Technology Integration: The Pedagogy of the 21st Century
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Scott, S., Frieden, B. & Mills, S. (2002). Technology Integration: The Pedagogy of the 21st Century. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1597-1601). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6808.
Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
Dee Anna Willis, Jerry Price & Niki Davis
More Information on SITE
Table of Contents
ABSTRACT By establishing technology standards and education best practices to support these standards, we have established the basis for a new pedagogy for 21st century classrooms. Several national organizations are currently involved in the establishment of national technology standards for teachers including the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Although many reasonable and appropriate technology standards for teachers exist these goals are often stated in abstract or general terms. One of the components our PT3 project was to synthesize these standards and develop a model of teaching practices and instructional strategies based on standards that support a pedagogy that enhances and improves teaching and learning using technology tools and resources. The College of Education at Pittsburg State University (PSU), Pittsburg, Kansas, is establishing, evaluating, and validating a comprehensive, standards-based technology professional development model for teachers and teacher candidates that can be customized for each local context. This model uses performance assessment to allow teacher candidates, university faculty, and cooperating teachers to demonstrate their proficiency in technology use and integration. In partnership with an educational software company, Synergistic Systems, and the University of Kansas, PSU is designing and implementing a web-based performance assessment system for validation of technology outcomes. The purpose of this presentation is to provide participants with a working model of educational best practices and instructional strategies to support technology integration in classrooms we use in our PT3 project and in the College of Education at Pittsburg (KS) State University. A performance assessment/electronic portfolio system will be demonstrated that supports and authenticates our model. The following objectives for this session provide participants will a full understanding of our model: (1) Identify and elaborate technology integration best practices that teachers can relate to classroom instruction and effectively model in the classroom; (2) Exhibit a dynamic database of adaptable, selectable best teaching practices that are customizable to the context in which it is used. (3) Demonstrate an on-line validation process and assessment/portfolio system for teachers to use to model the appropriate use of computer technology in classrooms; PRESENTATION OUTLINE 1. Establishing a pedagogy for the 21st century classroom-best practices that support technology integration standards. (multimedia presentation, handout; Scott) a. Synthesis of research and technology standards that establish educational best practices and instructional strategies. b. Program Restructuring-establishing a curricula to support this new pedagogy: classroom instruction and field experiences that infuse technology into the learning experiences of teacher candidates. c. Professional Development--providing technology education opportunities for university faculty and K-12 cooperating teachers to develop new pedagogical skills d. Performance Assessment-authenticating pedagogical skills of teacher candidates, university faculty, and K-12 cooperating teachers. 2. Building an on-line database of technology integration standards and best practices. (multimedia presentation, on-line web database demo, handout; Mills) a. Searching and selecting technology standards that reflect shared values a local context b. Establishing a pool of educational best practices each standard that are behaviorally defined c. Performance indicators are organized into three certification areas: technology operations, technology facilitation, and technology integration 3. Implementing a performance assessment/eportfolio system to support the new pedagogy (multimedia presentation, on-line web demo, Frieden) a. Design, development, and implementation of an on-line performance assessment/eportfolio system b. Sample assessment strategies and on-line eportfolio submission system c. On-line evaluation procedures and rubrics and authentication of pedagogical skills RESEARCH BASE Achieving school change and reform requires the capability to improve teacher practices in the classroom. Traditionally, teacher professional development has been characterized by activities that deliver an assortment of abstract ideas while providing little support to teacher practices and continuous learning (Lieberman, 1995). Our own evaluations of technology integration in classrooms have led us to conclude that technology integration is not about the technology, it is about teaching and learning. We have learned that through the establishment of a well-defined set of pedagogical standards and indicators, higher levels of technology integration in classrooms can be identified and achieved. Expert or exemplary teachers are characterized by using more student-centered learning, viewing computers in terms of function rather than application, and use more complex project-based activities in their classrooms (Becker, 1994; Hadley & Sheingold, 1993). To function at an expert level, integrating technology tools into the classroom pedagogy and the curriculum is becoming an inseparable part of good teaching. Since there is a great deal of variability in educational beliefs, technological availability, and state and community expectations, technology integration should be locally defined, using available research models and national standards as a foundation (Pierson, 2001). The role of assessment in educational reform models and initiatives has taken on new meaning as reformers are finding that assessment standards and methods have considerable power as agents of change (Sheingold & Frederiksen, 2000). Over a decade ago Sheingold (1990) pointed out that integrating technology in schools and classrooms is not so much about helping people to operate machines as it is about helping teachers integrate technology as a tool of the profession. Sheingold added that the teaching profession is being redefined as a result of this incorporation or integration process. When effectively integrated in classrooms, technology should provide teachers with the appropriate tools, resources, and contexts to improve students' abilities to become active learners who seek to understand complex subject matter and who are better prepared to transfer what they have learned to new problems and contexts.
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