Copyright 2000 by Gary R.

Morrison
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NTeQ 2000

Gary R. Morrison
Deborah L. Lowther
Lisa DeMeulle
 Technology in the classroom
Is technology the answer?

Incoming
Technology
Again?
Three Views of Technology
Type I

Type II

Type II
 Technology Type I
Give the teacher technology

It is an extension of the teacher

It makes the teacher a better teacher!

 Technology Type II
Taking control from the teacher

Emphasis on programmed
instruction

Bypass the teacher and let the

programmer talk to the student
 Technology Type III
Creating the integrated
system

Consider the teacher, the

student, and the instruction

Use technology as a tool

What is the role of technology in the
classroom?

+ =?
 What is all the fuss?
Some myths about computers
 Computer myths
Students will learn more when they learn
from computers.

50 years of research has failed to show

that any technology causes learning
It is the instructional strategy not the
hardware
 Computer myths
I only have some Apple //es or old IBM
clunkers in my room, what can I do?

Any computer with a basic suite such as

AppleWorks on an Apple //e can be used for
problem-based learning activities.
 Computer myths
I cannot write software for my students,
therefore computers are useless in my
course.

You do not have to write software to

use computers in your course. There are
other ways!
 Computer myths
The software does not match the districts
benchmarks, so why bother with
computers?

You do not do not have to use

commercial software with your
computers to meet the benchmarks.
 Computer myths
I am trying to get with the program and
create a student-centered environment.
Having my students learn from computers
seems to go against these new ideas.

Yes. But, you can create a student-

centered learning environment when you
use computers as a tool rather than as
delivery device.
 Computer myths
My students search for interesting websites,
they can email me, and I have them use a
word processorisnt that enough?

Well, thats a start. But, there is more to

using computers than the Internet.
Technology in the classroom has not
met our expectations.
The traditional view of technology
Viewed technology as a teacher

To deliver the instruction

To compete with the teacher

 What have we learned?
Technology is not always a good teacher
Is there any hope for technology?
Yes

But, we must change our view

An idea
What if we surveyed parents?
What software do you use?
Word processing
Spreadsheets
Databases
Email
Desktop publishing
What if we surveyed teachers?
What software do your students use?
Drill and practice

Games

Tutorials

Web browsers
 Recent research
Suggests that application software can
support higher-level learning

Better prepares student for the workplace

Drill-and-practice and tutorials emphasize

rote learning
 Recent Research
AAUWs Tech-Savvy: Educating Girls in
the New Computer Age (4/00)
Gender equity means using technology
proactively

Being able to understand the data technology

makes available

Being a lifelong learner of technology

 Recent Research
Tech-Savvy
Teacher training needs to focus on computers
as a productivity tool

Girls must view themselves as designers and

producers of new technology
 Recent Research
Tech-Savvy
The new benchmark of gender equity
Computer fluency

Mastery of analytical skills

Innovative uses of technology across

disciplines
 How do we get there?
Computer applications

Viewing computers as a tool

How do we use applications in
instruction?
Integrate computer technology to support
problem-based learning

Use computers as a tool rather than as an

instructional delivery device
What is technology integration?
Level I
Software supports objectives

Level II
Applications support learning activities
Word processing, searching, etc.

Level III
Computers used as a tool to solve problems
Using technology as a tool
How?
To calculate
To determine
To identify
To summarize
To find information
To organize information
Using technology as a tool
The effectiveness as a tool has been
established

People use technology as a tool everyday

in the workplace
 A new way of teaching
Requires a different approach to teaching

Teachers role will change

Students role will change

Instruction will change

The changing role of the teacher
Technologically competent
Understands relationship between computers
and learning

Creates a student-centered learning

environment

Uses computers as a tool to support learning

 Roles of the teacher

Designer

Facilitator

Manager
 Teacher as designer
Creates integrated lesson plans

Creates problems that require the student

to manipulate data

Utilizes multiple learning resources

Uses real-world data

 Teacher as facilitator
No longer the main source of information

Asks directed questions

Models problem-solving processes and

technical tasks

Provides necessary scaffolding for

students
 Teacher as manager
Plans a viable rotation schedule

Provides a multidimensional learning

environment

Encourages students to solve problems

Finds solutions to technical problems

 The changing role of the student

Primary role is a researcher

Gathers data

Analyzes data

Generates knowledge
The student as collaborator

Goal is problem solving through

collaboration
Works effectively as a team member

Values team collaboration

The changing role of instruction

Problem based

Authentic data

Uses problems
students can relate to

Provides for many

sources of information
Using computer technology
How can we use technology in the
classroom?

Use technology to support the learning

process, critical thinking, problem
solving.

Encourage collaboration.
Using computers in a classroom
Traditional method
Computer is used for teaching
It delivers the instruction to the learner
Using Computers in a classroom

Formats (traditional method)

Drill and practice
Tutorials
Simulations
Games
Using computers in a classroom
Integrating computer technology

New approach

Focus is on using computers as a tool for

learning

Use computers support learning rather than

for teaching.
Where do we start with an NTeQ
lesson?
NTeQ incorporates

Inquiry learning

Problem-based learning

Cognitive & Constructivist approaches

Collaborative learning
 The NTeQ Approach

iNtegrating Technology for inQuiry

 Designing the NTeQ Lesson
10 Step approach
 Specify Objectives
Specify

Objectives

Specify all your lesson objectives

Includes both computer related and

noncomputer objectives
 Specify Objectives
Source of objectives
National standards
Science, math, social studies, etc.

State Standards
District standards/benchmarks
Textbook/Curriculum guide
Match Objectives to Computer
Functions
Specify Computer

Objectives Functions

Match your objectives to computer functions

Computer functions that support your objectives
For example,
Match Objectives to Computer
Functions
Objective: Analyze
Use a spreadsheet to determine the
Use a database to find the
Create a chart to show

Dia. $ $/sq in
Joe's Pizza 12 9
Big Caesar 14 13
Square Pan Pizza 15 11
Match Objectives to Computer
Functions
Objective: Write, Edit
Use a word processor to create

Edit your partners paper

Use a spellchecker to

Write a journal
Match Objectives to Computer
Functions
Objective: Design, Plan
Create a drawing showing
Design a safe playground
Create a new traffic pattern for
Design the staging for
 Computer Functions
Analyzetheeconomicproblemsthathavefaced

Distinguishesamongnatural,capital,and
humanresources

Listsreasonsforsaving

Identifiesthesettlementpatternsofthe
community
 Computer Functions
AnalyzeCreateadatabaseproblems

Distinguishesamongnatural,capital,and
humanresources

Listsreasonsforsaving

Identifiesthesettlementpatternsofthe
community
 Computer Functions
AnalyzeCreateadatabaseproblems

DistinguishesCreatesadatabaseof
examples

Listsreasonsforsaving

Identifiesthesettlementpatternsofthe
community
 Computer Functions
AnalyzeCreateadatabaseproblems

DistinguishesCreatesadatabaseof
examples

ListsSurveyandgraphresultsw/spreadsheet

Identifiesthesettlementpatternsofthe
community
 Computer Functions
AnalyzeCreateadatabaseproblems

DistinguishesCreatesadatabaseof
examples

ListsSurveyandgraphresultsw/spreadsheet

IdentifiesDrawmapsshowinggrowth
 Computer Functions
Whattypeofmatchexists?
explainshowEarthspositionrelativetothe
sunaffectseventsandconditionsonearth
understandtechniquesusedtoconvey
viewpoint
identifyfigurativelanguage
producecompositionsthathaveonemainidea
 Specify the Problem
Specify Computer Specify

Objectives Functions Problem

Realistic
Real-world events
From the students world
Let them suggest the problem
 Specify the Problem
Characteristics of a good problem
Connects with students world
Content organized around problem, not
discipline
Ill-structuredmore than one answer
Must do research to solve
 Data Manipulation
Specify Computer Specify Data

Objectives Functions Problem Manipulation

How will students manipulate the data?

Job aids
Think Sheets
Questions and ideas for the student
 Results Presentation
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

How will students present the results?

Printed/oral reports/Student Journal
Web page/Poster sessions
 While at Computer
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

Activities
While at
Computer

What will students do at the computer?

Entering data
Manipulating data
Creating a report
 Prior to Using Computer
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

Activities
Prior to Activities
Computer While at
Computer

What will students do before using the computer?

Key words for searching
Collecting data
 After Using Computer
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

Activities
After Prior to Activities
Using Computer While at
Computer Computer

What will students do after using the computer?

Purpose is to use the information generated
from the computer activity
 Supporting Activities
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

Supporting Activities
After Prior to Activities
Using Computer While at
Activities Computer Computer

Additional activities that support the objectives

Anytime during the unit
Meaningful and related/Reading
Problem solving/Discussion/Labs/Writing/Exercises
 Assessment
Specify Computer Specify Data Results

Objectives Functions Problem Manipulation Presentation

Supporting Activities
After Prior to Activities
Using Computer While at
Assessment Activities Computer Computer

May require more than a test

Computer generated projects/Printed reports
PowerPoint
Electronic portfolios
 Outcomes
Increased problem solving skills

Experience with collaborative work groups

Student-centered environment

Real world technology skills

Increased motivation
 Sample Units
Examples we have collected
 Testing Tissues
Students test weight (pennies) a wet and
dry tissue can hold

Graph data in Excel

Answer questions

Create an advertisement
Characteristics of Short Stories
Build database of

Characters

Plots

Settings

Analyze commonalities

Write their own

 Creating Folklore
Do research on basis for folklore

Create database

Classify lore

Identify categories

Create new folklore

 NTeQ
Student-centered environment

Use computer as a tool

Solve real-world problems

Learn content while solving problem

 NTeQ and the Teacher
Designs the problems

Facilitates learning

Manages the
environment
 NTeQ and the Student
Active learner

Learns content

Learns real-world computer skills

Learns problem solving methods

Works in teams
 NTeQ on the Web

www.nteq.com
NTeQ Sightings
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Ireland
Malaysia
NTeQ Sightings

NTeQ in use