Published on August 25, 2008
integrating technology into the secondary curriculum --- day one eme 4406 : fall : sessums : august 2008
who am I? • christopher d. sessums (http://plaza.ufl.edu/ilji) • Instructor, Educational Technology, College of Education • Ph.D. candidate -- educational technology 03-09 • director, distance education, college of education 06-08 • director, distance learning, UF/DCE 00-06 • hs/ms English teacher 97-00 • http://eduspaces.net/csessums/weblog • twitter - csessums
today hello attendance - 5 min overview - 25 min syllabus - 25 min break - 10 min Macs, Firefox, Moodle - 20 min Gmail - 15 min Learning Logs - 15 min Break - 10 min Discussion - 20 min recap - 5 min rock out - always eme 4406 : fall : sessums : august 2008
ready? here comes everybody…
participatory culture Jenkins et al (2006) 1. relatively low barriers to artistic expression and civic engagement 2. strong support for creating and sharing one’s creations with others 3. some type of informal mentorship whereby what is known by the most experienced is passed along to novices 4. members believe that their contributions matter 5. members feel some degree of social connection with one another (at the least they care what other people think about what they have created). Not every member must contribute, but all must believe they are free to contribute when ready and that what they contribute will be appropriately valued.
new media layer upside • enhances (not replaces) older media • permits diversity • provides potential • new tools • new affordances reality • hegemonic media ecology • access/ • costs of participation -- time, money, effort, attention
you are here second life WoW facebook youtube craigslist flickr myspace (second second life) wikipedia blogger ebay amazon
you are a creator second life WoW facebook youtube craigslist flickr mysace (second second life) wikipedia blogger ebay amazon you are a consumer
my goal assist you in developing the • knowledge • skills • confidence • ethical structures necessary to participate fully and meaningfully in the changes afforded by new media technologies
the challenges include addressing the unequal opportunities and knowledge gained from these emerging practices; the ethical roles and responsibilities associated with venturing into this new risky and uncharted territory; the lack of critical reflection practiced by early adopters of new media; and the lack of clear evaluation standards associated with work produced utilizing new media as well as how it relates to previous forms of communication and expression. (Jenkins, et al. 2006)
the unequal opportunities and knowledge gained from these emerging practices;
the ethical roles and responsibilities associated with venturing into this new risky and uncharted territory;
the lack of critical reflection practiced by early adopters of new media; and
the lack of clear evaluation standards associated with work produced utilizing new media as well as how it relates to previous forms of communication and expression.
what skills do we need in this new media ecology?
preliminary skills basic literacy -- read/write technical skills -- tools/techniques multimodal literacy -- info processing across multi systems of representation
emerging skills synthesis -- aggregate, evaluate, construct new picture sampling -- transforming existing media for self/expression collaboration -- share, pool, compare, evaluate, solve teamwork -- build upon strengths/expertise judgment -- evaluate choices & consequences discernment -- assess accuracy/appropriateness play -- explore/experiment performance -- identity exploration navigation -- know where/how to search resourcefulness -- capitalize on exisiting resources networking -- shared goals/interests negotiation -- commo across differences (Jenkins, et al. 2006)
these are cultural skills omgwtfbbq
shift online/offline evolution/revolution boundaries/identities producer/consumer teacher/learner journalist/blogger multiple citizenships lines are blurring
who’s in charge here?
learning and teaching eme 4406 : fall : sessums : august 2008
this class Learning Participation Inquiry Standards Organizing Theory Practice Community Creating Sharing Reflection Ways of Seeing De-coding Fun Tools Action You and me and us Your students
question: How do we move from an apprenticeship of observation to a community of practice?
novice magnet efficiency
adaptive expertise goal
we will explore the line between efficiency | innovation when regarding different education theories, strategies, and skills.
key feature of modern learning theory: "optimal learning environments must be tailored to specific learning goals, to the students' backgrounds and prior knowledge, and to the contexts in which learning will occur" (Bransford, et al., 2005, p. 78).
Teachers need to understand basic principles of learning and how to use them judiciously to meet diverse learning goals in contexts where students' needs differ. (Bransford, et al., 2005).
a brief history of teaching as a profession hired professionals B.C. -- A.D. private -- public talk-observation-apprenticeship-accreditation primary-secondary-baccalaureate-post bac--professional online
issues Quality Equity Diversity Safety Access Networks Opportunity economics
teacher characteristics* A projected 3.7 million full-time-equivalent (FTE) elementary and secondary school teachers were engaged in classroom instruction in the fall of 2007. This number has risen 17 percent since 1997. The 2007 projected number of FTE teachers includes 3.2 million public school teachers and 0.5 million private school teachers *from NCES, 2007retrieved 24 August 2008 from http://nces.ed.gov/programs/digest/d07/
teacher characteristics* The number of public school teachers has risen faster than the number of public school students over the past 10 years, resulting in declines in the pupil/teacher ratio. In the fall of 2007, there were a projected 15.4 public school pupils per teacher, compared with 16.8 public school pupils per teacher 10 years earlier. *from NCES, 2007retrieved 24 August 2008 from http://nces.ed.gov/programs/digest/d07/
teacher characteristics* The salaries of public school teachers lost purchasing power in the 1970s due to inflation, but increased at a greater rate than inflation in the 1980s, and since 1990- 9 1 the salaries have generally maintained pace with inflation. The average salary for teachers in 2005- 0 6 was $49,109, about 1 percent higher than in 1995- 9 6, after adjustment for inflation. *from NCES, 2007retrieved 24 August 2008 from http://nces.ed.gov/programs/digest/d07/
educational technology * The number of computers in public schools has increased. In 2005, the average public school contained 154 instructional computers, compared to 90 in 1998. One important technological advance that has come to classrooms following the introduction of computers has been connections to the Internet. The percentage of instructional rooms with access to the Internet increased from 51 percent in 1998 to 94 percent in 2005. Nearly all schools had access to the Internet in 2005. *from NCES, 2007retrieved 24 August 2008 from http://nces.ed.gov/programs/digest/d07/
teachers as designers Builder Creator Artist Composer Engineer
start with a map to evaluate the salience of the different conditions that influence learning as well as the potential effectiveness of different teaching strategies
How People Learn framework (modified) HPL framework is a conceptual tool for analyzing the qualities of various learning environments. Knowledge-centeredness -- What should be taught? Why is it important? How should this knowledge be organized? Learner-centeredness -- Who is the learner? How do they learn? Why do they want to learn? What kinds of things and people might learners want to be in contact with in order to learn? Community-centeredness -- What kinds of environments enhance learning? [classroom, school, community] How does learning connect to what goes on outside the classroom? Assessment-centeredness -- What is evidence of effective learning? How can students, teachers, parents see if learning is effective? Add'l Social Action -- How do classroom activities connect to social action?
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