Integrating technology in the Classroom

Doug Adams
Doug AdamsEducator um Altec/University of Kansas
Integrating Technology into the Classroom Doug Adams ALTEC [email_address]
Description ,[object Object],[object Object]
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PowerPoint Slides ,[object Object]
 
The Millennial Generation ,[object Object],[object Object],[object Object],“ Kids say e-mail is, like, sooooo dead.”   –  CNET News , July 18, 2007
The Millennial Generation ,[object Object],[object Object]
Attitudes in the Millennial World ,[object Object],[object Object],[object Object],[object Object],[object Object]
Attitudes in the Millennial School “ I have to ‘ power down ’ when I go  to school.” “ When I am really busy,  I hate going to school  because I can’t do any work there.”
Characteristics of Digital Natives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Brain Research ,[object Object],[object Object]
Brain Research ,[object Object],[object Object]
21 st  Century Skills 21stCenturySkills.org
21 st  Century Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
21 st  Century Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Visual Ranking and 21 st  C Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Visual Ranking and 21 st  C Skills ,[object Object],[object Object],[object Object]
Bloom’s Cognitive Taxonomy (1956)
Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl  et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”
Mind-set Verbs Apply:  Do, use, organize, collect, operate, summarize, practice, solve, try Remember:  State, show, list, tally, define, identify, repeat, recall, label, quote Understand:  Restate, reword, describe, illustrate, review, discuss, explain (in your own words) Create:  Develop, invent, extend, hypothesize, compose Evaluate:  Judge, interpret, justify, assess, weigh, appraise, criticize Analyze:  Extract, deduce, investigate, fill in, combine, disassemble,
Organizing Bloom’s Taxonomy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why is it important to encourage higher-order thinking?
Supporting Higher-Order Thinking ,[object Object],[object Object],[object Object],[object Object],[object Object]
Technology and Complex Thinking ,[object Object],[object Object],[object Object],[object Object]
Collaboration and Technology
Students retain… 90%  of what they learn when they teach someone else 5%  of what they’ve learned from a lecture 10%  of what they’ve learned from reading 20%  of what they’ve learned from audio-visual presentation 30%  of what they learn from a demonstration 50%  of what they learn when engaged in a discussion 75%  of what they learn by doing Source: NTL Institute for Applied Behavioral Science
Collaborating with Google Docs ,[object Object],[object Object],[object Object],[object Object],[object Object]
Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Engaged Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Authentic Learning with Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Primary Source Material ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Primary Source Example ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More Primary Sources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Differentiated Instruction & Technology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Differentiated Instruction
Differentiation - Content ,[object Object],[object Object],[object Object],[object Object]
Differentiation - Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Differentiation - Product ,[object Object],[object Object],[object Object],[object Object],[object Object]
Resources ,[object Object],[object Object],[object Object],[object Object]
Video Games and HOTS ,[object Object],[object Object]
What kinds of theories? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why Projects? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Project-Based Learning Resources ,[object Object],[object Object],[object Object],[object Object]
Curriculum-Framing Questions ,[object Object],[object Object],[object Object],[object Object]
Essential Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Unit Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Content Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Complex Thinking Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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Integrating technology in the Classroom

  • 1. Integrating Technology into the Classroom Doug Adams ALTEC [email_address]
  • 2.
  • 3.
  • 4.
  • 5.  
  • 6.
  • 7.
  • 8.
  • 9. Attitudes in the Millennial School “ I have to ‘ power down ’ when I go to school.” “ When I am really busy, I hate going to school because I can’t do any work there.”
  • 10.
  • 11.
  • 12.
  • 13. 21 st Century Skills 21stCenturySkills.org
  • 14.
  • 15.
  • 16.
  • 17.
  • 19. Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”
  • 20. Mind-set Verbs Apply: Do, use, organize, collect, operate, summarize, practice, solve, try Remember: State, show, list, tally, define, identify, repeat, recall, label, quote Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words) Create: Develop, invent, extend, hypothesize, compose Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize Analyze: Extract, deduce, investigate, fill in, combine, disassemble,
  • 21.
  • 22. Why is it important to encourage higher-order thinking?
  • 23.
  • 24.
  • 26. Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 36.
  • 37.
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Hinweis der Redaktion

  1. TIME article starts with Rip Van Winkle He wakes up, sees people walking on the streets with metal things on their heads Totally lost, until he walks into a school, that’s familiar to him!! Schools were built on the Agrarian & Industrial model They do a nice job of highlighting the 21 st Century Skills necessary for kids to be competitive in a global economy: good examples Preparing for Jobs that don’t exist yet! China becoming #1 English speaking country India has more honors students than we have students Have to Power Down when they come to school NEED: Article link posted online (NING)
  2. Nicknames Thumb Tribe—Brayden story Characteristics—just to give you a picture NEED: VISUAL RANKING activity--instructor: [email_address] team name: team1, team2, team3... team8 team password: team1, team2, team3... team8
  3. Active Web 2.0 – students are creators. In his book Joystick Nation , J.C. Herz wrote “TV turned kids of the fifties and sixties into a nation of screen watchers, videogames have created a cadre of screen manipulators”. At the very least, kids expect to be able to comment. Usually they want to construct. Multi-tasking The brain is linear in its application. Multi-tasking is really quickly switching and frequently between tasks. This comes naturally to a digital native, but makes non-natives uncomfortable. Non-linear thinking Hypertext and information on demand allows students to explore. Depth of thought is often exchanged for breadth of experience, leaving detailed information for on-demand searching – why memorize the periodic table when you can look it up whenever you need it? Be aware stat student research may lead them away from their initial topic idea. Ubiquity Technology is everywhere, and kids expect to be able to connect with anyone, anytime. See “periodic table” above Technical Fluency Compare to a person who is speaking a foreign language. Even if you speak it well, a native speaker sounds like he is talking faster. A digital native just “knows” how to interact with technology just as a native of a foreign country knows how to interact in a new situation. A native speaker uses nuances, slang, and assumptions of cultural reference. “Invisible bike” or “Leeeroy Jenkins” or “RickRoll” Feedback Instant feedback is expected. Students will desire frequent reward opportunities. Very clear goals and requirements are desired. And those goals should be individualized as much as possible (next) Individualization Digital Natives expect that their technology will be customized for them. Gone are the days of the model-T (“any color you want as long as it is black”) or the princess phone. Web sites, stores, music, and even material things are individual and customized. Risk-takers Losing a game or failing a task just means that you need to try again. Learning new technology (which happens all the time) is a matter of just trying something and watching how it responds. Mastery principles should come into play to give students more opportunities – errors are chances to grow rather than failures to learn. Information sifting Students can manage vast amounts of information. They can quickly categorize data and find the relevant parts. For example, embedded advertising and popup windows.
  4. http://www.iste.org/content/navigationmenu/research/reports/the_road_ahead_background_papers_1997_/project-based_learning.htm
  5. They help the teacher and the students focus on the task at hand, and tap into those higher order thinking levels by always keeping the big goal in mind.