Education 102 Chapter 1

Technology Intergration: A Standards-Based

Approach

Consider technology as to forms: communication and information storage

Information and Communication Technology: an umbrella term that refers to all technology
that supports the manipulation and of communication of information (ICT)
Computer Literate: person who has an understanding of computer history, computer
architecture and terminology, basic software applications, and programming
Technologically Literate: having a general, working understanding of current technologies
1971 Apple II is introduced
1981 IBM releases the 1st PC
1982 Educational software introduced and Educational emphasis

Development of early computer language called Lisp: a complex programming language

originally designed to handle mathematical notation and was used in early artificial
intelligence programming
1983 Lisp developed along with TCP/IP, SMTP, FTP, HTTP so that computers could
communicate via a network
1984 Macintosh introduce the term desktop and icon
1987 Hypertext becomes available through the use of HyperCard software

Productivity Applications: computer programs such as databases, spreadsheets, wordprocessing and presentation software that allow users to create products more efficiently
than is possible without the software, thus, increasing productivity
Early 1990s computers were used in classrooms as communication devices and tools to
access resources
1991 WWW was born
1993 White House goes online
1996 1st Ed Tech Plan and 1st National Net Day

Information Literacy: the ability to recognize when information is needed and to locate,
evaluate, and use the needed information effectively
The 2nd United States National Educational Technology Plan makes information literacy a
focus which encouraged educators to consider how technology tools could be used to
support learning
Online learning became a fast trend amongst colleges and universities

Education 102 Chapter 2

Self-Directed Lifelong Learning

Self-Directed Learning : any increase in knowledge, skills, accomplishment, or

personal development that an individual selects and brings about by his/her own
efforts using any methods in any circumstance at any time; ability to set personal
learning goals, take action to meet those goals, and evaluate the effectiveness of
the learning processes and learning outcomes (SDL)

Metacognitive Learners : learners who think about their thinking and apply
strategies to regulate and oversee their learning

Self-Directed and Metacognitive learners engage in 3 key processes: planning ,

monitoring, and evaluating their learning activities

The GAME plan

Using the GAME plan with self-directed learners requires: set goals, taking action,
monitoring and evaluating

Critical Reflection: trying to understand different perspectives and using that

understanding to set goals for future behavior or learning

Assessment Portfolios: a collection of artifacts used to assess student learning; an

authentic representation of student learning

Employment Portfolios: a presentation of artifacts demonstrating competencies in

relation to a desired position or profession

Professional Development Portfolios: a personal tool for individual learning that

provided a place for collecting and reflecting on artifacts documenting professional
growth over time

Refer to page 46 for portfolio development

Formative Assessments: assessment used during instruction to monitor student

progress toward mastering learning goals

Education 102 Chapter 3

Supporting Student Creativity with Technology

Creativity refers to the quality of things we do

Creativity thinking is a form of higher-order thinking
Higher-Order thinking: creative thinking; complex effort and produces valued outcomes
Creativity thinking is not a single process, it involves many different cognitive skills

Divergent thinking: A type of creative thinking that starts from a common point and
moves outward to a variety of perspectives.
Convergent thinking: A type of thinking that attempts to bring together thoughts from
different perspectives in order to achieve a common understanding or conclusion.
Innovation: A type of divergent thinking that aims to produce something that is original
and of value
Critical thinking: A type of convergent thinking that determines the validity or value of
something
Inductive thinking: A type of reasoning that moves from parts to the whole, from
examples of generalizations
Deductive thinking: A type of reasoning that moves from the whole to its parts, from
generalizations to underlying concepts to examples

Authentic Instruction: real-world issues and authentic problems, which facilitate and
inspire student learning and creativity

Learner Autonomy students are able to pursue topics and questions that are
interesting and relevant to them

Scaffolds: external supports for learning or solving problems

Active Learning students are able to learn best by doing

Holistic Activities students are able to learn context within meaningful activities
e.g. reading, spelling, math, and technology

Reflection: learners ability to work over the process of learning and to

describe what she/he has done and what she/he needs to do to achieve
meaningful learning

Articulation: the ability to describe what one has done, explain what resulted
and why

Transfer: ability to use knowledge or skills in new situations

Real Contexts: learning environments that allow students to solve actual,

complex problems

Complex Activities incorporates real-world task or simulate a problem-based

learning environment

Authentic Intellectual Work: an approach to teaching in which students work

within real-world contexts by engaging in tasks that have value beyond school
See pg. 69 for Table 3.3 for Technology Support w/ Authentic Instruction
See pg. 70 for Table 3.4
Read page 71 on Direct Instruction as needed, also see Table 3.5 for added support

Education 102 Chapter 4

Digital Tools that Support Learning

Tutor: the use of software to explicitly teach or provide practice with a specific body of
content
Technology-Based Tutorial: a complete lesson on a specific topic offered via technology,
including presentation of information, practice exercises, and feedback
Intelligent Tutoring System: a type of educational software that tracks student responses,
make inferences about strengths and weakness and then tailors feedback and subsequent
instruction to improve performance
WebQuest: an organized format for presenting lessons that utilize web-based resources

Refer to pg. 87 for Developing a WebQuest

Mindtools : the use of technology as an organizational tool, simulation and visualization
tool, or knowledge-building tool

Refer to The Game Plan on pg. 89

Database: a type of software that organizes information
Collaborative Database: a special type of database that supports a shared process of
knowledge building
Visualization Tools: tools that allow learners to picture, or represent, how various
phenomena operate within different domains

Visualization tools can illustrate more complex relationships, such as enabling

students to manipulate complex data

Word Cloud: a visualization tool that can be used to analyze text by changing the size of
each word in the cloud based on the number of times it appears in a given passage
Concept Map: a graphical tool for organizing and representing knowledge

Refer to Tech Tools and Tips for Evaluating Web sources pg. 106

Education 102 Chapter 5

Developing Technology-Enriched Learning
Environment and Experiences

When putting children into small group with technology support make sure to assigned
them specific roles or cycle roles ( Depending on age and abilities)
Using a data projector is good for whole group technology instruction

Data Projector: projects an image onto a white board or blank wall for a computer
Refer to Tech Tools and Tips on pg. 114 for info on Using Interactive Whiteboards
Groups should have a set of rules to follow. This should help monitor and manage learning
during group work ( Rubrics are a great source)
To help with independent use of technology refer to TTT on page 117 on how to best
execute online discussions
Great Ideas for Teacher Workstations

Blended Learning: learning activities in which part of the instruction is provided online and
other aspects are provided in the classroom

When planning, make sure to do a trial run and make notes of any problems you
encounter
While planning, think about the tasks that students should perform before, during and
afterRefer to Table 5.3 on pg. 130
Exemplars: models of acceptable performance
Always prep technology before lesson
Set technical guidelines so students know what they should accomplish during the lesson

Refer to guidelines on pg. 123 under Develop Student Guidelines paragraph 3

Education 102 Chapter 6

Customizing Student Learning Activities

Education 102 Chapter 7

Assessment and Evaluation

Assessing Student Leaning

o Aim to help students know and recognize the standards for which they are aiming;
o Involve students in self-assessment
o Provide feedback that leads to students recognizing their next steps and how to
take them
o Involve both teachers and pupils reflecting on assessment data

Formative Assessments: assessment used during instruction to monitor student progress

toward mastering learning goals
Summative Assessments: assessments used to evaluate learning after presenting a
lesson, unit, or course
Authentic Assessments: assessments in which students are required to demonstrate
understanding of concepts and perform skills within real-world contexts

Rubrics: are malleable and can be created for any content area and assessment mode,
such as the scoring of projects, essays, portfolios, or live, or live or recorded student
performances
o Analytic Rubric: a type of assessment rubric in which component categories are
broken down
o Holistic Rubric: a type of assessment rubric in which descriptors touch on each area
of instruction/learning without breaking the areas down into separate rating scales
per category

Sample of Holistic Rubric

Sample of Analytic Rubric