educational technology integration course meeting challenges of non traditional students
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Educational technology integration course: Meeting challenges of non-traditional students. Kioh Kim Leah Gordy Sanghoon Park Karen McFerrin Ron McBride Northwestern State University Natchitoches, LA. ISTE NETS Profiles. General Preparation Professional Preparation

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educational technology integration course meeting challenges of non traditional students

Educational technology integration course: Meeting challenges of non-traditional students

Kioh Kim

Leah Gordy

Sanghoon Park

Karen McFerrin

Ron McBride

Northwestern State University

Natchitoches, LA

iste nets profiles
ISTE NETS Profiles
  • General Preparation
  • Professional Preparation
  • Student Teaching/Internship
  • First-Year Teaching
iste nets profiles3
ISTE NETS Profiles

1. General Preparation

  • Basic training in IT
  • Operate technology systems
  • Use content-specific tools
  • Use technology to collect information and process data
iste nets profiles4
ISTE NETS Profiles

2. Professional Preparation

  • Methods or pedagogy courses
  • Identify the benefits of technology and resources available
  • Use hardware and software for specific teaching and learning objectives
  • Develop a portfolio of technology-based products used
iste nets profiles5
ISTE NETS Profiles

3. Student Teaching/Internship

  • Solve problems
  • Find technology resources
  • Guide collaborative learning activities
iste nets profiles6
ISTE NETS Profiles

4. First-Year Teaching

  • Ready to teach
  • Choose and arrange for access to appropriate technology systems, resources and services
  • Plan and implement technology-based learning activities
technology integration
Technology Integration
  • Preservice teachers are required to take three or more credit hour of technology course (Schrum, 1999).
  • Teachers have a lack of confidence to use of technology (Beckett, Wetzel, Chrishol, et at, 2003).
role of age
Role of Age
  • Increased age is related to increase resistance to integration of new software (Migliorino and Maiden, 2004).
  • Older pre-service teachers are more experienced and authoritative (Kim, 2005).
  • Non-traditional students scored higher than traditional students (Jonas, & Weimer, 1999).
course
Course
  • “Introduction to Computers in Education” course for undergraduate students
    • A computer literacy course designed to introduce the use of the computer as an instructional tool, management tool, and personal productivity tool for the teachers.
    • Divided into lecture and lab sections
    • Requires student’s hands-on interactive and cooperative learning, and individual and group projects.
class contents
Class Contents
  • Lecture
    • Review all chapters – using PowerPoint with student interaction
      • Shelly G. B., Cashman, T. J., Gunter R. E., & Gunter G. A. (2006). Teachers discovering computers: Integrating technology and digital media in the classroom, (4th ed.). Boston, MA: Thomson Course Technology.
    • Student Learning Style Inventory (Analysis of students)
      • The Paragon Learning Style Inventory (PLSI): http://www.oswego.edu/plsi/ by Shindler & Yang
      • Four Jungian dimensions (i.e, introversion/ extroversion, intuition/sensation, thinking/feeling, and judging/perceiving)
    • Article Review
      • Research question(s)
      • Databases (ERIC & other article search engines)
    • Software Evaluation
class contents continued
Class Contents (continued)
  • Lab
    • iMovie/Windows Movie Maker (Group project)
      • Storyboard
    • Excel
      • Attendance sheet
      • Grade book
    • PowerPoint
    • FrontPage
let s meet an outstanding non traditional student
Let’s meet an outstanding non-traditional student
  • Early Childhood Education Junior
  • Graduated from the high school 27 years ago
  • It’s been 25 years since she attended NSU before taking ETEC 4810.
  • Not very good at all using the software!
  • “I am more confident than ever learning all aspects of the computer and different programs” (Gordy, 2007).
let s meet an outstanding non traditional student continued
Let’s meet an outstanding non-traditional student (continued)
  • “I want to become a teacher whether in the classroom or working one on one with physically and/or mentally challenged children. In my future classroom I will most definitely use the above mentioned programs to some degree or another. I am mostly interested in Assistive Technology Devices for the hearing, seeing, and speaking impaired. I believe that every challenged child has the right to an accessible education which is made possible by all the technological advances in today’s society” (Gordy, 2007).
let s meet an outstanding non traditional student continued14
Let’s meet an outstanding non-traditional student (continued)
  • “If more universities could employ such knowledgeable, patient instructors such as the one I was blessed to have my first semester back after 25 years, people my age would not be lacking in confidence about learning new things” (Gordy, 2007).
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