Teaching with Technology

Technology

What is the purpose of schooling?To help students learn

How do we learn?

What is learning? How does it

happen?

A Constructivist Learning Cycle

Experience

Communication

ReflectionRevision

Abstraction of Patterns - Constructing Conceptual Understanding.

International Children’s Digital Library

"Science is knowledge of the genus or mode by which a thing is made; and by this very knowledge the mind makes the thing, because in knowing it puts together the elements of that thing.” Giambisto Vico, 1710

ConstructivismExperience

Communication

ReflectionRevision

“Dewey wanted schools to present the curriculum as a series of problems, the solution to which called children to use the methods of the scientist, the historian, the artist … The essence of Dewey’s method was to bring the cold, hard facts of the tradition alive in ways that relate to the child’s experiences.”

– Robert Cwiklik – WSJ

ConstructivismExperience

Communication

ReflectionRevision

A Learning Progression

Finding Patterns => Constructing Understanding

Concrete Experiences

Symbolism & Abstraction

Constructing Connections

There’s air out there!

Weather Widgets / Google Earth / Nest Cams

Widgets!

Owl Cams!

Eagle Cams!

We want students to learn….

Addressing the standardsSocial Studies – > History – > 8th grade– > GLE 4.3.2

CIVIL WAR

http://www.memory.loc.gov

“I am one of those who think the best friend of a nation is he who most faithfully rebukes her for her sins and he her worst enemy, who, under the specious and popular garb of patriotism, seeks to excuse, palliate, and defend them. America has much more to fear from such than all the rebukes of the abolitionists at home or abroad.”

Fredrick Douglass

Fountain Hughes, Age 101• Hermond Norwood: Who did you work for Uncle Fountain when ... ?• Fountain Hughes: Who'd I work for? • Hermond Norwood: Yeah.• Fountain Hughes: When I, you mean when I was slave? • Hermond Norwood: Yeah, when you were a slave. Who did you work for?• Fountain Hughes: Well, I belonged to, uh, B., when I was a slave. My mother belonged to B. But my, uh, but, uh,

we, uh, was all slave children. And after, soon after when we found out that we was free, why then we was, uh, bound out to different people. [names of people] and an all such people as that. And we would run away, and wouldn't stay with them. Why then we'd just go and stay anywhere we could. Lay out a night in underwear. We had no home, you know. We was just turned out like a lot of cattle. You know how they turn cattle out in a pasture? Well after freedom, you know, colored people didn't have nothing. Colored people didn't have no beds when they was slaves. We always slept on the floor, pallet here, and a pallet there. Just like, uh, lot of, uh, wild people, we didn't, we didn't know nothing. Didn't allow you to look at no book. And then there was some free born colored people, why they had a little education, but there was very few of them, where we was. And they all had uh, what you call, I might call it now, uh, jail centers, was just the same as we was in jail. Now I couldn't go from here across the street, or I couldn't go through nobody's house without I have a note, or something from my master. And if I had that pass, that was what we call a pass, if I had that pass, I could go wherever he sent me. And I'd have to be back, you know, when uh. Whoever he sent me to, they, they'd give me another pass and I'd bring that back so as to show how long I'd been gone. We couldn't go out and stay a hour or two hours or something like. They send you. Now, say for instance I'd go out here to S.'s place. I'd have to walk. And I would have to be back maybe in a hour. Maybe they'd give me hour. I don't know just how long they'd give me. But they'd give me a note so there wouldn't nobody interfere with me, and tell who I belong to. And when I come back, why I carry it to my master and give that to him, that'd be all right. But I couldn't just walk away like the people does now, you know. It was what they call, we were slaves. We belonged to people. They'd sell us like they sell horses and cows and hogs and all like that. Have a auction bench, and they'd put you on, up on the bench and bid on you just same as you bidding on cattle you know.

Voices from the Days of Slavery 7:46 – 10:36

http://memory.loc.gov/ammem/collections/voices/

A Constructivist Learning Cycle

Experience

Communication

ReflectionRevision

Abstraction of Patterns - Constructing Conceptual Understanding.

Understanding Understanding is a state of cognition characterized by the

ability to bring together organized, relevant knowledge in order to solve a problem.

"To understand is to know relationships.” (Lauren Resnick, 1983) "The human mind has the tendency to organize and

generalize. This tendency must be encouraged and assisted. Structures which nurture these sense-making arrangements within each learner's mind need to be provided by the curriculum." (Nathalie Gherke)

The construction of integrated, conceptual understanding is facilitated through an intentional combination of experience and reflection.

The Central Questions:

Block 1: What is the role of educational technology in the K-12 curriculum?

Block 2: How can I use technology as a tool to enhance learning in my classroom?

Block 3: How can I get by with only 45 minutes of sleep ?

Block 4: What just happened?

Therefore we emphasizeCORE TECHNOLOGY (after NETS & K-12 Tech proficiencies)

Information AccessThe Web, widgets, You Tube etc.

Information Productionspread sheets, graphing calculators, data probes, etc.

Information Presentation PowerPoint, iMovie, podcasts, blogs, You Tube, Prezi

Communication,Social networks, Wikis, video conferences, etc.

Moral and Ethical Considerations Who is served? Who learns?

The Assignments

The top page of the portfolio and one Tech Tool• Due Oct 27

The whole portfolio with all three Tech Tools (at least one must be labeled as a Diversity Resource)• Due Nov 3

Societal Issues Threaded Discussion• 1st post due Oct 31, final post due Nov 3the

e-po

rtfol

io the e-portfolio

the e-portfolio

the e-portfolio

Your Web-based Portfolio

Your Portfolio (your title)

The title page should say something about you and your commitments as an educator.

Tech Tools Investigations Investigation the first Investigation the second Investigation the third

Tech Tool the 1st ----What it is /How it works

Classroom Use

---

Tech Tool the 2nd ----What it is /How it works

Classroom Use---

Tech Tool the 3rd ----What it is /How it works

Classroom Use

Don’t forget your Societal Issues Threaded Discussion!

At least one of your Tech Tools must be labeled as a Diversity Resource.

Teaching with

TechnologyTechnology