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TECHNOLOGY INTEGRATION

TECHNOLOGY INTEGRATION . MAROBA M. ZOELLER UNIVERSITY OF NORTH TEXAS AUGUST 5, 2000. HOW DOES TECHNOLOGY AFFECT SCHOOLS? . 3 CENTRAL QUESTIONS POSED BY KERR (1996): 1. The overall level of adoption and acceptance of technology into schools

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TECHNOLOGY INTEGRATION

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  1. TECHNOLOGY INTEGRATION MAROBA M. ZOELLER UNIVERSITY OF NORTH TEXAS AUGUST 5, 2000

  2. HOW DOES TECHNOLOGY AFFECT SCHOOLS? • 3 CENTRAL QUESTIONS POSED BY KERR (1996): • 1. The overall level of adoption and acceptance of technology into schools • 2. The impact of technology on specific patterns of organization within individual classrooms and schools • 3. Organizational changes under conditions of technological change

  3. FACTS ABOUT OVERALL LEVEL OF TECHNOLOGY • Office of Technology Assessment, 1995: • Approximately 5.8 million computers in use in schools in U. S. (1 for every 9 students) • In 1992, average high school: 54 computers • “ “ average elmentary: 25

  4. INTERNATIONAL COMPARISON • ENGLAND , WALES & NORTHERN IRELAND: • SECONDARY SCHOOLS: 8-10 Microcomputers per school • Elementary campuses - computers usage varies depending upon the enthusiasm of teachers & administrators

  5. INTERNATIONAL COMPARISON • China - School Administrators hold a collective vision for their schools: • Upgrade teacher competencies in technology • Locate quality instructional software • Secure more private funds for instructional technology

  6. INTERNATIONAL COMPARISON • Korea - • Many problems and difficulties • School curriculum is not appropriate to the integration of technology • Focus has been on programming skills and operating knowledge • Need software beyond tutorial and drill-and-practice

  7. INTERNATIONAL COMPARISON • SINGAPORE • Government Intervention: Report of the Economic Committee in 1996 • Computer to Student Ratio 1:2 with target use of 40% of class time • $2 Billion for Instructional Technology

  8. INTERNATIONAL COMPARISON • SINGAPORE • Masterplan for IT - Trains 23,000 teachers in 4 dimension framework: • curriculum & assessment • learning resources • teacher development • physical and technological infrastructure

  9. Falling Through the Net ‘99 • FACTS ABOUT THE GAP IN INTERNET USAGE: • Gap expanded from 13.5% to 20% in 1999 • 32.4% OF WHITE HOUSEHOLDS • 11.7% OF BLACK HOUSEHOLDS • Gap between Hispanic & White - Rose to 19.5% in 1998

  10. Falling Through the Net ‘99 • ISSUES OF ACCESS IN SCHOOLS • LOWER LEVEL INSTRUCTION • LOWER SOCIO-ECONOMIC AND MINORITY STUDENTS RELEGATED TO DRILL-AND-PRACTICE AND DEFECTIVE, OUTDATED HARDWARE

  11. Technology Counts • Education Week - October 1998 • Perspectives on Education Technology • Impact on Test Scores, Policy perspectives, statistics on how technology is taking hold in public schools • Archer cites NAEP links 4th & 8th grade scores to computer math learning games and simulations

  12. Cuban(1986) Teachers and Machines: The Classroom Use of Technology Since 1920 • 4 Reasons why Educational Technologies failed to meet their potential • 1. Teachers lack training & skills • 2. Equipment and media expense • 3. Equipment reliability & dependability • 4. Instructional material does not fit student’s instructional needs

  13. Kozma & Croninger (1982) • 3 Aspects of School Failure that Educational Technology can successfully address: • 1. Gap between in-school and out of school learning • 2. Overemphasis on lower order skills • 3. Low engagement and motivation

  14. David & Roger Johnson (1996) • Failure of schools to adopt available instructional technologies attributable to 2 factors: • 1. Individual assumption underlying most hardware and software development • 2. Failure to utilize cooperative learning • “The best way to conduct technology-assisted instruction is to embed it in cooperative learning.”

  15. Robert Holloway(1996) • Factors related to frequency with which technology is used in classroom: • 1. Availability of hardware in classroom, building and district media center • 2. Amount of teacher input into purchase of hardware and software • 3. Level of administrative encouragement • 4. Amount of training teachers had in use

  16. ORGANIZATIONAL CHANGE • CUBAN (1993) Computers Meet Classroom: Classroom Wins • “Certain cultural beliefs about what teaching is, how learning occurs, what knowledge is proper in schools, and the teacher-student focus on human rather than machine interaction”

  17. ORGANIZATIONAL CHANGE • Mehan(1985) & Becker (1994b) • Technology teaching teachers appear to be in schools: • 1. Where there is a strong social network of many computer using teachers • 2. With a full-time technology coordinator on staff • 3. In a district that provides teachers with formal staff development . . .

  18. ORGANIZATIONAL CHANGE • 4. That have made long-term commitment to students using word-processing. . In subject matter classrooms • 5. That have policies ensuring equity of access between boys and girls. • 6. Where pattern of use extends beyond basic math, language arts, and computer literacy to fine arts, social studies

  19. ORGANIZATIONAL CHANGE • 7. That allocate time at school for teachers to use school computer. . . For their own professional tasks. • 8. That are faced with additional maintenance • 9. That need, perhaps most costly of all, smaller class sizes for computer using teachers.

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