1	Technology for Teaching Highlights and Review Deborah Healey English Language Institute Oregon State University deborah.healey@oregonstate.edu http://oregonstate.edu/~healeyd/
2	Agenda 9-10 Review ideas from this week 10:10-10:50 Group discussion 10:50-11 Evaluation 11-11:30 Questions & Answers 1:00-3:00 Optional hands-on time in S1 Room 401
3	Objectives Review ideas about teaching and learning with technology Review ways teachers can use learning styles and multiple intelligence theory to enhance teaching Consider how to find and evaluate Internet information Think about technology pros and cons Encourage action
4	Why bother?
5	Red/orange = I agree Blue/green = I disagree The teacher’s main role is to provide guidance. The student’s role is to listen and remember. Teachers should always appear to know more than students. Anyone with an Internet connection can find the answer to a question.
6	Frameworks - schema
7	Constructivism Learning is Internal, not external Multiple dimensions, not just one Participatory, not passive Part of life and living Testing is Part of the task Ongoing p
8	Learning environments Give students responsibility Let them manage their learning Let them work together to learn Make learning meaningful Real situations Encourage active learning Higher level thinking, problem-solving Reflection and sharing
9	Assessment Continuous - student and teacher Reflection Traditional and non-traditional Dynamic Student-centered Multi-faceted Not easy
10	Gagné’s steps in design Overview (Bostock 1996) Analyze learning requirements Select media Look at context, multiple channels Design instruction 9 instructional events
11	Nine instructional events Constructivist version Initial steps 1) Gain attention Connect to learner needs Media can be useful – sound, motion 2) Describe the goal Learners help set the goal 3) Stimulate recall of prior knowledge; build framework in collaborative groups Media are very useful – images, sound, concept maps >
12	Constructivist version, cont. Presentation 4) Present the material pose the problem, suggest resources Use multiple media 5) Provide guidance for learning create a learning environment Media-rich, electronic environments 6) Elicit performance have learners create something
13	Constructivist version, cont. Assessment 7) Provide informative feedback (formative assessment) learner reflection; peer comments Online discussion 8) Summative assessment product and process; often alternative 9) Enhance transfer and retention encourage reflection and discussion
14	PowerPoint features Doesn’t need to be linear Internal, external links Jumps Custom animation Graphics, sound, video <
15	Red/orange = I agree Blue/green = I disagree Adults have different preferences in how they learn. Most people know how they learn best. Intelligence comes in many forms. Some people have more intelligence than others. <
16	Mastery style learner Processes information sequentially, step by step Prefers for concrete over abstract ideas Judges information and learning by how clear and practical it is (Silver, et al., 1997: p22)
17	Understanding style learner Prefers abstract ideas Learns by questioning and testing ideas, looking for evidence Evaluates information and learning by how logical it is and how it fits evidence (Silver, et al., 1997: p22-23)
18	Self-expressive style learner Looks for images and patterns in information Uses feelings and emotions Judges information and learning by its beauty and ability to inspire and delight (Silver, et al., 1997: p23)
19	Interpersonal style learner Prefers concrete, practical information (like the Mastery learner) Wants to learn with others Judges learning on its ability to help others or fit the group’s goals (Silver, et al., 1997: p23)
20	Multiple intelligences Howard Gardner’s Frames of Mind (1983) and Multiple Intelligences (1993) Everyone has several strengths Not everyone has the same strengths
21	Eight intelligences: Verbal-linguistic Reads, writes, tells stories Memorizes places, dates, names Thinks in words Uses language to express complex meanings
22	Eight intelligences: Logical-mathematical Solves problems Learns how things work Sees patterns Calculates Considers hypotheses
23	Eight intelligences: Visual-spatial Graphic skill Dreamer Sees things in three-dimensional ways Perceives patterns as images
24	Eight intelligences: Bodily-kinesthetic Always moving Walks, touches things Uses body language to express feelings Manipulates objects Good physical skills
25	Eight intelligences: Musical Likes background music Remembers through songs, chants Notices details and rhythms
26	Eight intelligences: Interpersonal Understands others Organizes others Loves to communicate Adapt easily to different social situations
27	Eight intelligences: Intrapersonal Self-aware Highly independent Prefers to work alone Can do self-access learning effectively Likes to have time to reflect
28	Eight intelligences: Naturalist Added in 1996 Likes plants and animals Collects, cares for, studies Observes patterns in nature Classifies and identifies natural objects
29	Reflect 5-minute writing How can you incorporate “intelligence” into curriculum design? Course design? One day’s lesson?
30	What technology can do Offer choices - text, graphics, sound, video Control media Help create a learning space Connect to information sources (including people) around the world Perform a task Give a reason to use English <
31	Internet Advantages Resources Data-rich Anyone can research and publish Communication Easy linking to people elsewhere Visualization and modeling Easier to understand complex topics Students can manipulate information themselves >
32	Internet Disadvantages Resources Knowledge-poor; information overload Few or no librarians to judge and filter information Search engines for sale Communication Speed over quality Visualization and modeling Flash over substance Easier to misrepresent data >
33	Internet use: Refining a search Most important word first Quotation marks “ “ around phrases + and - to limit a search Expand a search with OR Site: to keep a search on a specific website >
34	Improving Google searches From Simson Garfinkel, “Getting more from Google.” Technology Review, June 4, 2003. Click on Preferences; select 30 or more hits per page Use OR to broaden a search Use link: to see who links to this site Use site: to stay on a site Use * as a wild card in a phrase (substitute any word)
35	Evaluating sources You are the librarian What is the date? Who is the author? Where is the author from (.com, .edu, .org, etc.)? Who links to this page? Linkto: or link: What is the content? Bibliography Balanced view or personal view
36	Resources: References References Digital library holdings References: www.itools.com Content MIT’s Open Courseware http://ocw.mit.edu
37	Help with English and content Writing for engineers oregonstate.edu/~healeyd/ esp.html#est EL Easton’s set of links for science and math – eleaston.com/scimat.html EL Easton’s links for business – eleaston.com/bizhome.html
38	Communication Group work – online discussion Professional mailing lists and newsgroups Connect to authors Interactive writing Insert comments, Track changes AutoSummarize
39	Visualization and modeling Math – www.frontiernet.net/~imaging Electronic geometry models http://www.eg-models.de/models.html Molecular modeling software (free) www.edinformatics.com/mathmol/mm_software.htm Terrain visualization software (free) www.ai.sri.com/TerraVision/
40	Some educational uses Using communication tools online Chat Online discussion MOO – creating an environment Interactive writing Creating web pages Static and dynamic (Hot Potatoes) Weblog (blog) Creating online courses
41	Nicenet – www.nicenet.org Free online discussion site Teachers create classes Discussion forum Course links Course documents Course schedule
42	Hot Potatoes Create exercises Matching Gap-fill Crossword Multiple choice Jumbled sentence/paragraph Have learners create exercises Deeper level of processing Less work for the teacher
43	Improving comprehension Highlight key concepts Encourage use of concept maps Provide additional resources Explain why they may be useful Have multiple media - same message Suggest strategies What are the expectations for expertise in a specific field?
44	Improving retention Encourage work on projects Jigsaw reading Problem-solving with resources available Design group work Deeper level of processing
45	Role of the Teacher Creating a learning space – setting questions to be answered Selecting material and tasks Enabling different learning styles and intelligences Creating material - HotPotatoes authoring Bringing it back to the classroom and the curriculum <
46	Changes in teaching Having information doesn’t make teachers special MIT Open Courseware is information for anyone What is the value added by the teacher? Students can research anything their teachers say <
47	Putting it into Practice Focus on curriculum and goals Engage students Schema (background knowledge) Consider learning styles and intelligences Assess in several ways Formative Summative
48	Try it... Think of a course or lesson What are the learning objectives? Who is setting them and why? What problem(s) can be posed? How should the learning space be designed? What material is needed? Multiple channels? --Discuss--
49	More... How will learners be supported? Group work, individual interaction Resources available Formative evaluation By learners, peers, teacher Summative evaluation What are some alternative assessments?
50	Reflection What did you find useful? What do you have more questions about?
51	Discussion Discussion/Q&A