Understanding Classroom Learning and Technology Use

UNDERSTANDING CLASSROOM
LEARNING AND TECHNOLOGY USE

THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS AND
PERFORMANCE INDICATORS FOR STUDENTS (REVISED JUNE 2007)
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
3. Students apply digital tools to gather, evaluate, and use information.
4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make
informed decisions using appropriate digital tools and resources.
5. Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior.
6. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
MEETING THE STANDARDS: 21ST CENTURY SKILLS
• Content learning
• Critical thinking
• Communication
• Problem-solving
• Production
• Creativity
ACTIVITY 2: MENTIMETER
WHAT IS LEARNING?
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ACTIVITY 2: THE LEARNING THEORIES
Class will be divided in two. Each group shall research about the theories listed below and report it in class.
 Constructivist Theory (J. Bruner)
A major theme in Bruner’s theoretical framework is that learning is an active process in which
learners construct new ideas or concepts based on their current/past knowledge.
 Experiential Learning (C. Rogers)
Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant).
The former corresponds to academic knowledge such as learning vocabulary or multiplication tables, and
the latter refers to applied knowledge such as learning about engines in order to repair a car.
WHAT IS EDUCATIONAL TECHNOLOGY?
Educational technology is a subset of all existing technologies. To many

educators, the term “educational technology” is synonymous with computers.
Although the major focus of this text and of the field of educational technology is
on computers, teachers and students use many other technologies in the course of
a day, including the pencil, the telephone, and the stapler. Most teachers,
however, do not need lessons on how to use a pencil well, so this text follows the
trend to define educational technology as electronic technologies with an
emphasis on computing. Basic components of technology include hardware,
software, and connection, discussed later in this chapter.
ASSESSMENT
Assessment means gathering evidence about student

needs, skills, abilities, experience, and performance.
Assessment happens in technology-enhanced
classrooms in many ways, as described in each of the
upcoming chapters.
CONTEXT
Context is the environment or circumstances that surround

something. For example, if a student poses a problem to be
solved, it must be put into context by describing the events
that led to it, what features it has, who is involved, and so
on. The case at the start of each chapter in this book helps to
provide a context for the discussions and examples.
EFFECTIVE
In essence, effective means the capability to achieve a

goal. In other words, if a technology-enhanced task is
effective, it has the potential and means to help
students reach the learning goal. In this text, a crucial
element for tasks is that they are effective.
ENGAGEMENT
 When students are engaged, they are motivated and find the task meaningful. Engagement can be
evidenced by willingness to stay on task, progress toward task goals, and ability to apply task
content to life. According to McKenzie (1998), we can judge our classrooms “engaged” when we
witness the following indicators:
• Children are engaged in authentic and multidisciplinary tasks.
• Students participate in interactive learning.
• Students work collaboratively.
• Students learn through exploration.
• Students are responsible for their learning.
• Students are strategic.
EVALUATION
 Although many educators equate assessment with evaluation, there are

qualitative differences in the terms. While assessment covers a range of
processes and focuses, evaluation means making a judgment about something.
Typically, this means assigning a grade or other value to whatever is being
evaluated. Because schools and teachers have different requirements for
evaluation, assessment is given more emphasis in this text.
FEEDBACK
Responses to student work, questions, and processes

are feedback. Feedback can be positive, negative,
clarifying, or interactive, and it can be provided in
many forms such as spoken, written, or graphical.
Feedback is discussed in every chapter as an
essential component of the learning process.
GOAL
A goal is a general statement about what should

happen or what the expected outcomes are. For
example, a goal for technology use in science might
be for students to understand scientific inquiry. The
learning goals presented at the beginning of this
chapter serve as the foci for this text.
OBJECTIVE
 An objective is a specific statement about what students will be

able to do when they complete the task or lesson. For example, for
the science goal noted above, objectives could be that students will
be able to define “inquiry,” to describe each part of the process, and
to demonstrate the process. Because student outcomes are vital in
understanding how to support learning with technology, objectives
are mentioned in many chapters.
PROCESS
A process is a sequence of events or procedure for

accomplishing something. Each chapter in this text
describes the process for achieving a learning goal.
These processes overlap but each goal also has its
own particularities.
SCAFFOLD
A scaffold is information, feedback, a tool, or

some other form of support that helps students
grow from their present level of knowledge,
skill, or ability to the next level.
STUDENTS AND TECHNOLOGY
A scaffold is information, feedback, a tool, or

some other form of support that helps students
grow from their present level of knowledge,
skill, or ability to the next level.
STUDENTS AND TECHNOLOGY
In addition to the possible benefits discussed

yesterday, why else do students need to be
taught with and about technology?
STUDENT BENEFITS FROM LEARNING WITH AND ABOUT
TECHNOLOGY
Information literacy
Technological literacy
Media literacy
CHARACTERISTICS OF EFFECTIVE LEARNING TASKS
1. Focuses on goals. Goals are developed based on standards, curricular requirements, and student needs, wants, and
interests. Each chapter presents examples of goals.
2. Includes technology that is working and available. However, it must be more than just some technology, it has to
be the right technology. Guidelines to assist in making appropriate technology choices are presented throughout
this text.
3. Includes teacher education and support. Each chapter describes ways that teachers might find, discover, request,
or use training and support.
4. Allows time to learn relevant technologies. Guidelines in all the chapters discuss ways to do this efficiently.
5. Provides needed resources. Resources include lab time, online and offline information sources, and skills lessons.
Suggestions for how and when to provide such resources are presented throughout this text.
6. Uses technology only if appropriate. Effective tasks do not use technology if goals can be reached and content
can be better learned, presented, and/or assessed through other means and tools. Each chapter includes a section on
learning activities that demonstrate appropriate uses of technology.Figure 1.3 summarizes these characteristics.
TEACHERS’ ROLES
1. Focuses on goals. Goals are developed based on standards, curricular requirements, and student needs, wants, and
interests. Each chapter presents examples of goals.
2. Includes technology that is working and available. However, it must be more than just some technology, it has to
be the right technology. Guidelines to assist in making appropriate technology choices are presented throughout
this text.
3. Includes teacher education and support. Each chapter describes ways that teachers might find, discover, request,
or use training and support.
4. Allows time to learn relevant technologies. Guidelines in all the chapters discuss ways to do this efficiently.
5. Provides needed resources. Resources include lab time, online and offline information sources, and skills lessons.
Suggestions for how and when to provide such resources are presented throughout this text.
6. Uses technology only if appropriate. Effective tasks do not use technology if goals can be reached and content
can be better learned, presented, and/or assessed through other means and tools. Each chapter includes a section on
learning activities that demonstrate appropriate uses of technology.Figure 1.3 summarizes these characteristics.
ACTIVITY 3
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ROSES AND THORNS
STEM- Your expectation’s towards your teachers

THORNS- Challenges for Teachers

Understanding Classroom Learning and Technology Use

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UNDERSTANDING CLASSROOM

LEARNING AND TECHNOLOGY USE

 Constructivist Theory (J. Bruner)

 Experiential Learning (C. Rogers)

Educational technology is a subset of all existing technologies. To many

Assessment means gathering evidence about student

Context is the environment or circumstances that surround

In essence, effective means the capability to achieve a

 Although many educators equate assessment with evaluation, there are

Responses to student work, questions, and processes

A goal is a general statement about what should

 An objective is a specific statement about what students will be

A process is a sequence of events or procedure for

A scaffold is information, feedback, a tool, or

A scaffold is information, feedback, a tool, or

In addition to the possible benefits discussed

STEM- Your expectation’s towards your teachers

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