![HTTP://DAILYEDVENTURES.COM/INDEX.PHP/2012/08/
13/DAN-ROBERTS/
• It almost goes without saying that Roberts is extremely passionate
about 21st century learning. Perhaps most important, he pushes
the status quo of how schools use and view technology. “Taking
[technology] away from a child in school today would be like taking
away a pen from me when I was learning,” he says.
• - dan roberts](https://image.slidesharecdn.com/bringingtheworldintotheclassroomthrougheducationaltechnology-160826060017/85/Bringing-the-world-into-the-classroom-through-educational-technology-23-320.jpg)
Bringing the world into the classroom through educational technology
- 3. “Technology can bring the real world into the classroom, which means that as teachers we can better prepare kids for the exciting adventures that they will face in their future.” Dan Roberts– Seychelles
- 5. Educationists began exploring the use of technology that supports models of teaching that emphasize learning with understanding and more active involvement. This exploration “made a decision to use a technology to go beyond facts-based, memorization-oriented curricula to a curricula in which learning with understanding is emphasized was embraced.”
- 7. ROLES OF TECHNOLOGY IN ACHIEVING THE GOALS OF LEARNING FOR UNDERSTANDING Technology provides support to the solution of meaningful problems Technology acts as cognitive support. Technology promotes collaboration as well as independent learning
- 8. • Finding answers to complex problems brought to the classroom is one important function of technology. • Some problems brought to the classrooms can be simulated and created with graphics, video and animation. • Simulations or exploratory environments called MICROWORLDS allow students to carry out actions and investigation right inside the classrooms with the use of the computers.
- 9. • The use of technology provides cognitive support to learners. • Multimedia databases on CD-ROMs, videodisc or the Worldwide Web provide important information source for students who are doing research. • Electronic references are easy to search and they provide information very quickly • It can leaners visualize processes and relationships that are invisible or difficult to understand. • Students may create charts, maps and other graphic representations which they can generate through simulation.
- 10. • Interconnectedness in networking through technology supports collaboration. • Provides avenues for discussion and communication among learners. • A two-way video and two-way audio systems allow students and teachers at remote sites to see and hear from each other.
- 11. Stand-alone programs Programs available on the internet Information Databases
- 12. • “stand-alone” software's, videodisc or CD-ROM
- 13. • Programs which are available on the internet from where the school can choose a site. KIE (Knowledge Integration Environment) GLOBE Program (Global Learning and Observation to Benefit Environment) • Electronic field trips – This communication technology allows learners to travel and visit places for global explorations. Virtual electronic field trip – through an interactive broadcast from expedition site
- 14. • Print-based materials available in electronic form. • Ex. Set of National Geographic Magazine is now in CD – ROM, Encarta and Grolier - provide access to vast information.
- 15. • 1. Selection of their own topics to provide sense of ownership. • 2. Conduct research, plan the development and presentation of the product. • 3. Selection of simple multimedia presentation that gives only limited number of options. • 4. Opportunities for teaching grammar, writing, spelling within the context which is meaningful to the students.
- 16. Modified Technology Education requirements for prospective teachers (technology standards and performance indicators for teachers) a. Demonstrate introductory knowledge, skills and understanding of concepts related to technology b. Demonstrate continuous growth in technology knowledge and skills to keep abreast of current and emerging technologies. 1. Technology operation and concepts. They should:
- 17. a. Apply current research on teaching and learning with technology when planning the learning environment and experiences. b. Identify and locate technology resources and evaluate them for accuracy and suitability c. Plan for the management of technology resources within the context of learning activities. d. Plan strategies to manage student learning in a technology-enhanced environment. 2. Planning and designing learning environment and experiences supported by technology. They should:
- 18. a. Use technology to support learner-centered strategies that address the diverse needs of students. b. Apply technology to develop students’ higher order skills and creativity. c. Manage student learning activities in a technology- enhanced environment. 3.Teaching learning and the curriculum. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers should:
- 19. a. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. b. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. 4. Assessment and evaluation Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. They should:
- 20. a. Use technology resources to engage in ongoing professional development and lifelong learning. b. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. c. Apply technology to increase productivity. d. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 5. Productivity and professional practice Teachers use technology to enhance their productivity and professional practice. They should:
- 21. a. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. b. Identify and use technology resources that affirm diversity. c. Promote safe and healthy use of technology resources d. Facilitate equitable access to technology resources for all students. 6. Social, ethical, legal, and human issues Teachers understand the social, ethical, legal, and Human issues surrounding the use of technology in schools and apply those principles in practice. They should:
- 22. SUMMARY With the global perspective, educational technologies and innovative teaching are imperative in today’s time. The unlimited resource of available technology and its utilization for innovative teaching promise challenging experience for prospective teachers. This lesson cannot sufficiently explore all possibilities to respond to the challenges, however, it has clearly underscored that technology can provide support to teaching in the resolutions of meaningful problems, act as a scaffolding to learning, and promotes independent learning and collaboration with experts. The lesson also offered technology programs for teaching in the form of stand alone program, programs through internet and information data base. Suggested requirements for prospective teachers are included in this lesson for you to ponder on.
- 23. HTTP://DAILYEDVENTURES.COM/INDEX.PHP/2012/08/ 13/DAN-ROBERTS/ • It almost goes without saying that Roberts is extremely passionate about 21st century learning. Perhaps most important, he pushes the status quo of how schools use and view technology. “Taking [technology] away from a child in school today would be like taking away a pen from me when I was learning,” he says. • - dan roberts
- 24. PICTURES OF TECHNOLOGY USED IN TEACHING
- 25. THANK YOU FOR LISTENING