notes for this presentation can be found at:
http://scook.webinstituteforteachers.org/orientation.htm
Research associate for technology and teacher education at the University of Chicago Center for Urban School Improvement (for 3 more weeks, then:
Associate Professor in the Technology in Education Program at National-Louis University (Chicago campus)
Trained in Philosophy of Curriculum (Ph.D. 1994 University of Chicago)
Expert on John Dewey's metaphysics and theory of inquiry; history of character education in America
Interested in how technology can improve teaching and learning, specifically, by supporting student inquiry
Intensive summer professional development seminar for teachers
Hosted by the University of Chicago
80 hours of instruction during three or four weeks
Uses "engaged learning" model in which participants build products of real value
In 1997 and 1998, was one section with 22 participants each year
In 1999, became an "institute" with multiple sections each taught by two experienced teachers (mentors)
Since 1997, more than 700 participants
In 2003, special section, JWIT, for Judaic studies teachers from around US (one from Europe)
General information: http://webinstituteforteachers.org
List of projects: http://webinstituteforteachers.org/projects
Technology is a tool that can be used for a variety of purposes
Ideally, technology is used to increased the effectiveness of a lesson or unit
Technology can help to make learning more engaging for students. These shifts can occur:
FROM: Teacher-centered instruction TO: Student-centered learning (CONSTRUCTIVISM)
FROM: Single path progression TO: Multipath progression (STUDENT CHOICE AND INITIATIVE)
FROM: Single media TO: Multimedia (SOUND, VIDEO, INTERACTIVITY)
FROM: Isolated work TO: Collaborative work (DISTRIBUTED EXPERTISE)
FROM: Information delivery TO: Information exchange (GLOBAL COMMUNICATION)
FROM: Passive learning TO: Active/exploratory/inquiry-based learning (REAL PROBLEMS)
FROM: Factual/literal thinking TO: Critical thinking, informed decision-making (SITUATED PRACTICE)
FROM: Reactive response TO: Proactive/planned action (STUDENT CHOICE)
FROM: Isolated, artificial context TO: Authentic, real world context (REAL DATA)
In summary, technology can:
modify activities, for example, students can build web sites or databases or chart data, collect data (i.e. probes, digital still and video cameras, scanners, audio recordings), analyzing and charting data to generate hypotheses and conclusions, presenting data and points of view
enhance communication between students and experts, parents, community, world, learning from people in other places, collaborating with distant partners, presenting ideas to a real audience (web sites, newsletters)
provide resources such as real-time data, providing multiple opportunities to compare information and points of view
move to multimedia, for example by allowing for audio, video, animations, etc.
Types of structures for technology infusion:
Curriculum webs: a generalized structure for building web sites to support units of teaching and learning; developed by the University of Chicago's Web Institute for Teachers. Described in Curriculum Webs by Cunningham and Billingsley.
WebQuests: A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests.
Other lesson types: Lessons that use non-Internet technologies
Productivity or application software such as databases, spreadsheets, and web development tools (excellent resource to find lesson plans is Microsoft: http://www.microsoft.com/education/?ID=LessonPlans)
Other electronic resources such as electronic encyclopedias, full-text databases, and CD-ROMs
Probes and other non-computer hardware devices with specific functions
A Curriculum Web:WWI: War of a New Century: http://webinstituteforteachers.org/~hvandervoort/myprojectsite/wwihomepage.html
A WebQuest: The Harlem Renaissance: http://webinstituteforteachers.org/~ceestelle/webquests.html
A lesson using other technologies: Giants of the Century (by Microsoft): http://www.microsoft.com/education/default.asp?ID=giant
A Curriculum Web: Mr. Ginsburg's Biology Web Page: http://webinstituteforteachers.org/~cginsberg/wit2002/
A WebQuest: Creature Features: http://cuip.net/~imacglashan/studentlesson.html
A lesson using other technologies: Fastball Physics (by Microsoft), http://www.microsoft.com/education/default.asp?ID=fastball
A Curriculum Web: Who Am I? http://curriculumwebs.com/Whoami/
A WebQuest: Censorship and Fahrenheit 451: http://www.mediaworkshop.org/humanities/loonam/index.html
A lesson using other technologies: Guess Who's Coming to Dinner: http://www.microsoft.com/education/default.asp?ID=dinner
A Curriculum Web: Isis Rising and Counting: http://webinstituteforteachers.org/99/teams/egyptmath/isishomepage.htm
A WebQuest: Mathematician Mission: http://webinstituteforteachers.org/~fposner/theproject.html
A lesson using other technologies: The Art and Science of Fractals: http://www.microsoft.com/education/fractal.aspx
A Curriculum Web: Taste of Europe: http://webinstituteforteachers.org/2000/teams/cybertour/tasteofeurope.html
A WebQuest: Eva Peron: Worthy to Celebrate?: http://oncampus.richmond.edu/academics/education/projects/webquests/argentina/
A lesson using other technologies: Language of the Season (by Microsoft): http://www.microsoft.com/education/default.asp?ID=language
The functions of technology integration are:
reinforcement
exploration
presentation
collaboration
The levels of technology integration are:
mechanical technology integration:
operations
fluency
intellectual technology integration:
representation
transformation
evaluation
(Note: this is loosely based on Bloom's taxonomy of educational objectives)
|
Bloom’s Taxonomy |
|
FutureCourse |
|
At the mechanical levels, students are still learning about the technology and not yet applying the tools to increasing subject-matter learning. |
Mechanical Levels |
Operations |
|
Fluency |
||
|
Knowledge Comprehension |
Intellectual |
Representation |
|
Application Analysis |
Transformation |
|
|
Synthesis Evaluation |
Evaluation |
Examples:
representation: if students create a PowerPoint presentation on the differences between vertebrate and invertebrate animals, and they search the Internet to find the relevant information, the technology helps them to represent what they have discovered.
transformation: A student who used PowerPoint to show how his knowledge of the differences between invertebrate and vertebrate animals can illustrate the principles of biological taxonomy (discussing the relationship of function to genetics, for example) would be using technology in a transformative way.
evaluation: a student might create a database about the functional differences among vertebrates and invertebrate animals. The creation of each record is applying technology at the level of representation. Using the records to illustrate principles of Linnaean taxonomy would be an example of the transformative level. Using the database to create a new taxonomic scheme that has advantages over the scheme created by Linnaeus and used during the past two centuries would be an application of technology at the evaluation level.
Terry Jones, Technology Coordinator, Fuller Elementary School, CPS, tjones@cuip.net
Russ Revzan, Technology Coordinator, Dyett Academic Center, CPS, rrevzan@cuip.net
July 12 to July 30, 2004
8:30 to 3 pm
Breakfast and lunch provided
Participants will:
learn how to search the web for existing educational materials and how to evaluate the utility of these materials for supporting specific learning objectives.
learn about various alternative ways that computers can be deployed within schools and classrooms, and the educational possibilities of different computer placements.
learn about the process of curriculum development and understand the interrelationship of various curriculum components in successful curriculum designs.
experience the pride of authorship as they work in teams to develop extremely high quality curriculum modules.
come out of the Institute with greater enthusiasm for using computers and the Internet in their work in schools.
return to their schools ready to assist and inspire others to utilize computers and the Internet.
develop a high level of facility at web site design and maintenance.
learn the basics of HTML (web) page creation, file transfer routines, and file maintenance and improvement.
learn basic concepts of web page design, including the simple use of graphics, tables, colors, and navigation among multiple web pages.
learn how to use high-level graphics editors and tools to create original high-quality graphics and animations
think about the relationship between learning theory, learning styles, and web-based curriculum design, and will articulate a personal philosophy/psychology of learning with the web.
We expect that participants will:
Arrive on time and stay for entire class session
Attend every day
Create a personal home page with professional profile including at least one image and at least one link
Contribute at least one "Site of the Day" during WIT 2004
Complete a Curriculum Web or WebQuest (including complete Teaching Guide)
Implement the Curriculum Web or WebQuest during 2004-2005 academic year
Participate in electronic mailing list during 2004-2005 academic year
In return, WIT will provide:
Up to 75 CPDUs for recertification (requires completion of all requirements and adherence to attendance policy)
One year of free server space for WIT 2004 project and any additional projects you wish to complete
One year of follow-up support through electronic mailing list
Attendance policy:
Participants missing more than 3 days will NOT get recertification credit
Participants arriving more than 45 minutes late will receive 1/2 absence
Participants leaving more than 45 minutes early will receive 1/2 absence
notes for this presentation can be found at:
http://scook.webinstituteforteachers.org/orientation.htm
You can reach me at 773-505-1133 or cac@cuip.net.
