Teachers, Technology and the New Learning Environments

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Teachers, Technology and the New Learning
Environments

• Robert Campbell
• Faculty of Education
• UBC Okanagan

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Teachers

• Teacher Training or Teacher Education

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Teachers

• Mono-culture
• Uni-lingual classroom
• Static social conditions
• Externalized knowledge
• Knowledge is contained in books, in the
  library
• Uniform curriculum One size fits all
• Uniform measures of time--periods--grade levels
• Regimen
• Discipline Classroom Management
• Corporal punishment
• A Training Model Normal School Teachers
  College

The Social Milieu of Teacher Training
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Teachers

• Pluralities
• Diversity
• Global Education
• Multilingual, multicultural classrooms
• Dissolution Nuclear Family
• Social Responsibilities
• Margins Change difference
• Increased Demographics
• New Technologies
• High Expectations
• University

The Social Milieu of Teacher Education
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Teachers
Experience as Interpreted Phenomena (UBC
Okanagan) Reflect the view that knowledge is not
a rigid or finite set. This view has
implications for pedagogy. In the words of Max
van Manen (1991) the relationship between
knowledge and pedagogy is "an ongoing project of
renewal in a world that is constantly changing
around us and that is continually being changed
by us."
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Teachers
Constructivism (UBC Okanagan) Promotes knowledge
that is authentic, contextual and, ultimately,
personally derived and personally meaningful.
Students have opportunities to construct meaning
through, beyond, and besides, that which is
contained in the structure of specific
disciplines. Independent inquiry is embedded in
a Guided Reflective Inquiry Project (GRIP). We
hope to nurture these ideas in our students
preparation and encourage students to implement
these in their future practice as professionals.

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Teachers
De-centred Practice (UBC Okanagan) Traditional
approaches in teacher education often feature
centralized content (the disciplines),
centralized methods (the teacher
centered-classroom), and centralized loci (the
confines of the post-secondary institution and
one practicum classroom with one sponsoring
teacher). By de-centering and
de-compartmentalizing content (through
constructed meaning), learning process (through
learner-centered approaches), and the loci of
education, we have developed a shared vision of
participatory learning away from the authority of
place, practice and content.
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Technology in Education
. . . today we are involved in a much greater
technological change which concerns the nature of
teaching and learning more pervasively than print
ever did or could. Marshall McLuhan. New Media
and the New Education
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Technology in Education
Traditional (Historical)

• Textbooks Spellers Readers
• Dictionaries
• Scribblers Binders Reinforcements
• Pens, pencils, sharpeners, erasers
• Chalkboard
• Projectors (film, filmstrip)
• Pointers
• Rulers (Yard sticks)
• Strap

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Technology in Education
New Learning Technologies

• Universal Medium
• Application/Productivity software
• CAI CMI ILS
• Educational Gaming
• World Wide Web
• On-line texts Learning Objects
• E-learning
• Virtual realities Virtual learning Shared
  worlds
• 24 hour information access (anywhere/anytime)
• Computer graphics, music, film--multimedia
• On-line data storage (Google Documents)
• Webquests
• Social Software Blogs, Wikis, Twitters,
  Podcasts
• PDAs

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Technology in Education
Technological Effects

• Transactional Integration or Transformational
  Integration
• Open Access
• Media Ecologists/Foragers
• Threshold teachers
• Petabyte Age

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New Learning Environments
We shape our tools, then our tools shape
us The Medium is the Message Marshall McLuhan
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The Dimensions of New Learning Environments

• Instructional Process
• Space
• Time
• Social Relationships

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The Dimensions of New Learning Environments Instr
uctional Process (ISTE)
Traditional Practices New
Strategies Teacher-centered instruction Student-
centered learning Single sense
stimulation Multi-sensory stimulation Single
path progression Multi-path progression Single
media Multimedia Isolated work Collaborative
work Information delivery Information
exchange Passive learning Active/exploratory/in
quiry-based learning Factual/literal
thinking Critical thinking, informed
decision-making Reactive response Proactive/pla
nned action Isolated, artificial
context Authentic, real world context
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The Dimensions of New Learning Environments
Space

• Smart Classrooms
• Virtual Learning Models
• E-learning (no classrooms)
• Place shifting
• Learning anywhere (PDAs)
• Flexible space
• Non-fixed seating
• Learning Commons
• Digital Chalkboard

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The Dimensions of New Learning Enviroments
Time

• Time Shifting Asynchronous Learning
• Learning anytime
• Multi-path progression
• Individual Control (stretching/shrinking time)
• Guided learning
• Discovery learning
• Project-based learning
• Problem-based learning

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The Dimensions of New Learning Environments
Social Relationships

• Collaborative
• Public Information (i.e. Sharing/Publishing)
• Project-teams
• Shared learning
• Learner as teacher
• Teacher as Learner
• Commons Learning

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SD 23 Together iLearn

• This project was predicated on Technology
  Unplugged (Rubadeau, 2005). Developed as the
  Together iLearn Laptop Project with overall long
  term goals
• Improve student literacy with a focus on the
  writing process
• Expand and enhance student access to their
  educational program
• Enhance educational resources
• Enhance communication and opportunities for
  collaboration and
• knowledge sharing/creation
• Deepen and broaden the learning experience for
  students
• Maximize the life chances and opportunities fro
  student in SD23
• A pilot was implemented in Rutland Middle School
  and Springvalley Middle School in 2005/2006.

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SD 23 Together iLearn
Self-Reported Computer Skill Level of Students
(Percentages)
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SD 23 Together iLearn

• Laptops improve student self-esteem and
  motivation
• Laptops help teachers and students talk to one
  another
• Laptops help create invigorated team learning
  environments
• There exists a perceived disparity of technology
  skill level between teachers and their
  students
• Concern about the weight of the laptop/backpack
• Laptop transition period was relatively easy
• Teachers are supportive of the Together iLearn
  Laptop Project
• Campbell Gaylie (2006)

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SD 23 Together iLearn

• Longitudinal studies of student progress over a
  range of subject areas
• Further study of student motivation and
  self-esteem in relation to laptop use
• A deeper analysis of the social implications of
  laptop implementation (such as collaboration and
  school/home use)
• An analysis of the ways in which this technology
  affects teacher-student interactions and shapes
  teaching-learning practice
• Campbell Gaylie (2006)

Future recommended research in this area should
include
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SD 23 Together iLearn
Many teachers reported a side effect of laptops
in the classroom improved classroom management.
Many noted that with the arrival of the laptops
they were almost unable to identify who the
previously challenging students were. As one
teacher stated management issues while using
laptops are way down and kids. . . are very much
on task. Campbell Gaylie (2006)
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According to research, what school investment
yields the greatest increase in student
achievement?
Increasing teacher education
31st Annual Phi Delta Kappa/Gallup Poll of the
Public's Attitudes Toward the Public Schools as
reported in Teacher Education Reports newsletter,
Vol. 21, No. 16, August 23, 1999, Washington DC
Feistritzer Publications.
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According to research, which factor constitutes
44 of the impact on student learning?
Qualifications of the teacher
"Paying for public education New evidence of how
and why money matters," by Ronald Ferguson,
Harvard Journal on Legislation, Vol. 28.
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What do superintendents and principals identify
as the most effective strategies for improving
teacher quality?
Increasing professional development opportunities
for teachers
Public Agenda, 2000.
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How long does it take for a teacher to learn how
to effectively implement computer technology into
their teaching?
Three to five years
Apple Classrooms of Tomorrow (ACOT)
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What percentage of schools have teachers
technologically advanced enough to effectively
implement technology into their lessons?
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NSTC Website. Plugging Educators into
Technology. Sparks (2006)
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What percentage of teachers believe that
professional development programs generally waste
their time?
10.5
Schools and Staffing Survey (2006)
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How do we make professional development for
teachers more effective?

• Balancing individual change with organizational
  change
• Establishing learning communities and social
  networks for teachers
• Assessing both classroom outcomes and
  organizational conditions

Transforming Classroom Practice. Borthwick
Pierson (2008)
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. . . and by
Ensuring that learning for both students and
teachers is meaningful and durable.
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New Learning Environments (ISTE International
Society for Technology in Education)
Traditional Practices New
Strategies Teacher-centered instruction Student-
centered learning Single sense
stimulation Multi-sensory stimulation Single
path progression Multi-path progression Single
media Multimedia Isolated work Collaborative
work Information delivery Information
exchange Passive learning Active/exploratory/in
quiry-based learning Factual/literal
thinking Critical thinking, informed
decision-making Reactive response Proactive/pla
nned action Isolated, artificial
context Authentic, real world context
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