Week 10th

Teaching with Technology

Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.),

Teaching: Theory into practice,(pp. 154-170).Needham Heights, MA: Allyn and Bacon.

Presented by: Mashael Aladmawi

Four Purposes to this reading:

• 1- Examine different stages of technology adaption.

• 2- Review traditional roles that techno has served in the classroom.

• 3- Examine how classroom would be when attention is given to

educational technology.

• 4- Provide some specific examples that incorporate contemporary

educational principles.

Two things must happen to help re-establish the role and value of the

individual classroom teacher:

First, the perspective of the classroom must change to become learner

centered.

Second, students and teachers must enter into a collaboration and partnership

with technology in order to create a “ community” that nurtures, encourages,

and supports the learning process.

Two main types of technology in education:

• Product technologies = hardware, audio-visual equipment,

videocassette, recorder. computer software, books, worksheet.

• Idea technologies= simulations. (ex. ride aboard the space shuttle).

technology in education

Vs.

Educational technology

EDU Tec:

Involves applying ideas from varioussources to create the best learningenvironment possible for students. Italso ask questions such as how aclassroom might change or adaptwhen a computer is integrated into thecurriculum.

Tec in EDU:

How many computers orvideocassette recorders are in aclassroom and how they might beused to support traditionalclassroom activates.But… this is a misleading andpotentially dangerous interpretation.

Figure 1. A model of adoption of both “idea” and “product” technologies in education.

Click here for an animated version of this model

There are five phases of adoption technologies in classroom:

1. Familiarization= Instruction.

2. Utilization= tries out the technology.

3. Integration= designate certain tasks to the technology.

4. Reorientation= focus on student’s learning.

5. Evolution= To be continued….

Teachers who adapt technology without

considering the belief structure into which

these products and ideas are necessarily

limited to the third phases of integration.

Traditional Role of Technology in Education

This approach exemplify the “ student as

bucket” metaphor where the emphasis is

on pouring knowledge into students

minds by designing and delivering well-

planned information.

Figure 2. Philosophies of learning and teaching can be viewed as a continuum with extreme educational interpretations of behaviorism (for example, instruction) and cognitivism (for example, construction) at either end. Any one educator's philosophy resides somewhere on this line. The threshold between the two views marks a critical point of "transformation" for an educator.

Contemporary Role of Technology in Education

“Schoolwork often focuses on remembering and organization lesson content,

but rarely on making information meaningful learning. Meaningful learning is

the product of building external connections between existing and

new information” Mayer(1984).

How can teaching with technology

facilitate deeper, more meaningful,

cognitive processing?

Effective technology-based teaching is more likely the

result of teacher’s abilities to design lessons based

upon robust instructional principles.

It is also should be grounded in the literature on

effective pedagogy in general.

Principles to guide effective teaching

I. Effective learners actively process lesson content.

II. Presenting information from multiple perspectives increase

the durability of instruction.

III. Effective instruction should build upon student’s knowledge

and experiences and be grounded in meaningful contexts.

Group discussion

• Technologies can improve the quality of education, as an educator

compare and contrast “product” and “idea” technologies regard to

your own position. How would you use technology in the

classroom?

• Knowing and using ICTs is important in today’s fast changing

knowledge society, what can be done to help teachers to use

technology smartly in the classroom?

Summary

• The reading examined why technology has failed to impact

education in the past and outlined the conditions necessary for

technology to be used effectively in the future. To be used

effectively, idea and product technologies must be united and

teachers must venture beyond familiarization and utilization

and into the integration, reorientation, and evolution phases of

technology use.

Conclusion

• Teachers who learn to integrate technology may go on to

conceptualize their roles in the classroom.

• The classroom learning environment should constantly

change to meet the challenge and potential provided by new

understandings of how people learn.

Thank you for cooperation

• Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In

A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-

170). Needham Heights, MA: Allyn and Bacon.

• The two diagrams were taken from the same reading.

http://www.nowhereroad.com/twt/

• Brain knowledge Picture. http://cogsnews.ucsd.edu/page/4/

• Humans from word Microsoft software.

REFERENCES