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Developing A Philosoph y of Computers in Educ ation David Moursund University of Oregon NCCE 2006

Developing A Philosophy of Computers in Education David Moursund University of Oregon NCCE 2006.

Dec 20, 2015



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  • Slide 1
  • Developing A Philosophy of Computers in Education David Moursund University of Oregon NCCE 2006
  • Slide 2
  • Goal To share some of my personal philosophy of ICT in education. (I have been working in ICT in education for a long time. To encourage you to further develop your own personal philosophy of ICT in education.
  • Slide 3
  • Four of my beliefs Many of our worlds problems can be addressed through better education. All children deserve the opportunity to gain a high quality education. Educational systems can be much better. ICT will prove to be fundamental to achieving better educational systems.
  • Slide 4
  • Being loaded down with the worlds problems I have been interest in problem solving throughout my professional career.
  • Slide 5
  • Problem Solving Recognizing, posing, clarifying, doing questions problems tasks decisions Using higher-order, critical, creative, and wise thinking. Produce, performance, presentation.
  • Slide 6
  • Words of wisdom Every teacher should have a philosophy of education. (Message from my graduate students.) Every teacher should have a philosophy of ICT in education. (Message from Dave to his students.)
  • Slide 7
  • Computers are here to stay In my opinion, this is about as trite as saying: Math is here to stay. History is here to stay. Reading is here to stay. Surely we educators can do better than that. (My tolerance for dumb statements has decreased as I have grown older.
  • Slide 8
  • Information and Communication Technology ICT includes Computers (both large and small) Internet and Web Cell phones Digital still & motion cameras. iPods and the equivalent Robots Etc.
  • Slide 9
  • ICT is a powerful change agent Perhaps comparable to the development of agriculture? Perhaps comparable to the three Rs? Perhaps comparable to the industrial revolution? ICT is driving the information age. A change agent -------->>>>
  • Slide 10
  • My personal professional work environment
  • Slide 11
  • Open paper and pencil tests How about: Open notes test? Open book test? Open computer with word processor and spell checker test? Open computer and Web test? (And, without severe time pressures.) What is your authenticity philosophy?
  • Slide 12
  • Its a Small World It's a small world after all It's a small, small world Marshall McLuhan: Global Village.
  • Slide 13
  • I read a lot
  • Slide 14
  • Thomas Friedman: The World is Flat Increasing smallness through improved transportation. Increasing flatness through improved telecommunication. Increasing worldwide knowledge about how green the grass is on the other side of the fence. Worldwide competition for resources, and jobs.
  • Slide 15
  • I think a lot I try to make complex things simple. Example: We do problem solving all of the timewhats the big deal about that? I tend to make simple things complex. Example: In school, students study many different disciplines. But, what is a discipline?
  • Slide 16
  • Academic disciplines are defined by: Problems, tasks, activities addressed. Tools, methodologies, evidence, recording and sharing results. Accumulated results. History, culture, language; methods of teaching and learning. Sense of beauty and wonder.
  • Slide 17
  • ICT affects each discipline some more than others Level of learning required on part of the user. Accumulated knowledge about the uses of ICT to do a significant part or the work needed to solve some of the problems within the discipline. Procedural thinking, where ICT systems can carry out the procedures.
  • Slide 18
  • Expertise in solving problems and accomplishing tasks
  • Slide 19
  • Expertise in a discipline
  • Slide 20
  • Three key questions: Within a discipline, what things can Educated people do a lot better than ICT systems? ICT systems do a lot better than educated people? The combination of educated people and ICT systems do a lot better than either alone?
  • Slide 21
  • Five eras 1. Hunter-gatherer 2. Agriculture 3. Industrial 4. Information 5. Knowledge: Contained within people Contained within machines
  • Slide 22
  • Knowledge
  • Slide 23
  • Computer and: Data processing Information processing Knowledge processing Wisdom processing What might it mean to say an ICT system has knowledge or wisdom, or that it processes knowledge or wisdom?
  • Slide 24
  • Key philosophical issue I assume you believe a human can gain knowledge and wisdom. Do you believe that an ICT system can have some sort of knowledge and wisdom? What is your philosophy about educating students for a world in which ICT systems are growing in machine-like knowledge and wisdom?
  • Slide 25
  • Six languages (Robert Logan) 1. Natural language 2. Written language 3. Mathematics 4. Science 5. Computing & computer languages 6. Internet and Web We can also talk about the language of various disciplines such as music, football, etc.
  • Slide 26
  • Fluency philosophy Fluency in a language is one measure of expertise in the language. What is your philosophy on the level of fluency students should be helped to achieve in various types of languages? For example, is it OK for a child to grow up with very little of no fluency in art and music?
  • Slide 27
  • Human intelligence Learn Pose problems Solve problems. This includes solving problems, accomplishing tasks, and fashioning products. It includes critical thinking and making effective use of ones overall knowledge and skills.
  • Slide 28
  • Artificial Intelligence (AI) This has long been one of my favorite topics. What intelligent-like things can machines do, and what are their limitations? How should AI affect: Curriculum? Instruction? Assessment?
  • Slide 29
  • Creativity and Intelligence Humans are very good at creativity. While creativity requires intelligence, high levels of intelligence (high IQ) does not imply high creativity. My philosophy: foster creativity (in contrast, for example, with just tell me exactly what I need to do, and Ill do it).
  • Slide 30
  • What really bugs me I think that in recent years our educational system has moved strongly in the direction of producing students who want and expect to be told exactly what do do and who are lost without a high level of detailed, explicit instructions.
  • Slide 31
  • My philosophy With appropriate education, people get more intelligence. ICT systems are getting more intelligent. Human intelligence and machine intelligence overlap, but are quite different. Students should learn about both, as well a about themselves.
  • Slide 32
  • CAI example A machine can have the intelligence to provide drill and practice, provide immediate feedback, adjust the questions presented in an appropriate response to errors being made, switch into tutorial mode if it (the machine) decides this is needed, keep detailed records, prepare reports,and etc. A machine may well have more intelligence than a human in this limited area.
  • Slide 33
  • Increasing human productivity Agriculture Industrial production Information Age: Data processing productivity Information processing productivity Knowledge processing productivity What about the productivity of students and teachers?
  • Slide 34
  • Robert Bransons Upper Limit Theory
  • Slide 35
  • Education is at an upper limit Based on national test results, our schools have improved very little over the past 40 years. Branson argues (and I agree) that with current methods and levels of expenditures, we are close to an upper limit.
  • Slide 36
  • Work harder and longer, versus work smarter We can increase: Length of school day, counting homework Length of school weak and school year Number of years of education Testing, requirements, and so on. However, these changes are modest relative to a doubling of totality of human knowledge every five or ten years.
  • Slide 37
  • We need a paradigm shift
  • Slide 38
  • Individualizing by Increasing effort to have students learn to learn and to take more responsibility for their own learning. Use of HIICAL Use of asynchronous distance learning Providing strong support for lifelong learningespecially learning in contexts and situations deemed relevant by learners.
  • Slide 39
  • Learn faster and better From work of Benjamin Bloom and others: Mastery learning Individual tutoring ICT version of this: Highly interactive intelligent computer-assisted learning, perhaps delivered in an asynchronous distance learning mode.
  • Slide 40
  • Some students learn faster & better than others Students with IQs of 75-80 tend to learn half as fast as average. Students with IQs of 130 and above tend to learn twice as fast as average. In my opinion, we are not doing nearly enough to accommodate to these individual differences.
  • Slide 41
  • Flat earth, revisited Categories of workers difficult to outsource or off shore: Sports stars and entertainers Highly specialized, doctors, lawyers, accountants Anchored, barbers, nurses, plumbers, direct service people, child care, lawn & garden care Really adaptable, versatile, broadly capable, Jack & Jill of many trades
  • Slide 42
  • Final Remarks Change: You can bank on it!