NTeQ Philosophy vs. The Traditional Classroom Brant Andreassen March 27, 2006
I like my new telephone, my computer works just fine, my calculator is perfect, but Lord, I miss my mind! ~Author Unknown
Introduction • In this age of the modern classroom, teachers are bombarded with technological advances that can compliment or inhibit instruction. • In this presentation, we’ll take a look at the similarities and differences between the NTeQ Model and the traditional classroom.
NTeQ Model Technologically literate Uses technology as a tool for teaching Creates a multi-dimensional learning environment Serves as a facilitator to student learning Is proactive when managing technology Traditional Classroom Uses technology for drill and practice activities Is the “giver” of information – may lecture frequently Is reactive in managing technology Lacks technology skills Teacher
NTeQ Actively engaged in learning process Serves as “researcher” – seeking knowledge on his/her own Is technologically competent Traditional Classroom Waits to receive knowledge from teacher Possesses few technological skills Is a passive participant to learning Student
NTeQ Is used as a tool – does not stand alone Functions in tangent with students’ abilities Provides for meaningful learning Traditional Classroom Used primarily for low-level applications Seen as an “add-on” to the curriculum May sit idle in back of classroom Computer
NTeQ Lessons are designed to keep students actively involved Students play a large role in the lesson Objectives are meaningful and authentic Traditional Classroom Lessons are designed and implemented without modifications Students are led “through” a lesson – may not be actively engaged in their learning Lesson
NTeQ Students and teachers work together to solve complex problems The computer is seen as a tool – but is not the focal point of the classroom Traditional Classroom The teacher provides for the students’ needs – students are passive observers The computer is used as a “center” or during free time Environment
Conclusion • It is important to remember that the NTeQ Model is not designed to be used for every lesson. • Like other lesson models, the teacher must weigh many factors into deciding how to prepare and present the information to the students. • The NTeQ Model can be successful when implemented with integrity.
References Morrison, G. R., & Lowther, D. L. (2005). Integrating Computer Technology into the Classroom (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.