2. Technology and The Teaching Model Written By Jason Mathis http://www.angelfire.com/planet/jmathis

3. Introduction Computer and networking technologies are an integral part of today’s society. Computer and networking technologies are an integral part of today’s society. Schools should prepare students for life in our society. Since the use of technology is a fact of life, the classroom should reflect this. Schools should prepare students for life in our society. Since the use of technology is a fact of life, the classroom should reflect this.

4. Introduction Technology is changing the ways in which students learn. Technology is changing the ways in which students learn. Teachers must consider incorporating technology within the teaching model. Teachers must consider incorporating technology within the teaching model. I have researched some helpful websites that suggest plans and methods of incorporating technology in our teaching models. I have researched some helpful websites that suggest plans and methods of incorporating technology in our teaching models.

5. Research Findings The internet provides many resources for using technology in the teaching model. Please see the attached reference page for additional sites.

6. Mark Leung Interview Many of the technologies entering todays classroom are already utilized in the business world. Interview with Mark Leung, a teacher who had previous experience in the business world. http://www.techlearning.com/showArticle. jhtml?articleID=21700211. Business technology expertise applied to classroom needs. The following is an excerpt from the website: http://www.techlearning.com/showArticle. jhtml?articleID=21700211 http://www.techlearning.com/showArticle. jhtml?articleID=21700211

7. Mark Leung Interview Q. Tell us a bit about your career so far. Q. Tell us a bit about your career so far. A. I worked for five years as a management consultant for Price Waterhouse. I joined the staff of Lumberton Township Public Schools, teaching middle school math and computer skills.

8. Mark Leung Interview Q. What specific technology tools help you achieve your goals? Netilla appliance, which allows our staff members to access all network applications, folders, and files from a remote location. The flexible access has increased productivity and staff morale. Using terminal services has helped us do this by recycling old hardware, and breathing life into the client workstations.

9. Mark Leung Interview Q. How do you model technology use for teachers and staff? A. We practice what we preach. School administrators use laptops and Pocket PCs to schedule meetings, document staff observations, and access e-mail. In addition, we have implemented paperless and wireless board of education meetings. All meeting agendas are created from electronic sources and converted to PDFs that are stored on the network for the board members to pull up, wirelessly, on their laptops.

10. Mark Leung Interview Q. What is your long-term technology vision? A. We are hoping to implement a distance learning system to enhance our professional development program. We are also looking to adopt software that will give our parents easier access to their children's academic progress via a password-protected Web site.

11. Sample Teaching Model There are many websites that offer various teaching models using technology as its base. The following identifies four major components and contains a flow chart explaining the relationship between them. This informatio0n can be found at http://www.crlt.umich.edu/inst/model.html. There are many websites that offer various teaching models using technology as its base. The following identifies four major components and contains a flow chart explaining the relationship between them. This informatio0n can be found at http://www.crlt.umich.edu/inst/model.html. http://www.crlt.umich.edu/inst/model.html

12. Sample Teaching Model From a systems approach, teaching with technology involves four major components: the students, the instructor, course content, and technology tools. From a systems approach, teaching with technology involves four major components: the students, the instructor, course content, and technology tools. We need to think carefully about our students, their exposure and access to technology as well as their preferred learning styles. We need to think carefully about our students, their exposure and access to technology as well as their preferred learning styles. Finally, we can turn to the technology itself and analyze it according to its functions. This approach to teaching and learning with technology assumes that the four component parts are integrated and that changes in one part will require adjustments to the other three in order to achieve the same goals. Finally, we can turn to the technology itself and analyze it according to its functions. This approach to teaching and learning with technology assumes that the four component parts are integrated and that changes in one part will require adjustments to the other three in order to achieve the same goals.

13. A Model for Teaching with Technology A Model for Teaching with Technology

14. Five Stage Model Internet and home based classes have become very common in college and university settings. Internet and home based classes have become very common in college and university settings. While in K-12 situations this is not usually an option, using the technologies for homework and group work could be very beneficial. While in K-12 situations this is not usually an option, using the technologies for homework and group work could be very beneficial.

15. Five Stage Model One of the best examples is found at http://www.jiscinfonet.ac.uk/InfoKits/effective -use-of-VLEs/intro-to-VLEs/introtovle- approaches/introtovle-models. One of the best examples is found at http://www.jiscinfonet.ac.uk/InfoKits/effective -use-of-VLEs/intro-to-VLEs/introtovle- approaches/introtovle-models. http://www.jiscinfonet.ac.uk/InfoKits/effective -use-of-VLEs/intro-to-VLEs/introtovle- approaches/introtovle-models http://www.jiscinfonet.ac.uk/InfoKits/effective -use-of-VLEs/intro-to-VLEs/introtovle- approaches/introtovle-models The site outlines the teaching philosophy of Gilly Salmon. The site outlines the teaching philosophy of Gilly Salmon.

16. Stage One:Access and Motivation For this first stage, it is critical that the tutor ensures that the learner can easily and quickly access the online conference, often in a VLE. For this first stage, it is critical that the tutor ensures that the learner can easily and quickly access the online conference, often in a VLE. Simultaneously the tutor needs to ensure that the learners understand the need to put time and effort into the online activity. Simultaneously the tutor needs to ensure that the learners understand the need to put time and effort into the online activity. All the learners will need to know why they are accessing the online conference and what they can receive from it. All the learners will need to know why they are accessing the online conference and what they can receive from it.

17. Stage Two: Online Socialisation During this stage, learners need to become comfortable in the online environment and to socialise with each other. During this stage, learners need to become comfortable in the online environment and to socialise with each other. There are a number of barriers which may inhibit this: There are a number of barriers which may inhibit this: the embarrassment of making a mistake in front of other participants; the embarrassment of making a mistake in front of other participants; the text-based nature of CMC can be daunting; the text-based nature of CMC can be daunting; it is a new and strange environment for many; it is a new and strange environment for many; lack of non-verbal and visual cues. lack of non-verbal and visual cues.

18. Stage 3: Information Exchange Usually this stage of the conference is characterised by the fast and furious exchange of messages. Usually this stage of the conference is characterised by the fast and furious exchange of messages. The learner will interact with the resources in the VLE such as weblinks, databases, case studies and fellow learners. The learner will interact with the resources in the VLE such as weblinks, databases, case studies and fellow learners. It is critical that the tutor does not respond to all messages at this stage but summarises and focuses the online discussions. It is critical that the tutor does not respond to all messages at this stage but summarises and focuses the online discussions.

19. Stage 4: Knowledge Construction The main focus is building an online community focusing on learning, at this juncture. The main focus is building an online community focusing on learning, at this juncture. The tutor will be relating messages back to concepts and theories and encouraging other learners to respond. The tutor will be relating messages back to concepts and theories and encouraging other learners to respond. At this stage, the tutor may also be sharing the leadership with learners. At this stage, the tutor may also be sharing the leadership with learners.

20. Stage 5: Development It is at this stage where we clearly see Salmon's link to constructivism. It is at this stage where we clearly see Salmon's link to constructivism. The online learners are taking responsibility for their own learning and becoming more confident and critical thinkers. The online learners are taking responsibility for their own learning and becoming more confident and critical thinkers.

21.  Teaching with Technology is a website dedicated to implementing technology in the teaching model. . The strategies are presented as Active Learning, Constructive Learning, Authentic Learning, Cooperative Learning, and Intentional/Reflective Learning.  This information can be found at http://knowledgeloom.org/media/bpinter/1163/e lements.html. http://knowledgeloom.org/media/bpinter/1163/e lements.html http://knowledgeloom.org/media/bpinter/1163/e lements.html

22. Elements Present in Good Models of Teaching with Technology (GMOTT)  ESSENTIAL: The following elements are always present in good models of teaching with technology.  Standards: Model must be aligned with local, state, and national standards STRATEGIES: Any number of the following strategies may be utilized in good models of teaching with technology.

23. Active Learning Curricular activities rely on virtual and/or real manipulative materials  Indicators:  - learners interacting with an environment  - manipulating the objects in that environment  - observing the effects of their interventions  - constructing their own interpretations  - exploration

24. Constructive Learning Students construct their own understanding building on what they already know  Indicators:  - learners construct models to explain observations  - multiple solutions to problems accepted  - errors used to clarify and refine knowledge in activity  - builds on prior knowledge

25. Authentic Learning Real world tasks and primary sources connect learners to the world around them  Indicators:  - Meaningful, real-world tasks  - Case-based or problem-based environment  - Connections to community, state, world outside of school  - Personal connection

26. Cooperative Learning Students work in groups with specific tasks or roles assigned  Indicators:  - Learners working in groups  - Learners working to complete a common task  - Requires communication  - Individuals have separate roles

27. Intentional/Reflective Learning Students are encouraged to generate their own questions and explain their problem solving strategies  Indicators:  - Learners articulate the learning goals  - Learners explain what they are doing and/or strategies they use  - Learners explain how they find answers  - Learners manage and/or monitor their own learning

28. Youthlearn A very helpful site I found is called Youthlearn. A very helpful site I found is called Youthlearn. This website promotes learning and contains a section that provides helpful tips for teachers who implement technology in the classroom. This website promotes learning and contains a section that provides helpful tips for teachers who implement technology in the classroom. The following are tips for teachers. This information can be found at http://www.youthlearn.org/learning/teaching/t ech.asp. The following are tips for teachers. This information can be found at http://www.youthlearn.org/learning/teaching/t ech.asp. http://www.youthlearn.org/learning/teaching/t ech.asp http://www.youthlearn.org/learning/teaching/t ech.asp

29. Youthlearn Always integrate technology into your larger learning goals, not the other way around. Always integrate technology into your larger learning goals, not the other way around. Teaching how to create a web page or use a drawing program should be part of a project on building language or math skills, not an end in itself. Teaching how to create a web page or use a drawing program should be part of a project on building language or math skills, not an end in itself. Kids need to understand that technology is just another tool for learning and communication, just like a book or a pencil Kids need to understand that technology is just another tool for learning and communication, just like a book or a pencil

30. Youthlearn  In fact, one of the most important things you can teach kids is how to decide when one tool or medium is better than another.  Always work up to more advanced technologies from simpler ones.

31. Youthlearn Especially when it comes to the Internet, it's hard to guess the level of familiarity your kids may already have with technology. Especially when it comes to the Internet, it's hard to guess the level of familiarity your kids may already have with technology. Early in the term, try a mapping exercise, discussion, or other activity to assess how much kids already know and how technology has affected them. Early in the term, try a mapping exercise, discussion, or other activity to assess how much kids already know and how technology has affected them.

32. Youthlearn  When you do find kids who know a little more, are a bit more adventurous, or are more engaged by a technology, use them.  Peer-to-peer teaching between kids often can be much more powerful than teacher instruction  If your lack of expertise is what's making you nervous, get over it.  When a child asks, "How did you do that?" see whether any of the others can answer before you explain it.

33. Youthlearn Trust the kids. Model thoroughly, then trust them. Trust the kids. Model thoroughly, then trust them. You must be consistent in your models at all times. If on the day you introduce the camera, you're careful to wear the strap around your neck, but you wave it around with no strap on most other days, you will just torpedo your own message. You must be consistent in your models at all times. If on the day you introduce the camera, you're careful to wear the strap around your neck, but you wave it around with no strap on most other days, you will just torpedo your own message.

34. Youthlearn  Don't sweat the small things. Again, we guarantee it: things will go wrong.  Laugh about it, work around it, keep moving. It's going to happen to the kids, too, so it's important that you model the proper way to deal with challenges.  Make some mistakes on purpose in your demonstrations occasionally, just so you can show them that it's not a big deal.  Every time you have a problem, you're figuring out something new. It's not a negative; it's a positive.

35. Youthlearn  Never explain things too deeply—you want to give the kids plenty of room to explore.  Good critical thinking is more important than technological excellence.

36. Youthlearn When introducing new technologies, do it in the context of larger projects that extend over many sessions. When introducing new technologies, do it in the context of larger projects that extend over many sessions. Students will benefit from a progressive introduction to how to use the tools, and repetition builds support for their understanding. Students will benefit from a progressive introduction to how to use the tools, and repetition builds support for their understanding.

37. Youthlearn  Don't try to teach something major in class if you are fundamentally unfamiliar with the subject. Experiment first or get some help from a colleague. A complex program like Photoshop involves some unique features that have no analogy in the real world, so poke around first. You'll be fine even if you don't know all of its most sophisticated uses.

38. Samples Of Technology In Classroom Use The following is an example of students artwork that has been scanned for use on the computer. This could be very useful for storing and sharing student work.

40. The following is a sample of text that was scanned using O.C.S. software which can identify words and convert them into Microsoft Word documents.

42. Conclusion Using technology in the classroom will greatly benefit both teachers and students. With the vast array of programs and utilities that enhance the learning experience, students will be more involved with the learning process and have the capabilities to explore more on their own. Technology can also make it easier for teachers to plan and implement lessons with more visual and involved lessons. Using technology in the classroom will greatly benefit both teachers and students. With the vast array of programs and utilities that enhance the learning experience, students will be more involved with the learning process and have the capabilities to explore more on their own. Technology can also make it easier for teachers to plan and implement lessons with more visual and involved lessons.

43. Additional Resources Link to research paper Link to research paper Link to research paper Link to research paper Link to Internet Address Book Link to Internet Address Book Link to Internet Address Book Link to Internet Address Book Link to Mr. Mathis’ Wonderful Web World Link to Mr. Mathis’ Wonderful Web World Link to Mr. Mathis’ Wonderful Web World Link to Mr. Mathis’ Wonderful Web World Holy Family University Holy Family University Holy Family University Holy Family University