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UT Arlington Keynote, 4/26/10 Dr. Joan E. Hughes
Transcript of UT Arlington Keynote, 4/26/10 Dr. Joan E. Hughes
Associate Professor, University of Texas at Austin
email@example.com Bibliography Diffusion of Transformative Technology Integration: What is transformative technology integration and how can I (meaning you) support it at UT Arlington? Pedagogy (Instruction) + Content = PCK
Special examples, representations, instructional techniques you know to use to help students learn a specific content-related concept. The use of digital information communication technologies by teachers and/or students that support socio-constructivist instruction and learning of subject area content. Learning is a social practice that involves participation in activities with others and the use of contextually- and culturally-relevant (i.e., global, community, cultural, and individual) artifacts across time and spaces. You might wonder ...
How can I know if I or someone else is integrating technology like that? Technology Knowledge is ...
Technology literacy, computing information that one knows that is used in everyday life.
Technology + Pedagogy = TPK
Using affordances of technology to support general pedagogy. These are techniques that are transportable across discipline areas. (powerpoint-supported lectures; use of SmartBoard; clickers; online discussions) Technology + Content = TCK
Specialized technologies for a discipline – especially if it is used in the discipline in “real life” e.g., digital microscopes are used in labs; GIS is used by city planners, epidemiologists, police force, and naturalists (tracking deer/coyote populations).
~ the depth and breadth of knowledge in a content area ~
Facts and concepts of a discipline, frameworks for explaining disciplinary facts and concepts, the path new content takes to become part of the discipline TPCK
Knowledge a teacher uses to interpret the subject matter and find different technological ways, unique to his/her discipline area, to represent it and make it accessible to learners.
The technology plays a key role supporting students' development of content-specific knowledge.
"It applies the satnav technology used by Google Earth, but instead of pinpointing where the user is on a current map, it shows where they would have stood two centuries ago.
The app superimposes a selection of old maps on to the current street layout so users can walk along a trail through 19th-century meadows that have been paved over, follow long-abandoned 20th-century railway lines, or explore a cluster of Victorian houses that have given way to contemporary developments.
“The great fun is giving it to someone and then taking them to where a street doesn’t exist and say ‘walk’, but they can’t because there’s a new building in the way,” said Chris Speed, one of the developers and who teaches digital media at ECA’s architecture school. “That is when you get the ‘wow’ moment. You begin to realise the world has changed. You could also have someone driving into a wall because he has been using a map that was 200 years old.”
Scotland Herald: http://www.heraldscotland.com/news/education/latest-iphone-app-lets-users-satnav-through-time-1.995767 THEORY APPLICATION Clickers - Personal Response
Systems Amplify: Assessment (faster than a paper quiz)
Student Attention (more)
Transform: Inspire richer discussion (?)
It depends a lot on the instructor...
You cannot make these determinations without rich information. Mobiles (iTouch, iPhone) Amplify: Location of Access to Same Info
AvenueASL Mash-Up iLab Sophie Texas Advanced Computing Center (TACC) Amplify: Instructor Assessment
Transform: Student Learning (Portfolio)
Transform: Student Learning (interdisciplinary,
contemporary understandings in active
format; eliminates place-based learning) Transform: Student Learning (experimentation
across space; place-based resources widened Transform: Curriculum - "new rhetorical form"
Transform: Learning - includes collaboration
"rethink the book" Transform: Research-based discoveries in the
"real" world with supercomputing -- why
not in the "real" classroom? Transform: Curriculum (?) Why is it so difficult to get to "T" (Transformation)? Different Rates of Adoption are impacted by characteristics of innovations:
1. Relative Advantage ----------> (convenience, satisfaction, prestige ... all personal perception)
2. Compatability ----------> (consistent with values, experiences, and needs of adopters)
3. Complexity ----------> (difficulty using or understanding)
4. Trialability ----------> (access to limited experimentation with innovation)
5. Observability ----------> (others like me are using it)
(Rogers, 2003) Real Educational Change involves:
1. Change in behaviors / teaching approaches
2. Change in materials / resources
3. Change in beliefs
(Fullan, 2007) Most people do not use scientific studies to determine worthy innovations. "Most people depend mainly upon a subjective evaluation of an innovation that is conveyed to them from other individuals like themselves who have already adopted the innovation" (Rogers, 2003, p. 19) Opinion Leadership -- earned by their technical ability, social connectedness, & reflection of system's norms 'Shared meaning' is crucial to change (Fullan) "The S-Shaped curve of diffusion 'takes off' once interpersonal networks become activated in spreading individuals' subjective evaluations of an innovation from peer to peer in a system....the part from 10 percent to 20 percent adoption is the heart of the diffusion process." (Rogers, 2003, p. 274.) Key Practices
Reflective Practice in Learning Communities
Content-specific professional learning
Peer-peer sharing (such as Elixir)
Institutional 'Shared Meaning' of Transformative Tech Integration Photo by Shareski (CC): http://www.flickr.com/photos/shareski/2262366910/ Photo by Universidad de Navarra (CC): http://www.flickr.com/photos/unav/4464311633/ Screenshots by Joan Hughes Screenshot from: http://www.acu.edu/technology/mobilelearning/vision/index.html Screenshot from:1.http://walkingthroughtime.eca.ac.uk/?page_id=2 Screenshot from:http://web.mit.edu/edtech/casestudies/ilabs.html Screenshot from: http://www.sophieproject.org/ From Holly Willis: Sophie is Software for reading and writing interactive essays.
"Rethinking the Book"
Text as movie
Images with Writing / Writing with Images
New Rhetorical Form that we can't imagine because we haven't done it Screenshot from:http://www.tacc.utexas.edu/news/feature-stories/2010/solar-revisions/ Screenshot from:http://www.tacc.utexas.edu/news/feature-stories/2010/ References
Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College.
Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
Hughes, J. E., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT – Replacement, Amplification, and Transformation - Framework. Paper presented at the Society for Information Technology and Teacher Education, Orlando.
McCracken, E. (2010). Latest iPhone app lets users ‘satnav through time’. Scotland Herald. Accessed April 22, 2010: http://www.heraldscotland.com/news/education/latest-iphone-app-lets-users-satnav-through-time-1.995767
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: The Free Press.
Shareski. I hate clickers. Accessed April 24, 2010 at http://www.flickr.com/photos/shareski/2262366910/ (Creative Commons Copyright)
Universidad de Navarra. Clickers – Universidad de Navarra. Accessed April 24, 2010 at http://www.flickr.com/photos/unav/4464311633/ (Creative Commons Copyright)
MOCA: Gathering Instant Student Feedback on Mobile Devices
Abilene Christian University Mobile Learning: http://www.acu.edu/technology/mobilelearning/vision/index.html