Computers, Curriculum, and Cultural Change

An Introduction for Teachers

Jr. Provenzo

• Publisher: Routledge
• Year: 2004
• ISBN:
  9781135627072
• Edition: 2
• Topic: Education
• Subtopic: Education General

Computers, Curriculum, and Cultural Change: An Introduction for Teachers, Second Edition is a comprehensive introduction to using computers in educational settings. What distinguishes this text from others on the topic is its focus on:
*the issue of how computers are redefining our culture and society and the work of schools;
*the idea of using the computer as a tool for increasing efficiency and productivity in curriculum; and
*the concept of the computer as a tool not only for efficiency, but actually as a means of enhancing intelligence. This text provides students with an introduction to basic computer skills and experience, enhanced by helpful pedagogical aids, including case studies and highlighted features, such as Portfolio Development, Reflective Practice, Computing Timelines, Filmographies, bibliographical sources, and a text-linked glossary of key computer terms.
New in the Second Edition: In addition to being thoroughly updated, a new section has been added to Chapter 1, "Creating an Electronic Portfolio, " with activities linked to the standards for educational computing established by the International Society for Technology in Education (ISTE). Electronic portfolio activities at the end of each chapter give students the hands-on practical skills they need and, at the same time, cover the necessary theoretical and conceptual material for an introductory educational computing course.

1

INTRODUCTION

AN ELECTRONIC PORTFOLIO MODEL

Electronic Portfolios

Computers and instructional technology hold remarkable promise for the work of teachers. Despite this fact, their implementation and use in the schools over the last twenty-five years has involved a great deal of trial and error. During the late 1970s and much of the 1980s, there was often more emphasis on using the technology for its own sake, than actually using it as a tool to support and improve instruction. This was an exploratory period. Educators were learning the basics about computers and how they might be helpful in their work in the classroom.

One of the authors of this book recalls teaching a summer workshop in 1980 on word-processing. Literally all we did was learn the basic functions of the computer, and then how to use—at least by today’s standards—a very primitive word-processing program. The course was extremely well received, and for nearly all of the professors and graduate students taking the course, was their first introduction to the use of computers. Elementary school students now receive more sophisticated training, and use considerably more sophisticated software, than was the case in this pioneering course from twenty years ago.

Introducing computing into educational settings has also been complicated by rapid changes and improvements in both hardware and software. Machines that were state of the art ten years ago, sit on trash heaps abandoned as “too slow” and “outmoded” to be of much value. One no more than mastered a software program and it was updated or superseded by new developments in the technology. Often it was difficult to establish basic skills and competencies in the field, since the field was constantly changing and being redefined.

Things began to settle out by the mid-1990s. While new innovations such as the World Wide Web and the introduction of networked computer systems expanded, more and more people were taking computing for granted. Machines and software were less confusing. People were more familiar with their use. Increasingly educators focused on the question of how computers could be used as tools to support instruction. Efforts were made to establish guidelines and standards for instruction in the field.

In 1993 the International Society for Technology in Education (ISTE) established a set of standards for the training of teachers in the use of computers in their day-to-day work in the classroom. While these standards are certainly subject to interpretation and revision, we believe that the National Educational Technology Standards (NETS) and Performance Indicators for Teachers, developed by the ISTE, provide the most useful set of guidelines for teacher preparation in computers and educational technology.

The ISTE standards have gone through three revisions since their introduction in 1993, and have been adopted by the National Council for the Accreditation of Teacher Education (NCATE), which is the main national accreditation agency for Schools and Colleges of Education in the United States. When a School or College of Education applies for NCATE accreditation it must follow the ISTE standards for the technology component in its program. In doing so, it must demonstrate in its programs and curriculum a “…commitment to preparing candidates who are able to use technology to help all students learn; it also provides a conceptual understanding of how knowledge, skills, and disposition related to educational and information technology are integrated throughout the curriculum, the instruction, field experiences, clinical practice, assessments, and evaluation.”

You can review the NCATE standards at the following address:

NCATE Standards

http://www.ncate.org/2000/unit_stnds_2002.pdf

To learn more about the National Council for the Accreditation of Teacher Education visit the following website:

NCATE

http://www.ncate.org/

The ISTE standards used by NCATE can be found in the document National Educational Technology Standards for Teachers (2000). They include twenty-three indicators organized into six categories, and are outlined in the table, next:

International Society for Technology in Education National Educational Technology Standards (NETS) and Performance Indicators for Teachers

All classroom teachers should be prepared to meet the following standards and performance indicators.

I. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

B. apply current research on teaching and learning with technology when planning learning environments and experiences.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

D. plan for the management of technology resources within the context of learning activities.

E. plan strategies to manage student learning in a technology-enhanced environment.

III. TEACHING, LEARNING, AND THE CURRICULUM

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

B. use technology to learner-centered strategies that address the diverse needs of students.

C. apply technology to develop student’s higher order skills and creativity.

D. manage student learning activities in a technology-enhanced environment.

IV. ASSESSMENT AND EVALUATION

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. apply technology in assessing student learning of subject matter using a variety techniques.

B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice maximize student learning.

C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their productivity and professional practice. Teachers:

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 productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 and apply that understanding in practice. Teachers:

A. model and teach legal and ethical practice related to technology use.

B. apply technology resources to and empower learners with diverse backgrounds, characteristics, and abilities.

C. identify and use technology resources that affirm diversity.

D. promote safe and healthy use of technology resources.

E. facilitate equitable access to technology resources for all students.

ISTE has a worldwide membership. You can visit their web site and view their standards at the following addresses:

International Society for Technology and Education (ISTE)

http://www.iste.org/

ISTE Standards

http://www.iste.org/standards/index.html

For this Second Edition of Computers, Curriculum and Cultural Change, we have connected its content to ISTE’s National Educational Technology Standards (NETS) and Performance Indicators for Teachers. Because technology and computing changes so rapidly, a set of standards such as those developed by ISTE, may need to be seriously revised in the near future. But for the present time, they provide what we believe are the general guidelines currently available in the field.

Using the ISTE standards, we have created an electronic portfolio model that documents the mastery of the content and skills needed by teachers to integrate computers into the process of teaching and learning. While much of the...

Table of contents

• Cover
• Halftitle
• Title
• Copyright
• Contents
• Preface
• CHAPTER 1 Introduction An Electronic Portfolio Model
• CHAPTER 2 Computers and Culture
• CHAPTER 3 Computers—The Social Revolution of Our Time
• CHAPTER 4 The Computer as Tool
• CHAPTER 5 Educational Software
• CHAPTER 6 Technology and the Curriculum
• CHAPTER 7 Technology for Inclusion
• CHAPTER 8 Multimedia, Hypermedia, and Presentation Systems
• CHAPTER 9 Networking and Telecommunication
• CHAPTER 10 Ethical and Legal Aspects of Teaching with Technology
• CHAPTER 11 Conclusion
• APPENDIX A Computer Hardware Basics
• Glossary
• Author Index
• Subject Index