1	Integrating Technology into Teaching and Learning . . . . In Significant Ways By Craig A. Cunningham, Ph.D. CUIP and CSI for the teachers of Fiske School August 29, 2001
2
3	Agenda What “technology” are we talking about? What about the Internet is potentially significant for schools? Some ideas and examples Six steps you can take Six steps Fiske School can take
4	What is “technology”? “The totality of means employed to provide objects necessary for human sustenance and comfort” …or… “a technical method of achieving a practical purpose”
5	Questions for you to think about: What “practical purpose” are you engaged in? Is there something about this practical purpose that requires new technologies?” If not, is there something about the new technologies that can lead to significant improvement in the achievement of that practical purpose?
6	A definition of “significant” important, notable; consequential In other words, an integration of technology into education is significant if it has important consequences, or effects, on either teaching or learning
7	Examples educational technologies that have made significant changes in teaching and learning: Mass production of books (printing press) Mimeographs, dittos and photocopying Pencils Chalkboards Grouping practices (by age / by subject) School buses Child labor legislation Television
8	Examples of “merely convenient” educational technologies (these failed to have significant effects) Film strips Educational films and videotapes Public address system Calculators Word processing (so far…) Drill and practice computer software & integrated learning systems (Jostens, etc.)
9	My question is: Now that classrooms at Fiske and other CPS schools are connected to the Internet, will there be important consequences for teaching and learning?
10	Aspects of the Internet that are merely convenient (in that they merely make it easier to do things we could already do) Teacher access to lesson plans Student access to research materials Teacher communications to whole classes of students School communications to home Multimedia content (sound, video, animations)
11	Aspects of the Internet that may result in significant changes in teaching and learning at Fiske Teacher email communications with other teachers Student access to educational materials without the mediation of teachers Student access to original unvetted data Student “publishing” of original materials Just-in-time curriculum development Communications among parents and between parents and individual teachers Telecollaboration among teachers, students, classrooms, schools Student participation in virtual expeditions
12	What about the Internet is potentially transforming (i.e. highly significant) for schools? Unlimited communications Original and diverse resources Potential for varied learning activities Necessity to teach critical thinking and media literacy
13	Examples of Internet-based communications with potentially significant educational effects Key pals Chat rooms (for parents, students, teachers) Ask an expert School/teacher web sites Electronic storage, submission, and display of student work Collaborative writing/research
14	Examples of significant Internet resources A wide variety of stories Original and varied historical materials Graphics and animations Real-time images and video Databases of cases Audio and music …with the capacity to search this material easily and efficiently
15	Examples of Internet-based activities Tutorials Educational games and simulations Virtual field trips Collaborative data collection Collaborative web development WebQuests Curriculum webs
16	Example Curriculum Webs produced in WIT 2001 Researchin’ USA American Indian Traditions Time through Illinois Eyes Golden Ratio Write Away! Cloudmaster
17	Examples of why critical thinking/media literacy is crucial How to deal with false information How to ascertain the agenda of a website developer How to respond to hate sites How to discriminate among various perspectives “New media” literacy (music, graphics, animation)
18	The biggest barrier to significant change is old habits Teaching has been described as a “cultural activity” It is not “learned,” but rather assimilated from participating Children learn how to teach by being taught Therefore, changing teaching is more like changing your diet than changing your clothes
19	Six steps you can take to plant (or nurture) the tree: 1. If you've never used the Internet, get access to it from home. 2. Explore some good educational sites on the WWW (start with e-CUIP) 3. Use the Internet to find educational materials for lessons and units you’re already using; learn how to search 4. Have your students participate in on-going Internet-based projects 5. Design some of your own projects which require your students to use the Internet 6. Become an Internet guru
20	Six steps Fiske School can take Make sure every classroom has 3 to 6 internet-connected computers Bring the Web Institute for Teachers into the school (or send the school to WIT 2002) Bring Northern Illinois University’s masters degree in educational technology on-site Join CPS’s Technology Infusion Planning (TIP) Make the computer lab available for teachers to schedule their classes into it for subject-based Internet use Hold a technology fair this coming spring (ask for CUIP help)
21	Questions and responses? To see Web Institute for Teachers web site, visit: http://webinstituteforteachers.org To see my home page, visit: http://craigcunningham.com To contact me: c-cunningham@uchicago.edu
22
23
24
25
26
27
28