3. From a constructivist perspective, “technology tools support the individual’s identification and manipulation of resources and ideas” (Jonassen, 2000) thus providing a learning environment in which students react to “real life” situations. Ex: Students can participate in an online interactive debate with student panels and evaluator experts with other students from across the country (Information and media literacy, 2004). Allowing students access to the internet allows students to be involved in “real life” situations, and to react to other student’s opinions creating learning environments that recreate possible “real life” scenarios they might encounter. Technology provides authentic learning environments:
4. Technology tools allow students to gather and evaluate information efficiently, then communicate and present their thoughts and findings in an more complete manner. Ex: Students are to research information on the internet about World War 1 and then develop a hypermedia presentation to present their findings. Allowing students to access information on the internet allows them to view information in a variety of formats, i.e. text, images, and video. “The process of integrating relevant words and images is a key step in meaningful learning” (2005, Topic: Student Learning). By allowing students to create hypermedia presentation, students are synthesizing information to create a full picture of different points of view about the topic. Technology provides opportunities for students to foster higher level thinking skills:
5. Technology tools enhance negotiation of multiple rather than singular points of view and reconcile conflicting perspectives and beliefs to help construct personal relevant meaning (Jonassen, 2000). Ex: Students can utilize a class-created chat room to interact thoughtfully with other class members for responding to a class novel. By providing an alternative means of communication other than a face to face mode, students will feel less intimidated to share their thoughts and ideas about the topic at hand. Through the use of a chat room students have increased their engagement and collaboration amongst peers. Technology provides collaborative learning environments to support learner-constructed meaning:
6. Technology creates opportunities to differentiate instruction for various student needs, whether it is learning disabilities, or styles. Technology provides avenues of learning that can accommodate many different students (Deubel, 2010). Ex: Students will complete a web quest to locate the differences between white and red blood cells. Each worksheet is modified to fit the needs of the individual students, but still allows for the same content to be learned. A web quest presents information in a variety of formats which accomodatesthe different learning styles of students. A web quest allows students to work at their own pace to complete their assigned activity. Technology provides opportunities for differentiated instruction:
7. With an increase in technology in the home environment for students, it seems only natural for students to seek out technology in the classroom, because it is what interests them. Technology allows for an increase in motivation because students are drawn to a variety of stimulants in the learning environment, which is provided by the integration of technology tools (Roblyer, 2010). Ex: Compose a team short-story presentation that includes a script, text, sound, images, and video clips. Create it around a question formed from the topic of study. The variety of technology options in this assignment is sure to attract the attention of all the students. The ability to use multiple forms of media in the classroom that touches on a variety of students’ interests increases the learners’ motivation, than say a paper and pencil short story. Technology provides motivation to learn:
8. (2005). Topic: Student Learning: How can technology develop higher order thinking and problem solving? Retrieved February 4, 2010, From CARET Web site: http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=9 Deubel, P. January 28, 2010. Technology integration: Essential questions. Retrieved February 4, 2010, from Computing Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm Jonassen, D. H. & Land, S. M. (2000). Theoretical foundations of learning environments, (Ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Roblyer, M.D. & Doering, A.H. (2010). Integrating educational technology into teaching. Boston: Allyn & Bacon. September 12, 2009.UDL Guidelines – Version 1.0: Introduction. Retrieved February 4, 2010, from National Center on Universal Design for Learning Web site: http://www.edulcenter.org/aboutudl/udlguidelines/introduction References
9. Classroom 2.0 Web 2.0 Technology Integration Information and Communication Technology Literacy Maps Technology Integration Research Resources:
