EVERY child. Wow. That's a tall order and a high expectation. Are we sure Technology is providing this or is it being promoted by special interests?
This link has been bookmarked by 62 people . It was first bookmarked on 09 Sep 2007, by Cameron McKinley.
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not only complements instruction but redefines it.
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help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
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long-term problem-solving and product-generating tasks
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See The Webquest Page or WebQuest.org for endless materials.)
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cdbrown743The popular source by education world, discusses how the techno-contructivist can benefit in the 21st-century classroom through implementing technology to enhance learning.
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More than anything else, becoming a techno-constructivist is an attitude. It is the ability to open up to the new possibilities presented in this age of wonder.
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No matter what stage of life we are in, let us begin the journey. We will not all start at the same point, nor will we all finish at the same place. But together we can embrace the technological revolution to truly benefit all members of our society.
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Jon FincherFour types of teachers integrating technology.
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Are You a Techno-Constructivist?
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juliadilibertiTechnology is transforming education unlike any trend that has preceded it -- but how do educators take such revolutionary tools and use them to optimize learning?
I like this site since it deals with our two topics this week: constructivism and technology; it offers different models of the way educators approach using a constructivist approach to technology. -
11 Nov 14
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Technology is transforming education. Teachers have access to more information, more ways to interact and collaborate, and more approaches to instruction than ever before. Technology can enable teachers to accommodate a variety of orientations to learning, track student progress, remediate struggling students, and challenge advanced learners. Traditional barriers no longer restrain educators from meeting the needs of every child.
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A FOUR-STAGE MODEL
Connected University's Scott Noon offers a framework for considering the stages of teacher assimilation to new technologies. His model is based on his active participation in teacher technology training. That model identifies four stag
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- Stage 1: Preliterate end users -- These teachers have no experience with
es of teacher technology efficacy:
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Stage 2: Software technicians -
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Stage 3: Electronic traditionalists -
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Stage 4: Techno-constructivists --These are the teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it. The true techno-constructivists have come through the previous three stages and have realized the full potential of technology to help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
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Here are some questions to reflect upon:
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THE TECHNO-CONSTRUCTIVIST IN ACTION
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They create collaborative online projects that involve students in long-term problem-solving and product-generating tasks that utilize Internet resources and a variety of digital communications. (See Creating Internet Projects and Students and Class Projects Using the Internet for ideas.)
- They implement lesson formats that are conducive to the utilization of both technology and constructivist methodologies, such as the Webquest, which has taken off in popularity among teachers. (See The Webquest Page or WebQuest.org for endless materials.)
- They take students on virtual field trips around the universe, through human body systems, within animal colonies, back in time -- all by simply using their Internet connection and a projector.
- They provide virtual simulations of real-life experiences that can be easily integrated across the curriculum. (See The Exploratorium for great examples of what is possible.)
- They promote information literacy through online activities that require research and evaluation of digital information. (See From the Creative Minds of 21st Century Librarians for lesson plan ideas.)
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- Stage 3: Electronic traditionalists -- These teachers are proficient in using technology in the classroom. The implementation, however, is an extension of traditional classroom functions: digital lesson plans, electronic grade books, drill and practice software, tests, quizzes, and tutorials. The emphasis is to assist such teachers in seeing new possibilities in the classroom: online projects, virtual field trips, distance learning, Webquests, and much more.
- Stage 4: Techno-constructivists --These are the teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it. The true techno-constructivists have come through the previous three stages and have realized the full potential of technology to help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
- Stage 3: Electronic traditionalists -- These teachers are proficient in using technology in the classroom. The implementation, however, is an extension of traditional classroom functions: digital lesson plans, electronic grade books, drill and practice software, tests, quizzes, and tutorials. The emphasis is to assist such teachers in seeing new possibilities in the classroom: online projects, virtual field trips, distance learning, Webquests, and much more.
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17 Nov 10
PAULA SARTESCHIan interesting article about how constructivist principles can be applied to the use of technology in class
technology in education technology integration constructivism article
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tracking teacher adaptation
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Technology is transforming education
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can enable teachers to accommodate a variety of orientations to learning, track student progress, remediate struggling students, and challenge advanced learners
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Add Sticky Noteno longer restrain educators from meeting the needs of every child.
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Add Sticky Note
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critical thinking doesn't throw out history but learns from it.
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technology and
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alchemy
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constructivism
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techno-constructivists!
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stages of teacher assimilation
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more efficient use of time, more easily managed tasks, less bulky paperwork, differentiation of instruction, ease of record keeping
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when technology is integrated into the curriculum.
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seeing new possibilities in the classroom: online projects, virtual field trips, distance learning, Webquests
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not only complements instruction but redefines it.
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children build on their own experiences, construct their own meanings, create products, and solve problems successfully
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"Technology does not necessarily improve education. It could become a valuable education tool, but only if we use it to capitalize on our new understanding of how the human mind works."
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question their assumptions about children and learning. What was true 50 years ago at the height of the industrial age may no longer be viable today.
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How have the physical limitations of the traditional classroom impacted our instructional choices in the past?
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How does technology remove the barriers of time, space, and cost that traditionally existed for teachers and students?
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- What workforce skills will children need in the 21st century?
- Which skills are holdovers from the industrial age and are not pertinent today?
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Seventy percent of the jobs available in the workforce will somehow be related to the acquisition and manipulation of digital knowledge.
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The answers will vary for each teacher based on his or her own experiences, for teachers -- like everyone else -- need to build their own meanings and create a framework that will work for them.
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on their own terms.
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eachers have no greater tool of empowerment and efficacy than technology used constructively with students
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online projects
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Webquest
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virtual field trips
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virtual simulations of real-life experiences
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promote information literacy
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Slowly work your way through the four sta
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be patient with yoursel
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Alicia MundtUW Stout possible article
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Public Stiky Notes
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