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Chapter 1 Question 3

Chapter 1 Question 3. Scenario. TIP MODEL SCENARIO #3: A “WHY USE TECHNOLOGY” RATIONALE

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Chapter 1 Question 3

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  1. Chapter 1Question 3

  2. Scenario • TIP MODEL SCENARIO #3: A “WHY USE TECHNOLOGY” • RATIONALE • A school district instructional technology coordinator wanted the district to buy a new computer lab for a local foreign languages magnet school. She asked the magnet school coordinator to give her a summary of “hard research” to show how various technologies improve achievement and attendance in high school language learning courses, which she felt would help her “sell” this purchase to the school board

  3. Question • 3.1 Describe the assumption the coordinator is making about the benefits of technology use for instruction. Based on what you read at the CARET website about educational technology research, explain why this “selling strategy” may not be a sufficient rationale.

  4. Assumptions • Higher Attendance • Higher Interest • Higher Achievement • CARET simply having students use technology does not raise achievement

  5. Protocol • Research should look at technology not as an information delivery medium but as “the learner actively collaborating with the medium to construct knowledge”

  6. Why this method will not work… • The case for having technology should be made by combining reasons for its use and not isolating the variables.

  7. Question • 3.2 What societal and economic conditions described in Chapter 1 may have led to the coordinator’s re-quiring “hard research” of this kind? How does the NCLB Act refer to “hard research”?

  8. No Child Left Behind • NCLB act of 2001 requires hard scientific research for all government funded programs as well as all students meeting standards. • NCLB hard research indicates that mathematical and scientific calculations must be done in order to discover the actual purpose and impact of the material.

  9. What Do They Look At? • (1) the capabilities of resources available at a given time in the evolution of technology; and (2) the combination of current societal influences, educational trends and priorities, economic factors, and company marketing initiatives

  10. Productivity • Is this system designed to help teachers and students plan, develop, materials and keep records?

  11. The Conditions • This lab would be considered a Special purpose lab, because it is designated to the foreign language lab • Digital Divide- allowing access to technology based on the foreign language aspect • How would this lab influence this specific group?

  12. Chapter 1Question 4

  13. Scenario • TIP MODEL SCENARIO #4: CURRENT TECHNOLOGY RESOURCES • Lennie, a high school journalism teacher, was contemplating how to justify five multimedia production stations (each consisting of a computer and multimedia production software)

  14. he wanted to purchase for the journalism lab. This year, the district had funds available for instructional materials but not for equipment. Lennie felt he could justify the stations as instructional materials because they couldn’t do the task of multimedia production without the multimedia software.

  15. Therefore, he reasoned that in his purchase justification statement to buy the five stations, he could list the purchase category as “instructional materials.”

  16. Question • 4.1 Explain how and why the purchasing agent in the district business office probably would react to this justification statement.

  17. ISPI: Technology as Instructional Systems and Instructional Design • The reaction of the purchasing officer would be dependent on whether or not they were advocates of the perspective of educational technology as instructional systems and instructional design (perspective 2).

  18. Supportive? • This perspective advocates educational technology as a way of addressing instructional needs. • It also focuses on creating and validating instructional systems to make instruction more efficient • The purchasing officer would be in support of the order if he advocated this perspective

  19. Question • 4.2 Find out and explain why it is necessary for schools to divide technology purchases into equipment and materials.

  20. Equipment Vs Materials? • Today’s educators sometimes see educational or instructional technology as electronic equipment. • Saettler (1990) believes that this definition needs to change, and that educational technology “encompasses both tools and processes”

  21. Equipment Vs Materials • What districts/teachers/administration need to remember, however, is that “technology…is not a collection of machines and devices, but a way of acting” (Muffoletto 25). • Often equipment and materials are divided for budgetary purposes as technological equipment is far more costly.

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