Introduction to 5 Educational Technology Theories

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Introduction to 5 Educational Technology Theories

• Dr. Elizabeth Langran, Fairfield University

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• Universal Design for Learning
• 21st Century Learning
• Inquiry
• Digital Natives
• TPCK
• What we need to teach, how we need to teach, and
  who we are teaching has changed

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UDL

• www.cast.org
• UDL is a framework for designing curricula that
  enable all individuals to gain knowledge, skills,
  and enthusiasm for learning. UDL provides rich
  supports for learning and reduces barriers to the
  curriculum while maintaining high achievement
  standards for all
• Flexible digital media
• Students who have always been left behind finally
  have the opportunity to learnand to love
  learning

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UDL

• Learning disabilities such as dyslexia
• Language barriers
• Emotional or behavioral problems
• Lack of interest or engagement
• Sensory and physical disabilities
• Teachers want their students to succeed, but a
  one-size-fits-all approach to education simply
  does not work. How can teachers respond to
  individual differences?

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Universal Design for Learning calls for ...

• Multiple means of representation, to give
  learners various ways of acquiring information
  and knowledge,
• Multiple means of action and expression, to
  provide learners alternatives for demonstrating
  what they know,
• Multiple means of engagement, to tap into
  learners' interests, offer appropriate
  challenges, and increase motivation

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• Example Dyslexic student
• Needs visual overviews of information
• Concept map presented at beginning of each
  chapter in digital book
• Illustrations and graphic explanations inserted
  appropriately in main content
• Background knowledge provided links to
  vocabulary, links to key science content from
  earlier chapters

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• Universal Design for Learning
• 21st Century Learning
• Inquiry
• Digital Natives
• TPCK

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21st century learning

• www.21stcenturyskills.org

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Core subjects

• English, reading or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics

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Weave into core subjects

• Global awareness
• Financial, economic, business and entrepreneurial
  literacy
• Civic literacy
• Health literacy

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Learning and Innovation Skills

• Creativity and Innovation Skills
• Critical Thinking and Problem Solving Skills
• Communication and Collaboration Skills

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Information, Media and Technology Skills

• Information Literacy
• Media Literacy
• ICT Literacy

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Life and Career Skills

• Flexibility Adaptability
• Initiative Self-Direction
• Social Cross-Cultural Skills
• Productivity Accountability
• Leadership Responsibility

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• Universal Design for Learning
• 21st Century Learning
• Inquiry
• Digital natives
• TPCK

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Inquiry-based learning

• www.thirteen.org/edonline/concept2class/inquiry/in
  dex.html
• "Tell me and I forget, show me and I remember,
  involve me and I understand."
• Inquiry" is defined as "a seeking for truth,
  information, or knowledge -- seeking information
  by questioning."
• The process of inquiring begins with gathering
  information and data through applying the human
  senses -- seeing, hearing, touching, tasting, and
  smelling.
• Skills and the ability to continue learning
  Nurture the inquiring attitudes necessary to
  continue the generation and examination of
  knowledge throughout their lives

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• Schools must change from a focus on "what we
  know" to an emphasis on "how we come to know."
• An important outcome of inquiry should be useful
  knowledge about the natural and human-designed
  worlds. How are these worlds organized? How do
  they change? How do they interrelate? And how do
  we communicate about, within, and across these
  worlds? These broad concepts contain important
  issues and questions that individuals will face
  throughout their lives.
• Can be done in labs, collaborative activities,
  even lectures

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• Example Discussing the internal structure of the
  earth
• A teacher will often give the students
  information about just the names and sizes of
  these earth layers, or the "what we know."
• What really is important and intriguing for the
  student is the "how do we know?" about these
  structures. No one has been down there, and
  physical probes have only scratched the surface.
• To enhance inquiry learning, the teacher should
  explain that indirect scientific evidence, mainly
  the transmission and reflection of different
  kinds of earthquake waves, provides much of our
  understanding about the internal structure of the
  earth.
• This approach provides the student with the
  opportunity not only to learn the names and sizes
  of the structures but, more importantly, to
  ponder and question the nature of indirect
  scientific evidence as well.
• Thus, an inquiry approach can help students
  connect science with the scientific method.
  Students learn to apply the method to various
  fields of study while coming to understand their
  content.

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Students

• view themselves as learners in the process of
  learning.
• accept an "invitation to learn" and willingly
  engage in an exploration process.
• raise questions, propose explanations, and use
  observations.
• plan and carry out learning activities
• communicate using a variety of methods
• critique their learning practices

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The teacher

• reflects on the purpose and makes plans for
  inquiry learning
• facilitates classroom learning

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Webquests
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• http//www.ic.sunysb.edu/Stu/ppoggio/maglev/index.
  html

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• Universal Design for Learning
• 21st Century Learning
• Inquiry
• Digital Natives
• TPCK

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Digital Natives

• Millennials
• Gen Y
• Net Generation
• Echo Boomers, iGeneration, Second Baby Boom, the
  D.A.R.E. Generation, Google Generation, MySpace
  Generation, MyPod Generation, Generation Next,
  Grand Theft Auto Generation, Nintendo Generation,
  the Halo Generation, Me Generation, the Cynical
  Generation, Generation 9/11, and The Next (or
  Second) Greatest Generation (wikipedia).

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• Digital Natives tend toward independence and
  autonomy in their learning styles, which impacts
  a broad range of educational choices and
  behaviors, from "what kind of education they buy"
  to "what, where, and how they learn."
• Carlson, S. 2005. The Net Generation goes to
  college. The Chronicle of Higher Education,
  October 7
• Barnes, K., R. Marateo, and S. Ferris. 2007.
  Teaching and learning with the net generation.
  Innovate 3 (4).

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• self-directed learning opportunities
• interactive environments
• multiple forms of feedback
• assignment choices that use different resources
  to create personally meaningful learning
  experiences
• hands-on, inquiry-based approaches to learning

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Information literacy critical thinking

• They may be digital natives, but they do not
  necessarily understand how their use of
  technology affects their literacy or habits of
  learning. For educators, providing the
  technological bells and whistles needed to engage
  Net Geners may not be as effective or as critical
  as improving their information literacy and
  critical thinking skills
• Barnes, K., R. Marateo, and S. Ferris. 2007.
  Teaching and learning with the net generation.
  Innovate 3 (4).

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• Universal Design for Learning
• 21st Century Learning
• Inquiry
• Digital Natives
• TPCK

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TPCK Technological Pedagogical Content Knowledge