Improving Teaching and Learning For The Future.

 Technology is becoming dominant aspect of our society (Harvey-Woodall, 2009).  Future occupations will require collaboration across international and cultural boundaries and new way of integrating knowledge (Haste, 2009).  It is necessary for students occupational prospects (Lebens, Graff & Mayer, 2009).

Motivation Traditional methods no longer capture the interest of children growing up in this computer age (Harvey-Woodall, 2009). Students demonstrate higher motivation and engagement when using technology (Harvey- Woodall, 2009).

Differentiated Instruction (DI) DI is a teaching method based on the idea that instruction should vary according to the individual and diverse needs and interests of students in the classroom (Looi, et al., 2009). Supports instructional activities that enable differentiated instruction (Looi, et al., 2009). Use of technology can help teachers understand the individual learning styles of the students they teach (Harvey-Woodall, 2009).

Achievement Higher levels of motivation and engagement result in increased student achievement (Harvey-Woodall, 2009). Can contextualize learning because it can happen any time or place (Looi, et al., 2009). Teachers should become familiar with the latest technology in an effort to make teaching activities as relevant and current as possible (Harvey-Woodall, 2009).

Achievement (cont’d) Research suggests ICT implementation can support the achievement of disadvantaged and low achieving learners (Lebens, Graff & Mayer, 2009).

Flexibility Online education provides flexibility for students and teachers (Webb, 2009). Learning can happen any time and anywhere (Looi, et al., 2009).

Audio Podcasts Advocates believe it offers unique educational benefits such as the time-shifting ability (Hew, 2009). Spoken word can influence a learner’s cognition and motivation (Hew, 2009).

Cell Phones Take pictures of things outside the classroom for use in learning activities inside the classroom (e.g. Studying angles in math class). Calculator function Use the voice recorder for interviews in English class Use the MP3 function to listen to notes. (Rogers, 2009)

Wikis Can support a variety of collaborative learning activities. Supports metacognitive tasks, like reflection or self/co-explanation. Published online so they are accessible to others at different times and places. Students feel they are working in a student- owned and centered workspace. Larusson & Alterman, 2009

Smart Boards Are interactive electronic whiteboards (Gerard, Widener & Greene, 1999) Increases motivation, attention and time on task (Mechling, Gast & Krupa, 2007). Can help improve the mastery of letter sounds by simultaneously hearing the sound, seeing the letter, and touching the letter (Campbell & Mechling, 2009).

Internet Powerful tools and information resources for academic work and life in general. Can be used to produce web pages or blogs to express their personal ideas or opinions. (Chou et al., 2009)

 The instructor plays a major role in how technology is utilized within the classroom.  Teachers must understand how technology can be connected with pedagogy and curriculum content. (Harvey-Woodall, 2009)

 Substantial support from administrators.  Longer, ongoing PD that focuses on integrating technology into the classroom.  Presented within context of student-centered instructional practices.  Should be researched based.  Student achievement should be at the forefront. (Harvey-Woodall, 2009)

 Must address needs of the individual (Wells, 2007).  Create leadership roles (Wells, 2007).  Constant support person in close proximity (Plair, 2008).  “Extension agent” model for inservice training (Hurst, 1994).

 Campbell, M. & Mechling, L. (2009). Small group computer-assisted instruction with smartboard technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1),  Chou, C. et al. (2009). Tool, toy, telephone, territory, or treasure of information: Elementary school students’ attitudes toward the internet. Computers & Education, 53,  Gerard, F., Greene, M. & Widener, J. (1999). Using SMART board in foreign language classes  Harvey-Woodall, A. (2009). Integrating technology into the classroom: How does it impact student achievement?. Jackson State University,  Haste, H. (2009). What is ‘competence’ and how should education incorporate new technology’s tools to generate ‘competent civic agents’. The Curriculum Journal, 20(3),  Hew, K. (2009). Use of audio podcasts in K-12 and higher education: A review of research topics and methodologies. Education Technology Research Development, 57,  Hurst, D. (1994). Teaching technology to teachers. Educational Leadership,  Larusson, J. & Alterman, R. (2009). Wikis to support the “collaborative” part of collaborative learning. Computer- Supported Collaborative Learning, 4,  Lebens, M., Graff, M. & Mayer, P. (2009). Access, attitudes and the digital divide: Children’s attitudes towards computers in a technology-rich environment. Educational Media International, 46(3),  Looi, C. et al. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education, 53,  Mechling, L., Gast, D. & Krupa, K. (2007). Impact of SMART board technology: An investigation of sight word reading and observational learning. Journal of Autism Developmental Disorder, 37,  Plair, S. (2008). Revamping professional development for technology integration and fluency. The Clearing House, 82(2),  Rogers, K. (2009). Cell phones as instructional tools. Principal Leadership, 9(6),  Webb, K. (2009). Online learning for all students. Principal Leadership, 9(8),  Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1),

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