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HOW COME WE DO NOT TRAIN TEACHERS TO APPLY INFORMATION TECHNOLOGY ?

HOW COME WE DO NOT TRAIN TEACHERS TO APPLY INFORMATION TECHNOLOGY ?. Prof. Yehoshafat Give’on The Center for Informatics The School of Education Beit Berl College, Israel. Almost 2000: Crises and Challenges in Teacher Education. Information Technology AND Teacher Education ?.

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HOW COME WE DO NOT TRAIN TEACHERS TO APPLY INFORMATION TECHNOLOGY ?

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  1. HOWCOMEWEDONOTTRAINTEACHERSTOAPPLYINFORMATION TECHNOLOGY ? Prof. Yehoshafat Give’on The Center for Informatics The School of Education Beit Berl College, Israel Almost 2000: Crises and Challenges in Teacher Education

  2. Information Technology AND Teacher Education ? Teacher Education - in general - does not provide training in information technology, simply, because most people who are involved with Teacher Education, do not know what it is.

  3. Information Technology AND Teacher Education ? In Teacher Education, and in Education in general, the words, “technology” and “information technology” refer mostly to the technical details of “modern ‘hi-tech’ instruments and tools”.

  4. Consequently, Teacher Training in Information Technology means - in general - the provision of the technical details of how to use these tools AND then, going into the didactical aspects of how to use these tools in “learning environments”.

  5. But what is TECHNOLOGY? “the practical applicationofknowledge especially in a particular area” Merriam Webster WWWebster Dictionary “the branch of knowledge that deals with industrial arts, applied science, engineering” “the application of knowledge for practical ends..” The Random House Dictionary of the English Language - College Edition From Greek: “technologia: systematic treatment”

  6. And so, what is TECHNOLOGY? FIRST OF ALL, IT IS A CERTAIN TYPE OF KNOWLEDGE !! It is a knowledge organized for the purpose of practical applications.

  7. How can IT and ED be related? Knowledge? Tools ? ? Education Informatics

  8. How can it be done, in general? “In order for physics to be useful to other sciences in a theoretical way, other than in the invention of instruments, the science in question must supply to the physicist a description of the object in a physicist’s language.” R. P. Feynman, in “Six Easy Pieces”, Addison-Wesley, 1963

  9. How can IT and ED be related? Feynman’s requirement: ! Education Informatics

  10. How can IT and ED be related? Translating Feynman’s requirement: If we want IT to be of use in ED, we must be able to describe ED objects in terms of IT !!!

  11. How can IT and ED be related? Education Informatics

  12. IT and ED can be related: Informatics in Education Education (processes) Informatics (processes)

  13. A Useful Starting Point Reading and Writing are the first examples of Information Technology. And lo and behold, they are the principal technologies of our post-oral learning environments.

  14. How can IT and ED be related? Education Informatics

  15. How can IT and ED be related? Basic technologies of Literacy Information Technologies

  16. Points of Similarity • Characters etc. ~ Bits • Words etc. ~ Strings • Texts ~ Data systems • Types of Reading-Writing Processes ~ Types of Interactive Use of Data Systems • Routine and Technical chores ~ Algorithms • Graphical Organizers ~ Data Types

  17. Basic Concepts of Informatics in Education • [Characters etc. + Bits] • [Words etc. + Strings] • [Texts + Data systems] • [Types of Reading-Writing Processes + Types of Interactive Use of Data Systems] • [Routine, Technical chores + Algorithms] • [Graphical Organizers + Data Types] (1) (2) (3) (4) (5)

  18. The Major Task of Informatics in Education: How to Incorporate Software into Educational Activities ? Activity Software

  19. Informatics in Education: Education Informatics (4) (5) (1) (3) (2) Activity Software

  20. The Major Task of Informatics in Education: How to Incorporate Software into Educational Activities ? Activity Software

  21. The Major Task of Informatics in Education: How to Incorporate Software into Educational Activities ? Activity Software

  22. The Major Task of Informatics in Education: How to Incorporate Software into Educational Activities ? Activity Software

  23. Basic Concepts of Informatics in Education • Characters etc. ~ Bits • Words etc. ~ Strings • Texts ~ Data systems • Types of Reading-Writing Processes ~ Types of Interactive Use of Data Systems • Routine and Technical chores ~ Algorithms • Graphical Organizers ~ Data Types (1) (2) (3) (4) (5)

  24. Conditions for a Synergistic Incorporation of Software into Educational Activities • Characters etc. ~ Bits • Words etc. ~ Strings • Texts ~ Data systems • Types of Reading-Writing Processes ~ Types of Interactive Use of Data Systems • Routine and Technical chores ~ Algorithms • Graphical Organizers ~ Data Types (1) (2) (3) (4) (5)

  25. Conditions for a Synergistic Incorporation of Software into Educational Activities (1) Start with the actual data occurring in the activity. (2) If one wishes to replace a conventional system by __,a digital one, the following must hold: (3) The processes must match the original processes. (4) The duty of the learner must be preserved. (5) The data - types and structures - must match.

  26. A New Literacy • It is an Information Technology. • It has several applications. • It is an extension and an expansion of the Old Information Technology. • And likeOld Literacy, it requires armies of pioneers, in order to create and bring about the New Literacy, and the New LearningEnvironments. • It has not been done yet.

  27. END

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