Bringing the world into the classroom through educational technology

3. • “Technology can bring the real world into the
classroom, which means that as teachers we can
better prepare kids for the exciting adventures that
they will face in their future.” Dan Roberts–
Seychelles

4. HTTP://DAILYEDVENTURES.COM/INDEX.PHP/2012/08/
13/DAN-ROBERTS/
• It almost goes without saying that Roberts is extremely passionate
about 21st century learning. Perhaps most important, he pushes
the status quo of how schools use and view technology. “Taking
[technology] away from a child in school today would be like taking
away a pen from me when I was learning,” he says.

5. PICTURES OF TECHNOLOGY USED IN TEACHING

7.  Educationists began exploring the use of technology that
supports models of teaching that emphasize learning with
understanding and more active involvement.
 This exploration “made a decision to use a technology to
go beyond facts-based, memorization-oriented curricula
to a curricula in which learning with understanding is
emphasized was embraced.”

8. ROLES OF TECHNOLOGY IN ACHIEVING THE GOALS OF
LEARNING FOR UNDERSTANDING
1) technology provides support to the solution of
meaningful problems
2) technology acts as cognitive support.
3) technology promotes collaboration as well as
independent learning

9. 1. TECHNOLOGY PROVIDES SUPPORT TO THE
SOLUTION OF MEANINGFUL PROBLEMS
• Finding answers to complex problems brought to the classroom is
one important function of technology.
• Some problems brought to the classrooms can be simulated and
created with graphics, video and animation.
• Simulations or exploratory environments called MICROWORLDS
allow students to carry out actions and investigation right inside
the classrooms with the use of the computers.

10. 2. TECHNOLOGY ACTS AS COGNITIVE SUPPORT.
• The use of technology provides cognitive support to learners.

11. 3. TECHNOLOGY PROMOTES COLLABORATION AS
WELL AS INDEPENDENT LEARNING
• Interconnectedness in networking through technology supports collaboration.

12. TECHNOLOGY PROGRAMS FOR TEACHING
 Stand-alone programs
 Programs available on the internet
Information Databases

13. STAND-ALONE PROGRAMS
• “stand-alone” softwares, videodisc or CD-ROM

14. PROGRAMS AVAILABLE ON THE INTERNET
• Programs which are available on the internet from where the
school can choose a site. KIE (Knowledge Integration Environment)
GLOBE Program (Global Learning and Observation to Benefit
Environment) Electronic field trips – This communication
technology allows learners to travel and visit places for global
explorations. Virtual electronic field trip – through an interactive
broadcast from expedition site

15. INFORMATION DATABASES
• Print-based materials available in electronic form. Ex. Set
of National Geographic Magazine is now in CD –ROM,
Encarta and Grollier - provide access to vast information.

16. OPPORTUNITIES FOR STUDENT AS PROSPECTIVE
TEACHER TO PRODUCE PRODUCTS
• 1. Selection of their own topics to provide sense of ownership.
• 2. Conduct research, plan the development and presentation of the product.
• 3. Selection of simple multimedia presentation that gives only limited number of options.
• 4. Opportunities for teaching grammar, writing, spelling within the context which is meaningful to the
students.

17. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
• 1. Technology operation and concepts
• Teacher should demonstrate an understanding of sound technology operations and concepts. They should:
• a. Demonstrate introductory knowledge, skills and understanding of concepts related to technology
• b. Demonstrate continuous growth in technology knowledge and skills to keep abreast of current and emerging
technologies.

18. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
• 2. Planning and designing learning environment and experiences
• . Teachers plan and design effective learning environments and experiences supported by technology. They
should:
• a. Apply current research on teaching and learning with technology when planning the learning environment and
experiences.
• b. Identify and locate technology resources and evaluate them for accuracy and suitability
• . c. Plan for the management of technology resources within the context of learning activities.
• d. Plan strategies to manage student learning in a technology-enhanced environment.

19. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
3. Teaching learning and the curriculum.
3. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student
learning. Teachers should:
a. Use technology to support learner-centered strategies that address the diverse needs of students.
b. Apply technology to develop students’ higher order skills and creativity.
c. Manage student learning activities in a technology- enhanced environment.

20. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
4. Assessment and evaluation
Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies. They should:
a. Use technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
. B. Apply multiple methods of evaluation to determine students’ appropriate use of technology
resources for learning, communication, and productivity.

21. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
5. Productivity and professional practice
Teachers use technology to enhance their productivity and professional practice. They should:
a. Use technology resources to engage in ongoing professional development and lifelong
learning.
b. Continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
c. Apply technology to increase productivity.
d. Use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.

22. MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR
PROSPECTIVE TEACHERS (TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR TEACHERS)
6. Social, ethical, legal, and human issues
Teachers understand the social, ethical, legal, and Human issues surrounding the use of technology in
schools and apply those principles in practice. They should:
a. Apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
b. Identify and use technology resources that affirm diversity.
c. Promote safe and healthy use of technology resources
d. Facilitate equitable access to technology resources for all students.

23. SUMMARY With the global perspective, educational technologies and innovative
teaching are imperative in today’s time. The unlimited resource of available
technology and its utilization for innovative teaching promise challenging
experience for prospective teachers. This lesson cannot sufficiently explore all
possibilities to respond to the challenges, however, it has clearly underscored
that technology can provide support to teaching in the resolutions of
meaningful problems, act as a scaffolding to learning, and promotes
independent learning and collaboration with experts. The lesson also offered
technology programs for teaching in the form of stand alone program, programs
through internet and information data base. Suggested requirements for
prospective teachers are included in this lesson for you to ponder on.