Current technology offers several benefits for teachers.One is the ability to digitally store and access large amounts of information.whether as text.audio.visuals.games.or movies in computer files.on cDs or DVDs.or in a cloud storage space.Another y igue ad小vantage of current technology is its adaptability to meet the varying needs of your students.As seen in the accompanying Technology for All Leamers feature,you can differentiate instruction and access tools.A third advantage of technolog that you tudents ar enolonge of tha Th gh th mputer networks such a as the Internet,the world become Status of the Technology Gap.As you plan different technology integration activities,it is important to stay current on technology issues,such as the"digital divide,"that may influence your instructional choices.The digital divideor technology gap-in PK-12 schools continues to narrow Students of all economic levels have areater access to high-snoed Internet connected computers at school.The current ratio of about one computer per every three students Warschauer.2010)helps bridge the gap for students who may not have home computers. On the other hand,the technology gap varies when examining Intemet usag e by adults Even though in 2011 ap can adults used the inte net at hor r work ities in still exist based on nic of white a g the Int groups(ivingston,01).For p d to 66%of black nd 650f1at dults A simila vas seen for of cell pho when focu sed on voi estingly,the rev e cell phon vas highe am all grou high eof the e am ong all them will ave access to your webpages or emai Media Formats.Media,the plural of medium,are means of communication.Derived from the latin medium ("between").the term refers to a anything that carries information between a source and a rece ivor The n oseof media is to facilitate communication and leamning Media eod in detail in later ch view,let's lo ix basic types of media used in learning (Figure 1.D): k at the (obiects), nd people.Text,the mos nly used medium,is c sed of alpha ers tha nd so on. be displayed in any ee ing nay be no or re agrams on a comp screen, wings on a white board,ph hs,grap nics in eo is a visua as w as audio medi m that hows mc an n DVDs,stream rom the e in the forn computer animat d so or ough often not con objects an are mension ativ es that can be touched and handled by students. e sixth and Ihal cat egory c medla people.In fact,people are critical to learning.Students learn from teachers,other students,and adults. There are many types of media in each category,which we will refer to as media formats-the physical forms in which messages are incorporated and displayed.Media for mats include,for example,whiteboards and webpages(text and visuals),PowerPoint or Prezi slides (text and visuals),CDs (voice and music),DVDs (video and audio),and computer multimedia(audio,text,and video).Each has different strengths and limitations in terms of the types of messages that can be recorded and displayed.Choosing a media format can be a complex task,considering the vast array of media and technology available,the variety of learners,and the many objectives to be pursued (Table 1.1).When selecting media formats, 4 Chapter 1
4 Chapter 1 Current technology offers several benefits for teachers. One is the ability to digitally store and access large amounts of information, whether as text, audio, visuals, games, or movies, in computer files, on CDs or DVDs, or in a cloud storage space. Another unique advantage of current technology is its adaptability to meet the varying needs of your students. As seen in the accompanying Technology for All Learners feature, you can differentiate instruction and access to learning experiences with a variety of technology tools. A third advantage of technology is that your students are no longer limited to the confines of the classroom. Through the school media center and computer networks such as the Internet, the world becomes each student’s classroom. Status of the Technology Gap. As you plan different technology integration activities, it is important to stay current on technology issues, such as the “digital divide,” that may influence your instructional choices. The digital divide—or technology gap—in PK–12 schools continues to narrow. Students of all economic levels have greater access to high-speed Internet-connected computers at school. The current ratio of about one computer per every three students (Warschauer, 2010) helps bridge the gap for students who may not have home computers. On the other hand, the technology gap varies when examining Internet usage by adults. Even though in 2011 approximately 80% of American adults used the Internet at home or work, disparities in Internet use still exist based on ethnic groups (Livingston, 2011). For example, 77% of white adults reported using the Internet at home, as compared to 66% of black and 65% of Latino adults. A similar pattern was seen for use of cell phones when focused on voice. Interestingly, the report revealed that nonvoice cell phone use was higher among all groups, with text messaging being the highest nonvoice use of the cell phone among all groups. So, when you are thinking about using the Internet to communicate with your students’ families, remember that not all of them will have access to your webpages or emails. Media Formats. Media, the plural of medium, are means of communication. Derived from the Latin medium (“between”), the term refers to anything that carries information between a source and a receiver. The purpose of media is to facilitate communication and learning. Media are discussed in more detail in later chapters, but as an overview, let’s look at the six basic types of media used in learning (Figure 1.1): text, audio, visuals, video, manipulatives (objects), and people. Text, the most commonly used medium, is composed of alphanumeric characters that may be displayed in any format—book, poster, whiteboard, computer screen, and so on. Audio, another medium commonly used in learning, includes anything you can hear— a person’s voice, music, mechanical sounds (running car engine), noise, and so on. It may be live or recorded. Visuals are also regularly used to promote learning and include diagrams on a computer screen, drawings on a whiteboard, photographs, graphics in a book, cartoons, and so on. Video is a visual as well as audio medium that shows motion and can be stored on DVDs, streamed from the Internet, be in the form of computer animation, and so on. Although often not considered media, real objects and models are three-dimensional manipulatives that can be touched and handled by students. The sixth and final category of media is people. In fact, people are critical to learning. Students learn from teachers, other students, and adults. There are many types of media in each category, which we will refer to as media formats—the physical forms in which messages are incorporated and displayed. Media formats include, for example, whiteboards and webpages (text and visuals), PowerPoint or Prezi slides (text and visuals), CDs (voice and music), DVDs (video and audio), and computer multimedia (audio, text, and video). Each has different strengths and limitations in terms of the types of messages that can be recorded and displayed. Choosing a media format can be a complex task, considering the vast array of media and technology available, the variety of learners, and the many objectives to be pursued (Table 1.1). When selecting media formats, M01_SMAL4150_01_SE_C01.indd 4 2/7/14 8:31 AM
FIGURE 1.1 Six Basic Categories of Media TEXT OF MEDIA MANIPULATIVES VISUALS the instructional situation or setting (e.g.,large group,small group,or self-instruction),leamer variables (e.g.,reader,nonreader,or auditory preference),and the nature of the objective (e.g.,cognitive,affective,motor skill,or interpersonal)must be considered,as well as the pre- sentational capabilities of each of the media formats (e.g.,still visuals,video,printed words, or spoken words). INSTRUCTIONAL MATERIALS Once you determine the media format,such as a DVD,you must decide which of the appropri ate DVDs you will use.The specific DVD bec mes the tructional material Exploring 21st Century Learning 5
Exploring 21st Century Learning 5 6 BASIC CATEGORIES OF MEDIA A U D I O V I S U A L S V I D E O T E X T P E O P L E M A N I P U L A T I V E S ( o b j e c t s ) Figure 1.1 Six Basic Categories of Media the instructional situation or setting (e.g., large group, small group, or self- instruction), learner variables (e.g., reader, nonreader, or auditory preference), and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be considered, as well as the presentational capabilities of each of the media formats (e.g., still visuals, video, printed words, or spoken words). Instructional Materials Once you determine the media format, such as a DVD, you must decide which of the appropriate DVDs you will use. The specific DVD becomes the instructional material. M01_SMAL4150_01_SE_C01.indd 5 2/7/14 8:31 AM
TABLE 1.1 Examples of Media Formats and Instructional Materials Media Media Formats Instructional Materials Examples Printed book,computer software.e-book. A textbook webpages StoryMaker software CD,live presenter,podcast State of the lnion address on webcast Visual Drawing on interactive whiteboard Drawing of the musical scale Photo in a newspaper Photo of local building Video DVD.IMAX documentary film,streamed Lewis Clark:Great Journey West vided video Manipulative Real or virtualobject Algebra tiles People Teachers,subject-matter expert The chief officer of NASA 三 put n For example son may focus on add vare p ogram t pro manipulative udents use t oncret back of addition problem in orde to re computer softwa ntinue practicing.The specific m ath problems and fee Dack ge are re the instructio al materials.Anothe er example is this text that you are currently reading,which consists of the written information (text),visuals,and learning exercises found at the end of the chapter. The design and use of instructional materials are critical,because it is the interaction o the students with those materials that generates and reinforces actual learning.If the material are weak,improperly structured,or poorly sequenced,only limited learning will occur.On the other hand,powerful,well-designed instructional materials are experienced in such a way that they can be readily encoded,retained,recalled,and used in a variety of ways.Learners will remember these materials if they are created,integrated,and presented in a manner that allows them to have the needed impact. ROLES OF TECHNOLOGY AND MEDIA IN LEARNING tinstruction experiences.Th merges tec gy-bas tional opportunit s with teacher-guided earing.Student are able to gather information th video, onlin setting that they then use in the classroom to extend thei understanding of content with the teacher's guidance Technology and media play an important role in these types of learning experiences,either when you create them for your students to use or when your students explore new learning opportunities.The model provides you with the opportunity to bring technology more naturally into your classrooms and to explore more creative ways to engage your students in learning (Hertz,2012)
6 Chapter 1 Instructional materials are the specific items used within a lesson that influence student learning. For example, a middle school lesson may focus on adding polynomials with a computer software program that provides virtual manipulatives students use to create “concrete” examples of addition problems in order to reach solutions. The computer software offers feedback and opportunities to continue practicing. The specific math problems and feedback generated by this software are the instructional materials. Another example is this text that you are currently reading, which consists of the written information (text), visuals, and learning exercises found at the end of the chapter. The design and use of instructional materials are critical, because it is the interaction of the students with those materials that generates and reinforces actual learning. If the materials are weak, improperly structured, or poorly sequenced, only limited learning will occur. On the other hand, powerful, well-designed instructional materials are experienced in such a way that they can be readily encoded, retained, recalled, and used in a variety of ways. Learners will remember these materials if they are created, integrated, and presented in a manner that allows them to have the needed impact. Roles of Technology and Media in Learning Jonathan Bergmann and Aaron Sams (2012) coined the phase “the flipped classroom” to describe a model of instruction that mixes direct instruction with constructivist learning experiences. The idea merges technology- based instructional opportunities with teacher-guided learning. Students are able to gather information through video, online exploration, and audio formats outside the instructional setting that they then use in the classroom to extend their understanding of content with the teacher’s guidance. Technology and media play an important role in these types of learning experiences, either when you create them for your students to use or when your students explore new learning opportunities. The model provides you with the opportunity to bring technology more naturally into your classrooms and to explore more creative ways to engage your students in learning (Hertz, 2012). Table 1.1 Examples of Media Formats and Instructional Materials Media Media Formats Instructional Materials Examples Text Printed book, computer software, e-book, webpages A textbook StoryMaker software Audio CD, live presenter, podcast State of the Union address on webcast Visual Drawing on interactive whiteboard Photo in a newspaper Drawing of the musical scale Photo of local building Video DVD, IMAX documentary film, streamed video Lewis & Clark: Great Journey West video Manipulative Real or virtual object Algebra tiles People Teachers, subject-matter expert The chief officer of NASA Students can be actively involved individually, in small groups, or with a teacher. M01_SMAL4150_01_SE_C01.indd 6 2/7/14 8:31 AM
The 21st Century Teacher When instruction is teacher centered.technology and media are used to support the present tion of instruction.For example a bar grap r student p also ocket cha live video feed fro on the feedin habits of birds.Ce sign ctional materi nd p leaming.This book u he assist you in selecting and using nstruc dia ogy,and However,th effectiveness ofy ur choices depends on careful planning and THE DIGITAL TEACHER Digital tools expand and enhance us roles and re bilities sociated with being nable the"digital"teacher for and provide inter ction while with fello educators.The following x h digital environment equipped eInstruction.cs insruction inud presen that are medi Live conterences bring his om. otes and concept maps ains orming se ions are cap whiteboards and instantaneously ou aml y integrate streamed digital video and a nternet-base that range from short clips demonstrating specific concepts to full-length documentarie instantaneously go to a specific section of a DVD and show a segment in slow or fast motion or as a still image to reinforce targeted outcomes for your students.PowerPoint or Prezi presenta- tions integrate animations,sounds,and hyperlinks with digitized information. Personal Response Systems (PRS).Digital teachers use handheld digital devices,such as personal response systems(PRS),to collect and graphically display student answers to teacher questions.The PRS,commonly called a"clicker,"is a wireless keypad similar to a TV remote that transmits student responses.Because each PRS is assigned to a designated student,the PRS system can be used to take attendance.However,its main benefit is to allow you to know each of your student's responses in a variety of circumstances.Using PRS during instruction enhances learner-instructor interactivity in whole-class settings,which has been shown to produce bet- ter learning outcomes(Flynn Russell,2008).Educational uses of the prs include measuring student understanding of concents comparine student attitudes about different ideas predicting "What if situations,and facilitating drill and oractice of basic skills.The PRs graphs student r ses to Iu=sn()w:2 provide teachers and students immediate feedback.Teachers can use this information to guide the pace and direction of a discussion and to make instructional decisions to mee student learning needs Mobile assessment Tools.Mobile computing resource enable teachers to re ord student ass nent data directly into a mobile device that transfers the data to a com repo gen ration.For exa mple,mobile digital dev Exploring 21st Century Learning 7
Exploring 21st Century Learning 7 The 21st Century Teacher When instruction is teacher centered, technology and media are used to support the presentation of instruction. For example, you may use an electronic whiteboard to display variations of a bar graph as your students predict population growth over time. You may also use a pocket chart to show how the meaning of a sentence changes when word cards are rearranged. Projecting a live video feed from a zoo can facilitate a presentation on the feeding habits of birds. Certainly, properly designed instructional materials can enhance and promote learning. This book uses the ASSURE model to assist you in selecting and using instructional strategies, media, technology, and materials. However, the effectiveness of your choices depends on careful planning and selection of the appropriate resources, as seen in the next section. The Digital Teacher Digital tools expand and enhance your capabilities to fulfill the numerous roles and responsibilities associated with being an educator. These tools better enable the “digital” teacher to plan for and provide interactive instruction while participating in a global community of practice with fellow educators. The following examples show the potential available in a well-equipped digital environment. Interactive Instruction. A “digital” teacher’s instruction includes presentations that are media rich and interactive. Live digital videoconferences bring historians, novelists, and content experts into your classroom. Notes and concept maps from brainstorming sessions are captured on electronic whiteboards and instantaneously emailed to your students. Instructional presentations seamlessly integrate streamed digital video and audio from Internet-based files that range from short clips demonstrating specific concepts to full-length documentaries. You instantaneously go to a specific section of a DVD and show a segment in slow or fast motion or as a still image to reinforce targeted outcomes for your students. PowerPoint or Prezi presentations integrate animations, sounds, and hyperlinks with digitized information. Personal Response Systems (PRS). Digital teachers use handheld digital devices, such as personal response systems (PRS), to collect and graphically display student answers to teacher questions. The PRS, commonly called a “clicker,” is a wireless keypad similar to a TV remote that transmits student responses. Because each PRS is assigned to a designated student, the PRS system can be used to take attendance. However, its main benefit is to allow you to know each of your student’s responses in a variety of circumstances. Using PRS during instruction enhances learner–instructor interactivity in whole-class settings, which has been shown to produce better learning outcomes (Flynn & Russell, 2008). Educational uses of the PRS include measuring student understanding of concepts, comparing student attitudes about different ideas, predicting “What if” situations, and facilitating drill and practice of basic skills. The PRS graphs student responses to provide teachers and students immediate feedback. Teachers can use this information to guide the pace and direction of a discussion and to make instructional decisions to meet student learning needs. Mobile Assessment Tools. Mobile computing resources enable teachers to record student assessment data directly into a mobile device that transfers the data to a computer for report generation. For example, mobile digital devices Teachers can use technology to help students understand concepts. M01_SMAL4150_01_SE_C01.indd 7 2/7/14 8:31 AM
are used to create running records of primary student reading ability or student tions.lab experiments,or handwriting (Weinstein,2005). Elementary teachers are fast becom ing l ers of mobile a i oftware that pr text of a book ing anda series of tool he tea er eas e entre. d e o he so ware also offers digita I versions of leading eading ass ssment instruments,such as rsonal response sys ns provide teachers with immediate feedback from students. Dynamic Indi cators of Basic Early Literacy lls (DIBELS) The mobile devices not only save you time,but the software also provides automatic tim ing and scoring of your student results.You can continually individualize instruction because of the availability of immediate results.Assessment data are easily downloaded to a secure, password-protected website that offers a variety of reporting options,from whole class to individual student. Mobile devices allow you to gather information directly from your students.Ms.Unger,a fourth grade teacher,uses Quick Response(QR)Codes to gather information about her students as they enter her classroom every morning.She assigns her students homework that is a sum- mary of what they leamned and how they are feeling about school which they then transmit to her each momning.She uses the QR code system the school district installed as a quick way to gather the information.She scans through the student reports and adjusts her teaching to reflect her students'needs.While the data she gathers is informal,Ms.Unger feels that it helps her to ensure quality learning experiences for all her students. Special education teachers often use a mobile device equipped with GoObserve software as a mobile assessment tool.The program can be customized to record designated activities in a student's Individual Education Plan.During an observation of your student performance r behavi use the stylus to record the observed strategies from a list of possible choices s a teach ou also can add written comments and notes to that student's record.After the bs. ucan transfer the information to your computer to generate reports and graphs Community of Practice.Digital teachers participate in community of practice(CoP)activi goals from across the nation and around laborate and exchange ideas and materials.the communities of practice can include educa tors who are teaching the same subject area and gr de level or educa ors with similar ne such as tech hnology integration,class management,or working with gifted and taler students Teachers interested in integrating technology into their instruction can utilize the resou and networks of veh An exampl ww.tea us.com offers you the opportunity to work ratively with teachers across the country and to 8 Chapter】
8 Chapter 1 are used to create running records of primary student reading ability or student performance data observed in presentations, lab experiments, or handwriting (Weinstein, 2005). Elementary teachers are fast becoming large-scale users of mobile assessment tools to monitor and record the reading abilities of their students. Many use mCLASS: Reading by Wireless Generation, software that provides the text of a book the student is reading and a series of tools to let the teacher easily track performance while the student reads the book. The software also offers digital versions of leading reading assessment instruments, such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The mobile devices not only save you time, but the software also provides automatic timing and scoring of your student results. You can continually individualize instruction because of the availability of immediate results. Assessment data are easily downloaded to a secure, password- protected website that offers a variety of reporting options, from whole class to individual student. Mobile devices allow you to gather information directly from your students. Ms. Unger, a fourth grade teacher, uses Quick Response (QR) Codes to gather information about her students as they enter her classroom every morning. She assigns her students homework that is a summary of what they learned and how they are feeling about school which they then transmit to her each morning. She uses the QR code system the school district installed as a quick way to gather the information. She scans through the student reports and adjusts her teaching to reflect her students’ needs. While the data she gathers is informal, Ms. Unger feels that it helps her to ensure quality learning experiences for all her students. Special education teachers often use a mobile device equipped with GoObserve software as a mobile assessment tool. The program can be customized to record designated activities in a student’s Individual Education Plan. During an observation of your student performance or behavior, you use the stylus to record the observed strategies from a list of possible choices. As a teacher, you also can add written comments and notes to that student’s record. After the observation, you can transfer the information to your computer to generate reports and graphs of student progress. Community of Practice. Digital teachers participate in community of practice (CoP) activities, in which groups of educators with common goals from across the nation and around the world share ideas and resources. These Internet-based interactions allow teachers to collaborate and exchange ideas and materials. The Communities of Practice can include educators who are teaching the same subject area and grade level or educators with similar needs, such as technology integration, classroom management, or working with gifted and talented students. Teachers interested in integrating technology into their instruction can utilize the resources and networks of experts, mentors, and new colleagues supported by a variety of web communities. An example is TeacherFocus (www.teacherfocus.com), a virtual community that offers you the opportunity to work collaboratively with teachers across the country and to learn Personal response systems provide teachers with immediate feedback from students. M01_SMAL4150_01_SE_C01.indd 8 2/7/14 8:31 AM