Prof. Johannes Cronje's presentation at first CPUT Teaching with Technology Day

1. Seven ages of
Technology in
Education
Prof Johannes Cronje
Johannes.cronje@gmail.com

2. All the world’s a stage ...
 And all the men and women merely players:
 They have their exits and their entrances;
 And one man in his time plays many parts,
 His acts being seven ages…
William Shakespeare
As you like it

3. Seven ages
 At first the infant
 And then the whining school-boy
 And then the lover
 Then a soldier
 And then the justice
 Into the lean and slipper'd pantaloon
 Second childishness and mere oblivion

4. At first the infant
 Small byte sizes
 Scares easily
 Computer is a typewriter and calculator
 Violent reactions to anything foreign

5. Remember when
 A computer was something on TV  Compress was something you did to the
From a science fiction show. garbage,
A window was something you hated to Not something you did to a file.
clean, And if you unzipped anything in public,
And ram was the cousin of a goat. You'd be in jail for a while
 Meg was the name of a girl,  Log was adding wood to the fire.
And gig was your middle finger upright. Hard drive was a long trip on the road.
Now they all mean different things, A mouse pad was where a mouse lived,
And that really mega bytes! And a backup happened to your commode..
 Memory was something that you lost with  Cut you did with scissors,
age. Paste you did with glue,
A CD was a bank account. A web was a spider's home,
And if you had a 3 .5" floppy, And a virus was the flu.
You hoped nobody found out!  I guess I'll stick to my pad and paper
And the memory in my head.
I hear nobody's been killed in a computer
crash,
But when it happens they wished they were
dead!

6. And then the whining school-boy
 Objects to everything
 Bucks the system
 Copies homework
 Creeping like a snail … unwillingly to
school

7. And then the lover
 Technolphile
 Pornographer
 Surfer

8. What is this?
f(z)=z2+c with c=-0.2-0.7i, shown on [-1.8;1.8]×[-1.8;1.8]

9. What is this?
f(z)=(-4.0004z5+0.005(1-i))/(-4iz4+0.001i) shown on [-1;1]×[-1;1].

10. What is this?
f(z)=(z5+c)/z3 with c=0.001(?), shown on [-1.5;1.5]×[-1.5;1.5].

11. What is this?
f(z)=z2/(z9-z+0,025), shown on[-2;2]x[-2;2].

12. What is this?
 The are all Julia sets, but what is a Julia set?
 If a function f maps a region G to itself, f
can be iterated. The Julia set of f then is the
set of all points of G, at which this sequence
of iterated functions is not equicontinous.

13. Or put differently

14. So what?

15. The lover of technology
 Home is where you hang your @
 The E-mail of the species is deadlier than the mail.
 A journey of a thousand sites begins with a single click.
 You can't teach a new mouse old clicks.
 C: is the root of all directories.
 Pentium wise; pen and paper foolish.
 The modem is the message.
 Too many clicks spoil the browse.
 The geek shall inherit the earth.
 Don't byte off more than you can view.
 Fax is stranger than fiction.
 What boots up must come down.
 Windows will never cease.
 In Gates we trust.
 Virtual reality is its own reward.
 There's no place like http://www.home.com

16. And finally...
 Give a man a fish and you feed him for a
day;
 teach him to use the Net and he won't bother
you for weeks.

17. Then a soldier
 Technology strategies
 In-fighting
 Control measures
 Imagine a group of surgeons ...

19. A pair o'dimes shift

20. Old paradigm New paradigm
 Passive learners  Active learners
 Exam-driven  Coninuing assessment
 Rote-learning  Critical thinking,
 Syllabus content-based, and  Integrated, relevant & with
in subjects real-life situations
 Syllabus as rigid and non-  guides to make teachers
negotiable innovative and creative
 Objectives: what teacher  Outcomes – what learner
wants to achieve becomes and understands
 Behavioural approach to  Cognitive approach to
learning and assessment learning and assessment
 Assess isolated knowledge &  Assess abilities, thinking
discrete skills processes, meta-cognition
 Individual learning and and attitude
products  Collaborative learning and
products

21. Is this really Old and new?

22. Is there really old and new?
 Old Math v New Math
 Traditional teaching v Innovative
 Positivist v Relativist
 Socratic v Platonic (NB who’s older now?)
 Promethius v Ephemethius

23. The root of all evil
 Promethius
 Literally “Thinking ahead”
 Stole from Zeus the ability to make fire
 TAUGHT it to man
 Action oriented
 Positivist
 Instructivist

24. The root of all evil
 Ephemethius
 Literally “Thinking back” - reflection
 Was punished for his brother’s crime
 By getting a wife.
 Relativist
 Constructivist

25. Pandora

26. And then the justice
 Evaluation:
• Bloom
• Kirkpatrick
 Remember to advertise Post Grad Courses

27. And one remained
 Hope
 Old or new?
 Are we going the right way?

28. I VERSUS C?
 Instructivism: How to put knowledge across.
 Constructivist: How do we learn?
 They are NOT opposites
 They are at CROSS PURPOSES
 Therefore they cannot be plotted at 180

29. But must we decide?
 Instructivist: Benefits/Disadvantages
 Constructivist: Benefits/Disadvantages
 Since they are not exclusive opposites…
 How can we draw from both?
 ENTER the MATRIX

30. Cronjé’s integrative model

31. Judging the strategies
 Classrooms or laboratories
 Subject choices
 Computer staff
 Selection of software
 Selection of hardware

32. Into the lean and slipper'd
pantaloon
 Retirement plans for old equipment
 Letting go
 Allowing others to lead

33. What-is-a-University?
 Factory model
 Workshop model
 Construction site model (information
processing)
 Opportunity (one computer per hundreds)

34. Factory Model
What’s wrong with this picture?

35. Workshop model

36. Construction site model
He leaves his notebook to
Hand-held devices
take notes when he bunks

37. Opportunity model

38. Second childishness and mere
oblivion
 Crying over missed chances
 OR
 Looking forward to new beginnings!

39. … or Looking forward to new
beginnings! – What winning
schools have in common
 Learners learn by doing
 Learners produce learning materials
 Schools develop their own software and websites
 Research done by learners
 Focus on learning, not on technology
 Make magic out of nothing
 Computers across the curriculum – integrated & thematic
 Educator training
 Community involvement, outreach and sharing
 Focus on girls
 International links
 Future plans

40. Remember
 Teach a man to fish...
 And he’ll sit in a boat drinking all day