FDN
5220: Computers in Educational Settings
SESSION 3: Critical Issues
in Computing in Educational Settings
- Explore what skills teachers
"need" in computing to operate successfully in educational
settings;
- Explore what computing skills the state of
NC requires of students
- Examine sources of current research in the
field of computing in education
Let us take this time to explore some
critical issues in computing in educational settings. Clearly, the
most visible issues today - particularly, in K-12 schools - is the question
of skillful use of computing technologies. That is, what are the
critical skills people who work in schools must have? What are the
most important skills students must develop while in schools - related to
computing technologies - and how will those skills benefit students later in
life? How can we define and assess these skills? And so on ...
Check out the resources listed below and
begin thinking about what you think are the most important skills, how
we can develop (and measure) them, and how we can make them relevant to
students' lives.
We in the IT program here pose a simple, but
important, question to our students and to each other often -- "So
what?" In other words, "what is the educational
significance of using/developing/teaching computing technology?"
If we cannot find a justification for the use of computers in educational
settings that is grounded in important, meaningful student
development (in the myriad forms one might define this), then we question
the validity of that use.
Perhaps it is useful to keep the "so
what?" perspective at least in the back of your mind as you explore the
skills set forth by state- and national-level organizations as important -
and as you read the research that may or may not support such contentions.
Skills needed by teachers
NC
Technology Competencies for Educators (http://www.dpi.state.nc.us/tap/techcomp.htm)
--
The state of North Carolina has adopted a set of competencies that are
expected of all teachers who gain licensure to teach. Adopted in
1995, the competencies are divided into two divisions - basic and advanced
- and still serve as the bedrock of teacher inservices related to
computing in educational settings. North Carolina assesses these
competencies via a portfolio development process. (Click
here to visit a site that shows a timeline of how the ETSI developed).
ISTE
NETS standards for teachers
(http://cnets.iste.org/teachstand.html) -
You have looked at these before. Examine them more closely now.The International Society for Technology in Education (ISTE) is one of the
leading organizations in the U.S. in the area of technology and education.
ISTE publishes magazines (for example, Leading
and Learning with Technology) and other resources for educators.
ISTE has developed the National Education Technology Standards (NETS) to
guide states who wish to establish technology competencies for practicing
teachers.
NCSU
Online Technology Tutorials (http://www.ncsu.edu/ced/techcomps/)
--
The college of education - in conjunction with other colleges of education
in the state - has made this great resource available. Not only does
it list the competencies, but provides online tutorials for some of them -
and even has links to software and other information, where appropriate.
A must-see, I think.
Skills needed by students
NC
Computer skills curriculum (http://www.dpi.state.nc.us/curriculum/computer.skills/index.html)
--
The state of North Carolina has also developed a curriculum for developing
necessary computer skills for all students, grades K-12.
Competencies are divided by skill area (e.g., societal issues, desktop
publishing, telecommunications, etc.) as well as by content area (for
grades 9-12).
ISTE
NETS standards for students (http://cnets.iste.org/index2ss.html)
--
The International Society for Technology in Education (ISTE) has developed
a set of guidelines for student competencies. Designed to inform
state-level policymakers, the ISTE standards serve as the launch point for
most states' student technology skills standards.
How are students assessed? Well, in
North Carolina (as in many other states) students are given a test.
Visit the "Test of
Computer Skills" website to learn about how the test came to be,
how the items are developed, and to see some examples of test items
(downloadable, if you'd like to use them in your own class).
What about assistive
technologies?
There are some companies that are focusing
their resources on creating techniques, software, and devices that make
computing in educational settings more accessible for those who have
various types of needs. Read the following piece from eSchoolNews
about developments in text-to-speech technologies, and other assistive
technologies:
http://www.eschoolnews.com/news/showStory.cfm?ArticleID=3720
Research on Computing in
Educational Settings
What do we know about the impact of computers
in educational settings? Well, there is plenty of research ongoing,
concerning the impact of computers on student achievement, etc. Visit
the sites, below, and use them as a starting point for exploring what
questions are being asked, what some of the "answers" appear to
be, and what areas are clearly not being investigated:
- McREL
"Impact of Technology" products.
This site includes reports from multiple sources and will serve as an
excellent beginning point.
- The
Impact of Education Technology on Student Achievement: What the Most
Current Research Has to Say
The Milken Family Foundation has served as an important clearinghouse
for research regarding technology - typically, computing technologies -
and its impact on teaching and learning.
- Technology
and Young Children: Research
This site lists research reports
- as well as relevant journals - that detail findings related to
computing and educational performance, particularly for children birth
to age 8.
- Apple
Classrooms of Tomorrow
For most of the '80's and a good
portion of the '90's, Apple Computers was the company when it
came to supporting and investigating computers in educational settings.
As a result, the Apple Classroom of Tomorrow library can serve as
an interesting place to begin an investigation - and to gain a
historical perspective, as well.
Reflection
What is your overall interpretation of the
state of "what is known" about computing in educational
settings? What do you think we should be investigating, but
we aren't? Think about how this information affects you and your job
as an educator. For example if you are a special educator, how does
this information affect your view of what you currently do - and what
might be possible (or not possible) using computing technologies?
Visit the course
discussion board and post (under "Theory and Research") a
short analysis of what you found as you searched through the sites, above.
Be sure to read what others post, as well, and respond where you feel
compelled.
ASSIGNMENTS
Create a
series of learning activities for your courses that require students to
engage each of the major tools (word processing, databases,
spreadsheets, telecommunications and hypermedia.) These activities
should include:
-
Assurance
that each group member in class will achieve competence with
each type of tool.
-
Requires
collecting, analyzing and decisions about the information (content)
to be learned.
-
Actively
involves collaboration within and between groups.
These projects
will be presented to the entire class at the end of the semester.
We will spend a
number of sessions working on this assignment. Do not expect to have it all
done in a week or two. Some of you may use different tools in these
activities. For instance, some may use Microsoft Works, while others may use
Office 2000 and/or others. Not all activities will necessarily use all of
the tools in the same lesson. Telecommunications tools might include such
things as Listservs, E-mail, FTP, Telnet, Web based communications,
Chat Rooms, MOO's and MUD's. Hypermedia tools may include Web Site
construction, use of the Web, Web Search Strategies, HyperStudio, and
PowerPoint among others.
For Session 3,
form groups and begin planning some activities that you have seen modeled in
your exploration so far. Use the distribution list that you have or create
new ones for communication within groups. As you begin to think about
creating these activities, review the suggestions listed above in the
project description. Attempt to involve your students to the fullest extent
possible. Feel free to engage them in helping you to develop these
activities. As you develop this project, you
will also learn the technology tools and how to apply them.
Begin with the tools with which you are most familiar and learn new tools as
the semester progresses. Please feel free to ask questions of any of us as
the semester progresses. Please share the skills you already know with
others who are learning.
REMINDER: Please
remember to check your email and to participate in the weekly topics on the discussion
board several times each week.
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