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What is Educational Technology?

What is Educational Technology?. How To Use It And Why. Let’s look at. Definition of educational technology Purpose of educational technology Examples of educational technology What teachers are expected to know. Educational Technology Defined.

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What is Educational Technology?

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  1. What is Educational Technology? How To Use It And Why

  2. Let’s look at . . . • Definition of educational technology • Purpose of educational technology • Examples of educational technology • What teachers are expected to know Linn/UCA/July 2006

  3. Educational Technology Defined • Most educators: Any media that can be used in instruction • Printed media, models, projected and non-projected visuals, and audio, video, and digital media • More computer-oriented educators: computers, computer peripherals, and related software • Technologists: hardware available for use in the classroom Linn/UCA/July 2006

  4. Educational Technology Defined • Association for Educational Communications and Teaching (AECT): The theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. • In general: Any technology used by educators in support of the teaching and learning process Teaching and Learning with Technology. 2nd edition. Lever-Duffy, McDonald, and Mizell. Pearson Publishing: New York. 2005, Linn/UCA/July 2006

  5. Address individual learning styles Condition under which we learn best Auditory, visual, kinesthetic, all three Bridge the “Attention Span” Maximum of 20 minutes Formal attention span (in minutes) is about as long as the age of the child http://www.spring-ford.net/staff/dbick/Attention%20span.htm Build Bridge to Parents and Community Purpose of Educational Technology Linn/UCA/July 2006

  6. Purpose of Educational Technology • Administrative • Classroom management/monitoring • Test generators and electronic grade books • Sharing data and hardware • Communication—email (teacher to parent; parent to teacher; student to teacher; teacher to student), assignment transmission, mailing lists, conferencing, class web page • Record keeping/grade posting • Lesson preparation and delivery Linn/UCA/July 2006

  7. Purpose of Educational Technology • Academic • Communication • Peer to peer, keypals or cyberpals, weblogs, video conferencing • Link students to the ‘real’ world • Research and Investigation • Teach a child how to think, not what to think. • Memorization vs. investigation • Educational Resources • Unlimited in scope and nature • Online publications, governmental sites, lesson plans and rubrics, activities, handouts, tutorials, free software downloads, online quizzes, educational games Linn/UCA/July 2006

  8. Examples of Educational Technology • Computer, Printer, Copier, Scanner, and Cameras (still and video) • SmartBoard, Overhead Projector, LCD Projector, Webcam, and Electronic Calculator • Recorded Programs, Multimedia CD/DVD’s, Audio Tapes, Streaming Video, and Instructional Television Linn/UCA/July 2006

  9. Examples of Educational Technology • Internet, Online Publications, Online Tutorials and Drill-and-Practice, Governmental Sites, Multimedia Encyclopedias, Dictionaries, and Atlases , and Educational Games • Email, Weblogs, Bulletin Boards, and Cyberpals • Computer Software • Slides, Printed Materials, Books, Posters, Photographs, and Models Linn/UCA/July 2006

  10. What Teachers Are Expected To Know According to the National Educational Technology Standards for Teachers (adopted by Arkansas): http://cnets.iste.org/teachers/t_profile-gen.html • Technology Operations and Concepts Demonstrate a sound understanding of technology operations and concepts. Teachers: • demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students). • demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Linn/UCA/July 2006

  11. What Teachers Are Expected To Know • Planning and Designing Learning Environments and Experience Plan and design effective learning environments and experiences supported by technology. Teachers: • design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. • apply current research on teaching and learning with technology when planning learning environments and experiences. Linn/UCA/July 2006

  12. What Teachers Are Expected To Know Cont . . . • Planning and Designing Learning Environments and Experiences • identify and locate technology resources and evaluate them for accuracy and suitability. • plan for the management of technology resources within the contest of learning activities. • plan strategies to manage student learning in a technology-enhanced environment. Linn/UCA/July 2006

  13. What Teachers Are Expected To Know • Teaching, Learning, and the Curriculum Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: • facilitate technology-enhanced experiences that address content standards and student technology standards. (See related handout) Linn/UCA/July 2006

  14. What Teachers Are Expected To Know Cont . . . • Teaching, Learning, and the Curriculum • use technology to support learner-centered strategies that address the diverse needs of students. • apply technology to develop students’ higher order skills and creativity. • manage student learning activities in a technology-enhanced environment. Linn/UCA/July 2006

  15. What Teachers Are Expected To Know • Assessment and Evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: • apply technology in assessing student learning of subject matter using a variety of assessment techniques. Linn/UCA/July 2006

  16. What Teachers Are Expected To Know Cont . . . • Assessment and Evaluation • use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practices and maximize student learning. • apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. Linn/UCA/July 2006

  17. What Teachers Are Expected To Know • Productivity and Professional Practice Teachers use technology to enhance their productivity and professional practice. Teachers: • use technology resources to engage in ongoing professional development and lifelong learning. • continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Linn/UCA/July 2006

  18. What Teachers Are Expected To Know Cont . . . • Productivity and Professional Practice • apply technology to increase productivity. • use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. Linn/UCA/July 2006

  19. What Teachers Are Expected To Know • Social, Ethical, Legal, and Human Issues Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: • model and teach legal and ethical practice related to technology use. Linn/UCA/July 2006

  20. What Teachers Are Expected To Know Cont . . . • Social, Ethical, Legal, and Human Issues • apply technology to increase productivity. • apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. • identify and use technology resources that affirm diversity. Linn/UCA/July 2006

  21. What Teachers Are Expected To Know Cont . . . • Social, Ethical, Legal, and Human Issues • promote safe and healthy use of technology resources. • facilitate equitable access to technology resources for all students. Linn/UCA/July 2006

  22. Remember . . . • Technology is only one educational tool. • It takes some serious consideration when selecting the technology for any given assignment. • Understanding what is available will greatly affect a teacher’s decision to incorporate technology into a lesson. Linn/UCA/July 2006

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