Preparations and Planning for 2007-2008… 2007 PreSchool Tech Specialists Meeting August 7-8, 2007 Pre-School Tech Specialists Meeting.

Preparations and Planning for 2007-2008…

2007 PreSchool Tech Specialists’ MeetingAugust 7-8, 2007

Pre-School Tech Specialists’ Meeting

Is the Practice of Education evolving?

Are we providing the most effective teaching practice to

the modern students?Lets Compare!

Evolution of Education

Operating room 1800sOperating room 1800s

Operating room 2000sOperating room 2000s

Classroom 1800sClassroom 1800s

Classroom 2000sClassroom 2000s

Compare the Students

Students 1800s Student 2000s

Digital native

Technology use begins in the crib…

Today’s students represent the first generation to grow up with new technology…they are no longer the students our educational system was designed to teach

Marc Prensky

Student EngagementEngage them or enrage them… Marc Prenky

Accustomed to twitch speed, multitasking, random access…digital natives are bored by most of today’s education and the many

skills new technologies have enhanced are ignored in our current educational system.

• Close to nine in ten teens, or 87 percent of youth ages 12 to 17, are Internet users, and half of these teens go online daily.

• Approximately 19 million teens instant message.• Sixty percent of teens have their own cell phone.• One-third (33%) of teens have used a cell phone to

send a text message. • One in four cell phone-owning teens has used their

phone to connect to the Internet.• Thirteen percent of young people report having a

handheld device that connects to the Internet.

Digital Natives… the natives are restless

The Digital Brain

While we have not yet directly observed digital native brains to see whether they are physically different the indirect evidence is extremely strong.

The Intelligent Classroom for the Intelligent 21st Century Student

•Digital Natives crave interactivity partially as a result of gaming•Students today have the hypertext mind•Malleable cognitive processes•Traditional education provides little interactivity•Not that they cant pay attention but they chose not to engage•Physiologically different as a result of new technologies

Intelligent Classrooms assist with providing the interactivity craved by the digital natives

Gees Learning Principles of combining lecture and immersion

• Subset Principle:  Learning takes place in a simplified version of what is real.

• Incremental Principle:  Learning occurs in a specific order which first targets simpler concepts, and once the student has mastered this, he or she can move on to more complex learning.

• Concentrated Sample Principle:  In the beginning stages of learning, students have many chances to practice using fundamental signs which they will be able to recognize in later, more "real-world" settings.

• Bottom-up Basic Skills Principle:  Basic skills are the result of necessity being the mother of invention; in other words, these skills come when student take the knowledge they have and use it practically in a situation.

• Explicit Information On-Demand and Just-in-Time Principle:  Learners are given the information they need at the exact point at which they need it or at the last possible point at which they need it.

• Discovery Principle:  Learners will grasp concepts better when they discover them for themselves.

• Transfer Principle:  If learners have opportunities to practice the skills they learn, they will be able to transfer those skills to later situations.

• Increases performance when interactivity is prominent.• Can increase opportunities for student-constructed

learning. • Increases student collaboration on projects. • Increase mastery of vocational and work force skills. • Increased opportunities for interactivity with instructional

programs. • Is more effective with multiple technologies (video,

computer, telecommunications, etc.). • Help prepare students for work when emphasized as a

problem solving tool. • Significantly improves problem solving skills of learning

handicapped students.

Student Outcomes when curriculum content and

instructional strategy delivered by the technology…

http://www.princeton.edu/~edutech/reports/findings.html

Educator Outcomes when curriculum content and

instructional strategy delivered by the technology

• Less directive and more student-centered teaching.• Increased emphasis on individualized instruction.• More time engaged by teachers advising students.• Increased interest in teaching.• Interest in experimenting with emerging technology.• Teacher preferences for multiple technology utilization.• Increases administrator and teacher productivity.• Increased planning and collaboration with colleagues.• Rethinking and revision of curriculum and instructional

strategies.

Resources• Prensky, Marc.  Digital Natives, Digital Immigrants   ,On the Horizon,

9:5, Sept-Oct 2001• Prensky, Marc.  Do They REALLY Think Differently? On the Horizon,

9:6, Nov-Dec 2001• Prensky, Marc.  The Motivation of Gameplay  On the Horizon, Vol 10,

No 1• Prensky, Marc.  Not Only The Lonely: implications of "social" online

activities for higher education   On the Horizon, Vol 10, No 4• Prensky, Marc.  Open Collaboration  On the Horizon, Vol 10, No 3

1. FEAR of change 2. TRAINTNG in basics 3. PERSONAL use 4. TEACHING models 5. LEARNING based 6. CLIMATE 7. MOTIVATION 8. SUPPORT

Integrating Technology into the Classroom:

Eight Keys to Success

Journal article by Joe Bitner, Noel Bitner; Journal of Technology and Teacher Education, Vol. 10, 2002

Questions… discussion & input