Chapter 1: Technology Integration: A Standards-Based Approach

1-1 Technologies in Teaching and Learning: An Historical Perspective

 In the pre- mechanical era, pre-mechanical forms of information and
communications technologies which were quill, ink, and paper were limited to
wealthy members of society.
 In the mechanical phase, the printing press was invented, which made it possible to
produce greater quantities of books which became the new form of technology.
 In the electronic age, use of phonograph, radio, and television increased
opportunities for communication. This became a valuable tool for educators.
 In the digital phase, word processors, digital cameras, e-mail, and cellular phones,
were developed.
 ICT- information and communications technology: all technology that supports the
manipulation and communication of information

1-1a Computer Technology in Education

Phase One-Computer as Object of Study (1977–1982)

 The computer was first introduced into classrooms in the 1980s.

 New curriculum and standards were introduced to make students computer
literate.
 Computer literate: you understand computer history, computer architecture and
terminology, basic software applications, and programming.
 Technologically literate: having a general understanding of current technologies.
 Mainframe computers and early instructional software were mostly created
by computer scientists, engineers, and mathematicians.
 These programs are now developed by teams of educators, instructional
designers, and graphic designers, and are tested with real students.
Phase Two—Computer as Programming Tool (1983–1990)

 The second phase of computer development was the computer language Logo,
which was made on the early computer programming language Lisp.
 Lisp is a complex programming language that is designed to handle
mathematical notation and was used in early artificial intelligence programming.
 Wally Furzier and Seymour Papert developed Logo.
 Phase Three—Computer as Communication Device and Resource Tool (1991–1996)

 Teachers and students stared to use presentation software to organize

instruction or demonstrate learning in colorful displays.
 The third phase of computers in education was focused on using a computer in a
classroom as a communication device and a tool to access resources.
 This movement was funded by the Advanced Research Project Agency Network
(ARPANET).
 The ARPANET was a computer network that linked scientists and engineers.
 The size grew from six people in the early 1970s to a hundred by 1983.
 Initially there was a belief that technology in schools would make a difference in
the way teachers taught and students learned.
 “One computer for every five students” became a U.S. national goal (e.g.,
President's Panel on Educational Technology, 1997)
Phase Four—Computer as Learning and Social Tool (1997–current)

 Information literacy became popular and became a focus of the second United
States National Educational Technology Plan ( U.S. Department of Education,
2000).
 This encouraged educators to think how technology tools can be used to support
learning other than requiring students to learn basic skills that would become
outdated soon.
 Colleges, universities, and private and commercial organizations, started offering
online courses for students across the country and world to enroll in degree
programs
 In 2007 Picciano and Seaman estimated that one million K-12 students took an
online course in the last school year.
 Allen and Seaman estimated that 5.6 million students took one online course in
the fall 2010 semester.
1-2Defining Technology Proficiency through Standards

1-2aThe Standards Movement

 The standards movement influences the way technology proficiency is defined.

 In 1983 a report named A Nation at Risk ( National Commission of Excellence in
Education, 1983) was published.
 This report included two goals that was related to academic achievement.
 One goal was that students in grades 4, 8, and 12 would demonstrate
competency in English, mathematics, science, history, and geography by the year
 2000. The other goal was that U.S. students would be first in the world in
science and math achievement by the year 2000.
1-2bTechnology Standards

 In 1998 ISTE released technology standards for students called the National
Educational Technology Standards for Students (NETS-S).
 ISTE later also developed more technology standards which are National
Educational Technology Standards for Teachers (NETS-T) and for Administrators
(NETS-A).
1-2cThe Value of Standards

 Standards provide a common set of expectations, clarify expectations and raise

expectations.
 Standards is a criteria which what is expected, like the content a teacher teaches.
 As a teacher meeting standards tell how well you present your curriculum and
how well your students perform.
1-3The Technology Integration Continuum

 The goal for ISTE standards is to create new teachers to create new learning
experiences for teachers that integrate technological tools which can support
teaching and learning.
 New learning experiences is that teachers and students work together to meet
requirements of the curriculum, but still looking at individual student needs,
interests, and preferences.
 The type of learning experiences created in the classroom will influence students
about technologies used, and also affect how students use them.
1-3aStages in Technology Integration
Characteristics of the Beginning Stage

 Teachers use technologies and other resources that support student learning
experiences, but classroom instruction will still depend on chalkboards,
textbooks, workbooks, and worksheets.
 Teachers research and discuss strategies that students can use to promote
knowledge construction and demonstrate creativity.
 Teachers monitor safe, ethical, legal, and healthy use of technology and
information resources.
 Students can use technology tools to research and collect information.
Characteristics of the Developing Stage

 Teachers plan, manage, and facilitate student understanding of technologies and

other resources.
 Teachers also facilitate and guide students as they learn strategies.
 Teacher also monitor safe, ethical, legal, and healthy use of technology and
information resources
 Teachers are to adapt or create instructional activities which will have students
to collect and report information through a variety of products and formats.
 Students use technology tools to collect information, and create new
information in projects assigned by teachers.
Characteristics of the Proficient Stage

 Teachers show and model effective use of a variety of existing and emerging
technology based resources to encourage students to get involved in a variety of
learning experiences.
 Teachers show creativity and knowledge construction so students can
demonstrate creativity and innovation.
 Teachers monitor and instruct students in the safe, ethical, legal, and healthy use
of technology and information resources.
 Teachers design and customize activities according to students learning styles,
preferences, and abilities.
Characteristics of the Transformative Stage

 Teachers get students attention to explore and determine appropriate uses of

existing and emerging technology resources so students can effectively plan,
manage, and evaluate their learning experiences.
 Teachers also collaborate and involve students as lead learners to engage them
in activities to promote creativity and innovation and explore complex issues.
 Techers get students involved by showing in safe, ethical, legal, and healthy use
of technology and information resources by telling them to establish policies and
procedures for determining methods to address its misuse.