Intel® Teach Thinking with Technology CourseClick here to see the web page that features the blog address of everyone who has entered their blog address as of 1/25/2010 15:01:12The focus of my courses is
to develop your technology skills and to enable you to thoughtfully integrate technology, based upon a theoretical background, into your teaching and
learning. Central themes include how technology is being
incorporated into traditional direct instructional strategies and how
technology may transform the teaching and learning processes. There is
a heavy emphasis on the International Society for Technology in
Education's National Educational Technology Standards for Teachers ISTE NETS-T and the Interstate New Teachers Assessment and Support Consortium (INTASC) principles. In addition you should be aware of the relationship of the coursework to the Partnership for the 21st Century Skills framework.
The last day to drop this course is 3/26
Being able to articulate how and why technology is used is important. The ability to connect educational practice with research in education, cognitive and neuroscience fields has never been more engaging. Recent neuroscience research is beginning to synergistically verify the previously speculative theories of multiple researchers in dual coding, cognitive overload, and multimedia learning. While the field is still evolving, researchers have shown that significant increases in learning can be accomplished through the informed use of visual and verbal multi-modal learning. Much has been written about the principles of multimedia. Most of the published research studies have been of short duration and were specifically designed for research analysis, but have demonstrated the veracity of these principles. However, emergent research on these principles, when applied in classrooms, has had mixed, albeit positive, results. Many of the researchers have commented that such mixed results may be due to the lack of specificity of the type of multimedia intervention (for example, a specific combination of modalities, formats within modalities, learner characteristics, scaffolding of learners, learner age, complexity and type of learning goals addressed, etc.) Being a critical consumer of educational research is a digital literacy that is also required.
You need to be able to create technology rich activities (instructional technology skills) and be able to articulate how, when, where and why you are doing it (research). The last day to drop this course is 3/24 |