The Power of Computers Changing the Way Teachers Engage Students by Heather Schilling EDTEC 670 – Dr. Mullen 22 July 2005

Background Issues Schools acknowledge importance of computers in classrooms – nearly 100% have Internet access Only a handful of educators fully integrate computers Most use computers as glorified typewriters (Rod Paige, Jan 2005) Megachanges are occurring all around, but “the process of teaching has not changed substantially over the past 100 years” (Ferguson)

Obstacles to Full Integration Time Lack of dialogue about learning processes – computers can open this dialogue No Child Left Behind – accountability – everything must be scientifically researched – difficulty in distinguishing impact of computers on student learning Rod Paige – “consulted 200,000 children” to create the National Education Technology Plan

Key Elements Shaping Computer Use International Society for Technology in Education has created National Educational Technology Standards Create important guidelines, profiles, and standards for technologically prepared teachers and students Major implications for teacher prep programs

The Focus Society sees the importance of computers Major focus must be on the teaching philosophy of educators Look to Constructivism -

Atticus High School Revisited Rural high school of 548 students in grades 9 –12 Large amount of money spent on computers Specific technology plan in place Only a small handful use computers in the fullest extent How can Atticus encourage more of its teachers to approach teaching like Mr. Clark?

Seymour Papert The Children’s Machine: Rethinking School in the Age of the Computer (1993) Avoids term constructivism – hasn’t been successful in transforming education Uses term constructionism and mathetics Constructionism – connotation of ‘construction set’ Mathetics – from Greek family of “to learn” – represents the essence of learning

Papert’s Criticism Traditional, hierarchical schools smother teacher creativity and enthusiasm We have failed to truly transform the paradigm of how we approach learning

Teacher Preparation Programs Oswego State University – New York Goals 2000 Preservice Tehcnology Infusion Project Integration of technology into teacher prep program- collaboration between public school teachers, college professors, and future teachers Between 1 st and 2 nd years – instructional methods of technology rose from 15.9% to 68.9 %

What we learn from Oswego Preservice teachers want more technology infusion Teacher educators and content methods teachers must model this Preservice teachers transformed their view of their role as teachers – from dispenser to facilitator

Supporting Veteran Teachers Provide adequate training Teachers must be allowed to learn and play with the technology – at least hours before it becomes Paradigm shift Papert (1993) says “School does not have in its institutional mind that teachers have a creative role” (p. 70) That is untrue – examples from Papert’s writing and Atticus High School Move away from hierarchical model of schools

Supporting Veteran Teachers continued… Allow small groups of teachers to collaborate and create their own learning environment within a school – “small school” Opportunities to discuss and collaborate – develop the sense that taking “instructional risks and trying some alternative ways of instruction” is acceptable and encouraged (Goldman and others, 1999, p. 33)

Conclusions Computers have the possibility to transform how we teach and how we learn We must step away from the current paradigm that binds us We must embrace a constructivist or constructionist approach to teaching Teacher prep programs and administration is key in helping promote this philosophy of teaching Standardized testing is here – move on!