u s educational instructional technology past present and future l.
Skip this Video
Loading SlideShow in 5 Seconds..
U.S. Educational Instructional Technology: Past, Present and Future PowerPoint Presentation
Download Presentation
U.S. Educational Instructional Technology: Past, Present and Future

Loading in 2 Seconds...

play fullscreen
1 / 33

U.S. Educational Instructional Technology: Past, Present and Future - PowerPoint PPT Presentation

  • Uploaded on

Mid-Atlantic Region Japan-in-the-Schools (MARJiS) Program. U.S. Educational Instructional Technology: Past, Present and Future. University of Maryland Educational Technology Outreach Director: Davina Pruitt-Mentle. U.S. Educational Instructional Technology: Past, Present and Future.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'U.S. Educational Instructional Technology: Past, Present and Future' - Mia_John

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
u s educational instructional technology past present and future

Mid-Atlantic Region Japan-in-the-Schools (MARJiS) Program

U.S. Educational Instructional Technology: Past, Present and Future

University of Maryland

Educational Technology OutreachDirector: Davina Pruitt-Mentle

MARJiS Program

u s educational instructional technology past present and future2
U.S. Educational Instructional Technology: Past, Present and Future
  • Statistics
  • Trends in Educational Technology
  • Teacher Training Trends
  • Standards
  • Current Issues in Educational Technology
  • New Challenges
  • Current K-12 Trends
  • Activities for you to explore

MARJiS Program

educational technology drivers
Educational Technology Drivers
  • Equal Access
  • Technology
    • At home
    • At school
  • Training
  • Usage

MARJiS Program

digital divide
Digital Divide
  • Differences in access between “haves” and “have-nots”
  • Gap still exists but is narrowing
  • Studies focus on socio-economic condition, race, gender, and education
    • Access highest for
      • Upper income brackets
      • White
      • Male
      • College degree

MARJiS Program

internet usage
Internet Usage

Source: Pew Internet & American Life Project surveys, Nov-Dec 2000. Margin of error is ±3%.

MARJiS Program

maryland trends
Maryland Trends

Source: Maryland Business Roundtable

MARJiS Program

teacher training leads to effectiveness
Teacher Training Leads to Effectiveness
  • Report to the President on the Use of Technology to Strengthen Education (2000)
    • Only 62% of teachers with one or more computers systems in the classroom use the computer for instruction
    • “Teachers commonly report that they have not received adequate preparation in the effective use of computers within the classroom.”
    • “The more ambitious and promising applications of computers call for considerably more skill from the teacher, who must … effectively integrate technology into the curriculum and devise ways of assessing student work based on individual and group projects.”
  • Technology effectiveness requires teacher training

MARJiS Program

characteristics of teachers who successfully integrate technology
Characteristics of Teachers Who Successfully Integrate Technology
  • Experienced (median age = 44)
  • Technology savvy (upper quintile of skills)
  • Instructional leaders, not fringe innovators
  • Access to multiple networked computers in classroom
  • Have online computer at home (74%)
  • Spend over $100 of personal funds on project (63%)

Source: 3Com (2000) Preparing Teachers to Use IT in the Classroom

MARJiS Program

what do teachers need to be ready for technology
What do teachers need to be ready for technology?
  • Develop a philosophy
  • Purchase products
  • Identify and solve problems
  • Speak the language
  • See where technology fits in educational integration

Do computers make a difference?

Do pencils make a difference?

MARJiS Program

technology in education
Technology in Education
  • Since 1920- emphasis on radio and television
  • Current – Internet
  • 20 years from now
    • Intelligent Computer Assisted Instruction (ICAI)
      • Monitor student performance
      • Create personal profile for each student
      • Automatically tailor instruction to particular needs
      • Update profile as progress is made
    • Virtual Reality (VR)
      • Simulation

MARJiS Program

educational technology
Educational Technology

Definition by Roblyer & Edwards:

Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools: computers and their related technologies.

Roblyer, M.D., and Edwards, J. (2000). Integrating Educational Technology into Teaching. (2nd Edition) Merrill Publishing

MARJiS Program

integrating educational technology
Integrating Educational Technology

Process of determining which electronic tools and which methods for implementing them are appropriate for given classroom situations and problems

MARJiS Program

milestones and trends in educational computing technology
The Era Before Microcomputers

1950 - First instructional computer use: computerized flight simulator used to train pilots at MIT

1959 - First computer use in schools: IBM 650

1966 - IBM offers the 1500 system: Dedicated instructional mainframe

1967 - CCC offers first minicomputer-based instructional system (DEC PDP/1); Mitre Corporation offers TICCIT system

1970s - CDC offers the Plato instructional delivery system

The Microcomputer Era and Beyond

1977 - First microcomputers enter schools

1980 - Seymore Papert writes Mindstorms: The Logo movement begins


MECC offers microcomputer software; educational materials publishers begin courseware development and marketing

The courseware evaluation is emphasized: MicroSIFT, EPIE, others

The computer literacy movement begins, then wanes after 1988

1990s - Use of ILS and other networked systems increases; multimedia use and development increases

Milestones and Trends in Educational Computing Technology
  • The Internet Era
  • 1994 - Widespread use of the Internet begins
  • 2000 - Virtual reality systems and other virtual environments are emphasized

MARJiS Program

what have we learned from the past
No technology is a panacea for education

Computer literacy/technological literacy is a moving target

Computer literacy/technological literacy offers a limited integration rationale

Standalone computers and networked computers have benefits and limitations

Teachers usually do not develop technology materials or curriculum

Technically “possible” does not equal desirable, feasible, or inevitable

Things change faster than teachers can keep up

Older technologies can be useful

Teachers always will be important

What have we learned from the past?

MARJiS Program

elements of a rationale for using technology in education
Elements of a Rationale for Using Technology in Education
  • Motivation
  • Unique instructional capabilities
  • Support for new instructional approaches
  • Increased teacher productivity
  • Required skills for an information age

MARJiS Program

elements of a rationale for using technology in education18

Gaining learner attention

Engaging the learner through production work

Increasing perceptions of control (intrinsic motivation)

Unique instructional capabilities

Linking learners to information sources

Helping learners visualize problems and solutions

Tracking learner progress

Linking learners to learning tools

Support for new instructional approaches

Cooperative learning

Shared Intelligence

Problem solving and higher-level skills

Increased teacher productivity

Freeing time to work with students by helping with production and record keeping tasks

Providing more accurate information more quickly

Allowing teachers to produce better-looking more “student-friendly” materials more quickly

Required skills for an information age

Technology literacy

Information literacy

Visual literacy

Elements of a Rationale for Using Technology in Education

MARJiS Program

new initiative educational technology standards
New Initiative: Educational Technology Standards
  • ISTE (International Society for Technology in Education) and NCATE (National Council for the Accreditation of Teacher Education) have developed pre-service standards
  • National Educational Technology Standards (NETS) for K-12
  • Technology Standards for School Administrators(TSSA) for Principals

MARJiS Program

ncate iste
  • Establish standards for teaching in education
  • Increase emphasis in use of technology in teacher training

MARJiS Program

ncate iste required technology competencies for educational technology leaders
Operate a computer system to use software successfully

Evaluate and use computers and other technologies to support instruction

Explore, evaluate, and use technology-based applications for communications, presentations, and decision making

Apply current instructional principles and research and appropriate assessment practices to the use of computers and related technologies

Demonstrate knowledge of uses of computers for problem solving, data collection, information management, communications, presentations, and decision making

Develop student learning activities that integrate computers and technology for a variety of student grouping strategies and for diverse student populations

Evaluate, select, and integrate computer/technology-based instruction in the curriculum in a subject area and/or grade level

Demonstrate knowledge of uses of multimedia, hypermedia, and telecommunications tools to support instruction

Demonstrate skills in using productivity tools for professional and personal use, including word processing, database management, spreadsheet software, and print/graphic utilities

Demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society, and model appropriate behavior

Identify resources to keep current in applications of computing and related technologies in education

use technology to access information to enhance personal and professional productivity

Apply computers and related technologies to facilitate emerging roles of learners and educators

NCATE/ISTE Required Technology Competencies for Educational Technology Leaders

MARJiS Program

standards online
Standards Online
  • ISTE Draft: http://cnets.iste.org/review/ectlitreview2.html
  • NCATE Standards: http://www.ncate.org/standard/m_stds.htm
  • Joint ISTE/NCATE: http://www.iste.org/standards/ncate/
  • TSSA: http://cnets.iste.org/tssa/
  • NETS for Students: http://cnets.iste.org/index2.html

MARJiS Program

today s big issues in education and technology
Today’s Big Issues in Education and Technology
  • Societal issues
    • pro-technology movement
    • anti-technology movement
  • Cultural and equity issues
    • economic/ethnic bias
    • multi-cultural issues
    • gender bias
    • special needs students
  • Educational issues
    • directed vs. constructivist debate
    • interdisciplinary vs. single-subject instruction
    • technical issues

MARJiS Program

new challenges
New Challenges
  • Technology skills and standards
    • New teacher and administrator requirements and assessments
    • Integrate of technology within curriculum (state & national standards)
    • Established student competencies
  • Staying abreast of local and societal attitudes
  • Using strategies to ensure equity
    • Digital divide
    • Assistive technology
  • Matching integration strategies with needs

MARJiS Program

current trends in the k 12 classroom
Current Trends in the K-12 Classroom
  • PD activity ends with a teacher developed lesson plan
    • Lesson Plan “databases” for others to use
    • Make use of other “on-line” activities
  • Implementing educational software into daily activities
    • PowerPoint, Excel, Kid Pix, Inspiration, Kidspiration, StoryWeaver, etc.
  • Selected Internet activities
    • WebQuests, Scavenger Hunts, Treasure Hunts, etc.
  • Problem-Solving Courseware
    • Educational “Games”, Simulations, Case Studies
  • E-Learning
  • New Equipment Developments
    • Graphic Calculators and Probes
    • Handheld Devices & E-Books
    • Wireless & Wearable Computers
  • Group Activities
  • Assessment through Electronic Portfolios

MARJiS Program

lesson plan databases
Lesson Plan Databases
  • Kathy Schrock http://school.discovery.com/lessonplans/
  • AskEric Lesson Plans http://www.askeric.org/Virtual/Lessons/
  • The Lesson Plans Page http://www.lessonplanspage.com/
  • EdHelper http://www.edhelper.com/
  • TeachersNet http://teachers.net/lessons/

MARJiS Program

Try ...
  • Integrating Educational Technology into Teaching: http://cwx.prenhall.com/bookbind/pubbooks/roblyer/
  • Go to Try This! Tutorial
  • Select Step 1

MARJiS Program



MARJiS Program



MARJiS Program

kid pix

Kid Pix

MARJiS Program

selected internet activities
Selected Internet Activities
  • WebQuests (http://edweb.sdsu.edu/webquest/webquest.html)
  • Scavenger Hunts (http://lserver.aea14.k12.ia.us/Scavenger.html)
  • Treasure Hunts (http://www.cybersurfari.org/)

MARJiS Program

games simulations

Games & Simulations

MARJiS Program

electronic portfolios

Electronic Portfolios

MARJiS Program