Chapter 1 Educational Technology in Context: The Big Picture © 2010 Pearson Education, Inc. All rights reserved. This multimedia product and its contents are protected under copyright law. The following are prohibited by law:  any public performance or display, including transmission of any image over a network:  preparation of any derivative work, including the extraction, in whole or in part, of any image;  any rental, lease, or lending of the program.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.2 Computer Systems Vocational Training Instructional Systems and Design Media and Audio-Visual Communications Educational Technology Four Perspectives that Define Educational Technology

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.3 Media and Audiovisual Communications Educational technology viewed as media to deliver information Association for Educational Communications & Technology (AECT)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.4 Instructional Systems and Instructional Design Educational technology viewed as part of a system for addressing any instructional need International Society for Performance Improvement (ISPI)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.5 Vocational Training (Technology Education) Educational technology viewed as a practical means of teaching all content areas, preparing for the world of work International Technology Education Association (ITEA)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.6 Computer Systems Educational technology viewed as educational computing, a combination of technology resources to support teaching & learning International Society for Technology in Education (ISTE)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.7 What Is Educational Technology?  Combination of the processes and tools involved in addressing educational needs and problems  Emphasis on applying the most current tools –Computers –Other electronic technologies

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.8 Integrating Educational Technology  The process of determining which electronic tools and which methods for implementing them are the most appropriate responses to given classroom situations and problems

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved. 1.9 Instructional Technology  Subset of educational technology –Deals directly with teaching and learning applications –Not administrative technology

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Technology Timeline  3 eras in the history of educational computing / technology –Pre- microcomputer era –Microcomputer era –Internet era

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Pre- microcomputer era ( 1950– late 1970s)  University projects use mainframe and minicomputer systems to deliver instruction in schools  the computer literacy movement begins

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Microcomputer era ( late 1970s– 1994)  Micro-computers enter schools  Spawns the software publishing, Logo, and ILS movements

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Internet era ( 1994– present)  The first web browser ( Mosaic) makes possible travel on the Information Superhighway  Web 2.0 ‘tools’ and beyond

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved What History of Educational Technology Has Taught Us 1.Technology is not a panacea. 2.Literacy offers limited rationale. 3.Teachers are not developers.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved What History Has Taught Us (continued) 4. Possible does not equal desirable, feasible, or inevitable. 5. Things change faster than teachers can keep up. Change is inevitable. 6. Older technologies can be useful. 7. Teachers always will be important.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Rationale for Technology Use  Motivation  Enhanced instructional methods  Increased productivity  Required information age skills

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Why Use Technology?  Influence student academic performance  Develop higher order thinking and problem solving  Improve student motivation, attitude, and interest in learning  Help prepare students for the workforce  Address the needs of low-performing, at- risk, and students with learning handicaps Center for Applied Research in Educational Technology (CARET)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved When Does Technology Work?  Directly supports curriculum objectives  Provides opportunities for student collaboration  Adjusts for student ability and prior experiences, and provides feedback  Is integrated into the instructional day  Provides opportunities for students to design and implement projects  Is used in environments where teachers, community and administrators support it Center for Applied Research in Educational Technology (CARET)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Educational Technology “Tree of Knowledge”

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Cultural/ Equity Educational Legal/Ethical Societal Issues in Education & Technology

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Societal Issues  Economic conditions  Anti-technology positions  Impact of No Child Left Behind Act

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Educational Issues  Standards movement  Reliance on Internet & distance education  Debate over directed vs. inquiry-based, constructivist instructional methods

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Cultural & Ethnic Issues  Digital Divide  Racial and Gender Equity  Special Needs

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Legal and Ethical Issues  Viruses & hacking  New plagiarism  Privacy & safety  Copyright  Illegal downloads & software piracy

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Emergent Trends in Hardware & Software Development  Wireless connectivity  Merging of technologies  Portable devices  High-speed communications  Visual immersion systems  Intelligent applications

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Implications of New Technologies  Flexible learning environments  Adaptable assessment options  Reliance on distance learning  Support for people with disabilities

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved ISTE NETS-S National Educational Technology Standards for Students 1.Creativity and innovation 2.Communication and collaboration 3.Research and information fluency 4.Critical thinking, problem solving, and decision making 5.Digital citizenship 6.Technology operations and concepts

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved ISTE NETS-T National Educational Technology Standards for Teachers 1.Facilitate and inspire learning and creativity 2.Design and develop digital-age learning experiences and assessments 3.Model digital-age work and learning 4.Promote and model digital citizenship and responsibility 5.Engage in professional growth and leadership

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Electronic Portfolio Options  “Ready-made” software packages  PDF documents  Multimedia authoring software  Databases  Websites  Video

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Electronic Teaching Portfolios

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved The Basics  Behaviorism  Cognitivism  Constructivism (Schuman, 1996)

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Behaviorism  Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Cognitivism  Based on the thought process behind the behavior.  Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Constructivism  Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema.  Constructivism focuses on preparing the learner to problem solve in ambiguous situations.

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Behavioral  Tasks requiring a low degree of processing (e.g., basic paired associations, discriminations, rote memorization)  Seem to be facilitated by strategies most frequently associated with a behavioral outlook (e.g., stimulus- response, contiguity of feedback/reinforcement).

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Cognitive  Tasks requiring an increased level of processing (e.g., classifications, rule or procedural executions)  Primarily associated with strategies having a stronger cognitive emphasis (e.g., schematic organization, analogical reasoning, algorithmic problem solving).

M. D. Roblyer & Aaron H. Doering Integrating Educational Technology into Teaching, 5/E Copyright ©2010 by Pearson Education, Inc. All rights reserved Constructive  Tasks demanding high levels of processing (e.g., heuristic problem solving, personal selection and monitoring of cognitive strategies)  Frequently learned with strategies advanced by the constructivist perspective (e.g., situated learning, cognitive apprenticeships, social negotiation. (ErtmerP. & Newby, T., 1993)