ICT-based Paradigm Shifts Dave Moursund Teacher Education
Introduction: Goals • Significantly improving the education of our students. • Significantly improving the quality of our professional lives.
My Background • Math • Computer & Information Science • College of Education • International Society for technology in Education
Unifying Themes: Improve Education by • Improve teaching • Improving the curriculum content • Improving assessment • Improve students (to be better, more self-responsible learners)
Activity 1 (Whole Group) Select the two items on the list that you feel are most apt to make a significant contribution to improving the quality of education that students get at the UO. We will vote by a show of hands. Each person gets two votes. Just for the fun of it, think about what you know of good research that supports your votes
Problem Solving Includes: • posing, clarifying, and answering questions • posing, clarifying, and solving problems • posing, clarifying, and accomplishing tasks • posing, clarifying, and making decisions • using higher-order, critical, and wise thinking to do all of the above
Activity 2 (Whole Group) Each participant is to think about their academic discipline(s) from the point of view of problem solving. Ask yourself: “To what extent do I teach problem solving?” “Am I satisfied with the progress my students make in problem solving?”
What is an Academic Discipline? • Problems and activities it addresses. • Accumulated accomplishments • History, culture, language. Methods of teaching and learning. • Tools, methodologies, evidence and arguments. • Nature and extent of its expertise.
Models of Educational Change • Continual improvement model. • Paradigm shift model • Fighting alligators model.
Activities 3A, 3B • 3A: Discuss in large group some ICT-related paradigm shifts that have occurred in the world in recent years and that are of potential relevance to higher education. The intent is to help us understand possible meanings of paradigm shift. • 3B: Discuss in small groups some paradigm shifts that have occurred or might well occur in education at the UO.
Activity 4 Within your discipline(s), think about the teaching emphasis on lower-order versus the teaching emphasis on higher-order. Is what you teach (what you expect your students to learn) being affected by the steadily increasing capabilities of ICT systems?
Activity 5 Think about the ICT that you want and expect your students to learn. Is it mainly at a lower-order level, or is the focus on higher-order learning and use, focusing on using ICT to address hard problems within your discipline?
Basics of Education • What would it take for ICT to become one of the basics and to be thoroughly integrated into the core curriculum? • What would it take for ICT to become thoroughly integrated into the content of each discipline taught at a university level?
Activity 6 (Whole Group) Suppose that you (personally) believe that ICT is a basic, that it should be integrated into the core curriculum, and that it should be part of the content of each course in the various academic disciplines at our university. Think about would you do about this.
National Precollege ICT Standards in Education • ISTE has developed standards for K-12 students, for K-12 teachers, and for school administrators.
ISTE 5th Grade Standards:(A Paradigm Shift) 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. 7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Activity 7 Think about whether the typical undergraduate student you currently teach meets these fifth grade standards. What happens as an increasing number of your students meet the ISTE 12th grade standards?
Tidbits from Teacher Education • Authentic assessment • Learning theories: constructivism, situated learning • Cognitive neuroscience • ICT-Assisted Project-based Learning • Transfer of learning
Closure • Expertise in a discipline • Problem solving • ICT as a basic, in the core curriculum, and in all disciplines • Paradigm shifts