589 Class two - September 1, 2005

#1 Integration: Purposes and Possibilities

Class Powerpoint file
Disscussion of readings for this week
Online discussion format for Sept. 8; register at TappedIn.
ETIPS cases assignment for Sept. 15; register at etips.info
Tool Show & Tell assignment for Sept. 15; pick your tool

Due for next week (online class at tappedin.org):

At tappedin.org make an online posting for the threads that correspond to the readings below, by noon on Thursday, Sept 8. Then, for Class Three (Sept. 8) at 7:30 p.m. we'll have an online discussion (chat) about the readings, below.

In the list below, readings #1-4 provide different frameworks and criteria for considering how technology can support teaching and learning. Readings #5-6 discuss how technology can support assessment, #7-9 the role of technology in the assessment and accountability initiative No Child Left Behind. See the notes below the list of readings about the posts you’ll make at TappedIn.org

1. Read about "added value uses" of technology by picking a one or two content areas at Ed-U-Tech and then on that content area's page see "Add Value to [content area] with Technology: Ideas & Classroom Use Examples".
2. This chapter, from a forthcoming book called “Integrating Technology into Social Studies” by Sara Dexter and Aaron Doering provides an overview of effective learning environments described in the How People Learn framework, the Educational Technology Integration and Implementation Principles, and the National Educational Technology Standards for Teachers (NETS-T): ETIPS book, chapter one
3. David Jonassen et al. use the concept of mindtools to explain his position that technology “should be used as knowledge construction tools that students learn with, not from.” Mindtools article, from TechTrends, v43 n2 p24-32 Mar 1998.
4. Joan Hughes uses the acronym RAT, for Replication, Amplification, Transformation, to analyze the contribution technology is making to the student learning, instruction, and curriculum.
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5. From Knowing What Students Know: The Science and Design of Educational Assessment (2001) read the Executive Summary pp. 1-14, & Ch. 7 pp. 260- 288. Jot down a list of the advantages that technology can provide for assessment.
6. Go to SRI’s Center for Technology in Learning page “Assessment at CTL” and scroll down to their current and past projects. Click on 2 or 3 and glance them over. Compare their description and features against your list of advantages technology provides for assessment.
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7. Go to the official No Child Left Behind website and review its components by browsing at left the links called the Overview, Stronger Accountability, More Local Freedom, Proven Methods, and Choices for Parents.
8. Read the brief press release from May 8, 2003 “Bush Educational Technology Official Highlights No Child Left Behind in Michigan” and summarize what the Deputy Director identifies as the role for technology in NCLB act.
9. Skim through NCLB’s Educational Technology Initiatives to determine what support the federal government is providing to states for technology.

Write about these readings in three separate posts in TappedIn's discussion area.

A. For readings #1-4 (in the discussion topic called “9/8 Tech for Tchng and Lrng”) first compare and contrast the main ideas from the concepts/frameworks of RAT, mindtools, added value, and technology in How People Learn. Discuss which, if any, of the concepts/frameworks you will incorporate into your personal conception of how technology can support teaching and learning.
B. For readings #5-6 (in the discussion topic called “9/8 Tech in Assessment”) describe the advantages that technology might afford assessment in K-12 classrooms (as described and exemplified by Knowing What Students Know and SRI’s Center technology), and then add how ready you think educators are to capitalize on these advantages.
C. In one threaded discussion post (in the discussion topic called“9/8 NCLB”) summarize what you understand as the role for technology in the No Child Left Behind (NCLB) act.