFunToolsActionYou and me and usYour students

question:How do we move from an apprenticeship of observation to a community of practice?

novice magnet

efficiency

adaptive expertise

we will explore

the line between

efficiency | innovation

when regarding different education theories, strategies, and skills.

key feature of modern learning theory:

"optimal learning environments must be

tailored to specific learning goals,

to the students' backgrounds and prior knowledge,

and to the contexts in which learning will occur"

(Bransford, et al., 2005, p. 78).

Teachers need to

understand

basic principles of learning and how to use them judiciously to meet diverse learning goals in contexts where students' needs differ.

(Bransford, et al., 2005).

a brief history of teaching

as a profession

hired professionalsB.C. -- A.D.private -- publictalk-observation-apprenticeship-accreditationprimary-secondary-baccalaureate-post bac--professionalonline

issues

QualityEquityDiversitySafetyAccessNetworksOpportunityeconomics

teacher characteristic

A projected 3.7 million full-time-equivalent (FTE) elementary and secondary school teachers were engaged in classroom instruction in the fall of 2007.

This number has risen 17 percent since 1997.

The 2007 projected number of FTE teachers includes 3.2 million public school teachers and 0.5 million private school teachers

*from NCES, 2007retrieved 24 August 2008 from http://nces.ed.gov/programs/digest/d07/

The number of public school teachers has risen faster than the number of public school students over the past 10 years, resulting in declines in the pupil/teacher ratio.

In the fall of 2007, there were a projected 15.4 public school pupils per teacher, compared with 16.8 public school pupils per teacher 10 years earlier.

The salaries of public school teachers lost purchasing power in the 1970s due to inflation, but increased at a greater rate than inflation in the 1980s, and since 1990-91 the salaries have generally maintained pace with inflation.

The average salary for teachers in 2005-06 was $49,109, about 1 percent higher than in 1995-96, after adjustment for inflation.

educational technology

The number of computers in public schools has increased. In 2005, the average public school contained 154 instructional computers, compared to 90 in 1998. One important technological advance that has come to classrooms following the introduction of computers has been connections to the Internet. The percentage of instructional rooms with access to the Internet increased from 51 percent in 1998 to 94 percent in 2005.

Nearly all schools had access to the Internet in 2005.

educational technology

teachers as

designers

BuilderCreatorArtistComposerEngineer

to evaluate the salience of the different conditions that influence learning

as well as the potential effectiveness of different teaching strategies

start with a map

HPL framework is a conceptual tool for analyzing the qualities of various learning environments.

Knowledge-centeredness -- What should be taught? Why is it important? How should this knowledge be organized?

Learner-centeredness -- Who is the learner? How do they learn? Why do they want to learn? What kinds of things and people might learners want to be in contact with in order to learn?

Community-centeredness -- What kinds of environments enhance learning? [classroom, school, community] How does learning connect to what goes on outside the classroom?

Assessment-centeredness -- What is evidence of effective learning? How can students, teachers, parents see if learning is effective?

Social Action -- How do classroom activities connect to social action?

How People Learn framework (modified)

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