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Chapter 2 Chapter 2: Transforming Learning with Unique, Powerful Technology. By: Tierra Grant . Objectives of Chapter 2 Discuss 21st century technologies of Webpage 2.0. Assess your innovational readiness of a technological learning implements.

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Chapter 2 Chapter 2: Transforming Learning with Unique, Powerful Technology


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    1. Chapter 2Chapter 2: Transforming Learning with Unique, Powerful Technology By: Tierra Grant

    2. Objectives of Chapter 2 Discuss 21st century technologies of Webpage 2.0. Assess your innovational readiness of a technological learning implements. 3. Discuss reasons for using technological learning implements.4. Analyze barriers to technology use in schools by teachers and students.5. Describe different patterns of technologies used by teachers.6. Evaluate how technology supports different teaching philosophies and instructional methods.7. Compare how students use technology in daily lives and in schools

    3. 21st Technologies • Computer • Smart boards • Games • Tablets/IPAD • Smart phone • Wii Games and Xbox 360 • Smart Pen

    4. All students learn differenly!3 types of learningVisualAccessing Active CollaborationFeedbackExpressing Creatively

    5. Assess your innovational readiness of a technological learning implements. How can we do that?Discussion Question

    6. Are you a teacher who travels to technology or is stagnant to revolutionize your knowledge? Future Educators are spending countless dollars on being aware of the resources around us. However, those who are a seasoned and tenure teacher are playing catch up to these conventional innovation's? How does that make you feel as Education Majors preparing for launch to classrooms?

    7. National Association Article • According to Cathy Areu, a free lance writer, it takes more than the technology being present in the classroom for teachers to use it, She agrees that the Teacher must have a desire and not just use it for authoritative tecniques. • Please visit this link if want to know morehttp://www.principals.org/portals/0/content/48158.pdf

    8. Discuss reasons for using technological learning implements In chapter two the author is telling the reader that as educators, we are not going to be ready for every techno glitch. We should prepare more what is to come and identify the resources we can used for trouble shooting, Smart people are not those who know all the information, but those who know to GET the information.

    9. . Analyze barriers of technology use in schools by teachers and students. According to Cathleen Norris there are 10 barriers to technology

    10. Barrier #1: Lack of Vision. There is no shortage of excuses for not taking the time to look into the future. • Barrier #2: Lack of Leadership. If the superintendent or the principal says, “Teachers, we are going to use technology in our school, but you decide how and when,” then failure to adopt is assured.

    11. Barrier #3: Lack of Money. If something is considered important—surprise, surprise—school administrators find the money for that something. Technology must be considered important • Barriers #4, #5, #6: Curriculum, Curriculum, Curriculum. When “New Math” came into classrooms in the late 1970s, math teachers were provided with professionally generated curriculum materials. When graphing calculators came into classrooms in the 1990s, Texas Instruments was there with professionally generated curriculum materials. • There is a lesson here! As schools now move to one-to-one via BYOD—bring your own device—administrators can’t expect to be successful on the backs of teacher-generated curriculum materials. Teachers are not curriculum producers; teachers are, well, teachers. • Where are the digitally based curriculum materials to come from? Digital textbooks are not the answer; they are a costly problem. Perhaps free OER (open education resources) is a partial answer. Curriculum—that is, the lack thereof—is three barriers wide.

    12. Barrier #7: Infrastructure—Tech and Human. Just as America’s roads and bridges need refurbishing, K12’s infrastructure needs refurbishing. Providing robust wi-fi to support one-to-one learning is a significant financial challenge • Barrier #8: Parents Resisting 21st-Century Methods. Frankly, we have been surprised that some parents are resistant to having their children learn with 21st-century methods. These parents see technology as just so much newfangled, irrelevant stuff. The way through this barrier, though, is clear: communication, communication, communication. • Barrier #9: It Takes Time to Change. Computing technology is not another innovation du jour. Technology is here to stay. Student achievement may not go up after eight weeks of technology use; in fact, it probably won’t. Patience is the way through this barrier. • Barrier #10: The 800-Pound Gorilla—Assessment. Contrary to the claims made in a recent spate of technology-bashing articles in The New York Times, there is clear empirical evidence that when technology is used appropriately as an essential tool for teaching and learning, student achievement experiences a significant boost

    13. Discussion • Has any one ever seen this information? • What barriers do you think feel apply to you? • Is this information epistemological?

    14. Theories supporting Technology

    15. How does theories support new innovations in the classroom? • The Critical Theory of Technology rejects this alternative and argues that the real issue is not technology or progress per se but the variety of possible technologies and paths of progress among which we must choose. Modern technology is no more neutral than medieval cathedrals or The Great Wall of China; it embodies the values of a particular industrial civilization and especially of its elites, which rest their claims to hegemony on technical mastery. We must articulate and judge these values in a cultural critique of technology. By so doing, we can begin to grasp the outlines of another possible industrial civilization based on other values. This project requires a different sort of thinking from the dominant technological rationality, a critical rationality capable of reflecting on the larger context of technology. I address these issues from several different angles in the chapters that follow. • -Andrew Feenberg

    16. Do you agree? Is Feenberg right, or wrong?

    17. Vocabulary Educators should know

    18. Education Jargon 1.Adminstrative/Professional activities- Any activities that are incorporating administrative tactics and problems2. Digital continuum- A digital set of points for an audience or research.3. Digital disconnect- The gap between the internet savvy student and their school4.Digital Immigrant- Those who were born before the use of basic technology.

    19. 5.Information and communication technologies-often used as an extended synonym for information technology, but is a more specific term that stresses the role of unified communications and the integration of telecommunications, computers.6. Instructional Practices- Activities that are implemented to gain knowledge.7.NETS-National Educational Technology Standards- Also known as ISTE, a digital reference that educators use to properly follow what the students level should be or and shouldn’t be.

    20. 8.Participants Gap-The gap that divided school from those who can access technology and those who can not. 9. Rogers Innovation Curve Diffusion of Innovations is a theory that seeks to explain how, why, and at what rate new ideas and technology spread through cultures. Everett Rogers, a professor of communication studies, popularized the theory in his book Diffusion of Innovations; the book was first published in 1962, and is now in its fifth edition (2003).[1] The book says that diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system. The origins of the diffusion of innovations theory are varied and span multiple disciplines. The book espouses the theory that there are four main elements that influence the spread of a new idea: the innovation, communication channels, time, and a social system.

    21. 10. Student centered teachers- Teachers and student interact equally.11. Teacher centered teacher-Teachers remain in control the whole time12. Teaching philosophy- Written statement on ones personal views of teaching.13. technology- Application of scientific knowledge14. Web 2.0 -knowledge-the second stage of development of the World Wide Web, characterized esp. by the change from static web pages to dynamic or user-generated content and the growth of social networking.

    22. Images every Educator should see! • 15th Century classroom

    23. 20th century classroom

    24. 19th century

    25. 21st century

    26. Concluding Questions Have we met all of our objective? Any question or comment? What did you like or dislike? Has this information enhanced your teaching philosophy? Are able to teach in a 21st century classroom, Why?

    27. Objectives of Chapter 2 Discuss 21st century technologies of Webpage 2.0. Assess your innovational readiness of a technological learning implements. 3. Discuss reasons for using technological learning implements.4. Analyze barriers to technology use in schools by teachers and students.5. Describe different patterns of technologies used by teachers.6. Evaluate how technology supports different teaching philosophies and instructional methods.7. Compare how students use technology in daily lives and in schools

    28. The End Thank you and God bless you beautiful people