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A Framework for Integrating Technology
Mark Grabe
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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.
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1-3
Themes
Integrated technology Using technology to explore
course content A tools approach
Flexible use of general-purpose tools
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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
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1-5
Themes (Continued)
Multidisciplinary approach Complex experiences involving
many skills Cooperative learning
Technology used to facilitate productive interaction
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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?
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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
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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
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1-9
Description - Amount of Use Use < 3 hours per week in schools
(7-12 grades) Probably use more at home
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1-10
Description - Location in Schools Trend toward location in
classrooms Immediate access influences
classification as heavy users
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1-11
Description - How Used Most used as a tool
Word processing Internet research CD-ROM research
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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
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1-13
Technology and Reform Possible links
Technology creates need to reform Technology used to implement
reform goals
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1-14
Reform - Student Role Conventional - Absorb presented
content Restructured - Create personal
knowledge through action
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1-15
Reform - Curriculum Conventional - Isolated by
discipline and experienced hierarchically
Restructured - Multidisciplinary themes and learning through application
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1-16
Reform - Social Setting Conventional - Teacher controlled
with students working independently
Restructured - Teacher facilitates students working collaboratively
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1-17
Reform - Assessment Conventional - Focus on fact
knowledge and specific skills using traditional tests
Restructured - Knowledge application demonstrated through performance
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1-18
Reform - Teacher Role Conventional - Present information Restructured - Guide inquiry and
provide model
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1-19
Reform - Technology Role Conventional - Present information
and provide practice Restructured - Tools for authentic
tasks
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1-20
Standards
Define what students should learn Content standards - define desired
knowledge and skills Performance standards - how
students will demonstrate proficiency
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1-21
Standards - Levels of Detail Some vagueness is purposeful -
allow interpretation at local level
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1-22
Standards - NETS
National Educational Technology Standards Expectations for what students
know about and do with technology