Data TECHNOLOGY AND LEARNING IN THE INFORMATION AGE SCHOOL

Information technology and learning in the information age school l.jpg
1 / 36
0
0
1259 days ago, 464 views
PowerPoint PPT Presentation
Innovative Change. 1708

Presentation Transcript

Slide 1

Data TECHNOLOGY AND LEARNING IN THE INFORMATION AGE SCHOOL DR. ROSS J. TODD School of Communication, Information and Library Studies Rutgers, The State University of New Jersey rtodd@scils.rutgers.edu www.scils.rutgers.edu/~rtodd

Slide 2

Technological Change 1708 "Understudies today can't get ready bark to ascertain their issues. They rely on upon their slates which are more costly. What will they do when the slate is dropped and breaks? They will be not able state" (Teachers' Conference, 1708)

Slide 3

Technological Change 1815 "Understudies rely on upon paper excessively. They can't perfect a slate legitimately. What will they do when they come up short on paper? (Key's production, 1815)

Slide 4

Technological Change 1907 "Understudies today depend a lot on ink. They don't know how to utilize a pen blade to hone a pencil. Pen and ink will never supplant the pencil" (National Association of Teachers Journal)

Slide 5

Technological Change 1928 "Understudies today rely on locally acquired ink. They don't know how to make their own. This is a miserable discourse on present day instruction" (Rural Teacher, 1928)

Slide 6

Technological Change 1941 "Understudies today rely on these costly wellspring pens. They can no longer compose with a straight pen and nib. We guardians must not permit them to flounder in such extravagance to the disservice of learning " (PTA Gazette, 1941)

Slide 7

Technological Change 1950 "Ball-point pens will be the demolish of instruction in this nation. Understudies utilize gadgets and after that discard them. Organizations and banks will never permit such costly extravagances " (Federal Teachers Journal, 1950)

Slide 8

Technological Change 1976 "I can never envision that anybody could ever require more than 640K" (Bill Gates, once a school kid library screen)

Slide 9

Information Technology: The Promise adaptability to meet the individual needs and capacities quick access to wealthier source materials exhibit data in new, significant ways which help understudies to comprehend, absorb and utilize it all the more promptly spur and empower learning improve learning for understudies with uncommon needs persuade understudies to experiment with new thoughts and to go for broke support scientific and unique intuition lessen the danger of disappointment at school urge instructors to investigate how they educate and the routes in which understudies learn help understudies realize when utilized as a part of very much composed, important errands and exercises offer potential for compelling gathering work. http://production.edna.edu.au/kin/learnit/itpot.html 1996

Slide 10

Are web crawlers making today's understudies more idiotic?

Slide 11

The Learning Return on our IT Investment: Research to Date Significant constructive outcome on accomplishment. Utilization of online IT for joint effort crosswise over classrooms in various geographic areas has likewise been appeared to enhance scholastic abilities. Constructive outcomes on understudy demeanors toward learning and on understudy self-idea: more effective in school, more spurred to learn; expanded self-assurance and self-regard when utilizing PC based guideline. Innovation is most intense when utilized as an instrument for critical thinking, reasonable advancement, and basic considering; This includes understudies utilizing innovation to assemble, sort out, and break down data, and utilizing this data to take care of issues

Slide 12

Current Research Suggests.. Changes realized by innovation are more developmental than progressive. Level of viability of instructive innovation is impacted by the instructor's part in direction, how the understudies are assembled, and the level of understudy access to the innovation. Constructivist or understudy focused methodologies are more qualified to completely understanding the capability of PC based innovation. request, shared, innovative, and critical thinking abilities created utilizing innovation can prompt to expanded positive effect on understudies' autonomy and sentiments of duty regarding their own particular learning.

Slide 13

INFORMATION AND TECHNICAL LITERACIES The platforms for viable engagement and use of data in every one of its structures (electronic, print, pop culture) for building sense, understanding and new learning

Slide 14

Learning through Information Technology: 3 Essential Dimensions Understand the mind boggling nature of data in this computerized condition Understand how understudies utilize this advanced condition, and how they learn, or don't learn, through it Understand the educational ramifications: viable instructional plan

Slide 15

THE TANGLED WEB WE WEAVE Information Misinformation Malinformation Messed up data Useless data (Burbles, 1997)

Slide 16

THE TANGLED WEB WE WEAVE Information Misinformation Disinformation (Floridi, 1996)

Slide 17

Disinformation & Misinformation Disinformation: Deliberate endeavor to misdirect or delude, bringing about off base data; emerges at whatever point the procedure of data is inadequate: Lack of objectivity: eg. Purposeful publicity Lack of fulfillment: eg. Absence of confirmation Lack of pluralism: eg. Scope of perspectives Lack of security: eg specialized misusing, infection, hacking Misinformation: An innocent oversight, accidental distortion of realities; obsolete Result: accessibility of wrong data

Slide 18

Students on the WWW Some Research Evidence

Slide 19

Learning in an Information Age School Understand the intricate way of data in this computerized condition Understand how understudies utilize this advanced condition, and how they learn, or don't learn, through it Understand the educational ramifications: powerful instructional plan

Slide 20

Electronic Information Seeking (McNicholas & Todd, 1996) Design of research exercises: encourage development or cultivate replication (counterfeiting) Constructing a fitting inquiry Working with web indexes Critiquing sites and making quality appraisals of the data Constructing individual comprehension

Slide 21

Connecting with WWW Information: Research reveals to us High levels of data over-burden Inability to oversee and decrease vast volumes of data Failure to recover reports in light of aboutness/topicality Formulating incapable hunt inquiries Lack of inside and out examination of destinations

Slide 22

Connecting with WWW Information: Research discloses to us Failure to use Boolean administrators High levels of weakness and vulnerability Lack of comprehension of web crawlers Simplistic ventures in view of mystery or fledgling learning High desire of innovation to compensate for poor looking methods Limited utilization of methodical, diagnostic based methodologies

Slide 23

Interacting with WWW Information: Research reveals to us Range of adapting procedures: including tolerating mistakes and designation Absence of basic and evaluative abilities Not scrutinizing the exactness or expert of data Inappropriately supporting visual signals

Slide 24

Utilizing WWW data: Research reveals to us Information administration issues: time, workloads, due dates Make utilization of any fairly applicable locales Tendency to appropriate Willingness to build replies on restricted data

Slide 25

How do Birds Sing?

Slide 26

Cybercheating goes computerized www.schoolsucks.com www.evilhouseofcheat.com www.freeessays.com www.thesaurus.com www.phuckschool.com Also go to: (for broad posting) http://www.coastal.edu/library/introductions/mills2.html

Slide 28

Learning in an Information Age School Understand the perplexing way of data in this advanced condition Understand how understudies utilize this computerized condition, and how they learn, or don't learn, through it Understand the educational ramifications: successful instructional outline

Slide 29

Pedagogical Interventions Systematic and express improvement of data proficiency frameworks  crosswise over school  arranged  community oriented  symptomatic  guided, organized and transferable

Slide 30

How do understudies create scholarly platforms for working with IT? Bafflingly: another person has shown them Vicariously: by sitting at a work station Serendipitously: by simply doing assignments through indiscriminate data looking for Slavery: getting another person eg guardians Systematically and unequivocally: inserting learning frameworks into showing process

Slide 31

It's not quite recently Good and Bad Websites! Making Meaning Information on the Net speaks to individuals' adaptations of reality, past, future, learning, culture, philosophy, control Need to clarify the philosophies and ideological workings of writings Need to make unequivocal the conviction frameworks engraved in writings To empower individuals to peruse the world and the word - past, present and future (Misson, 1998)

Slide 32

Keys to Success in Using IT to Construct New Knowledge Have large amounts of perusing education (counting visual proficiency) Able to characterize issues, outline questions, investigate thoughts, define center, research, examine and incorporate thoughts to make claim sees, assess arrangements and ponder new understandings; Able to utilize innovation and data devices to make data items that precisely speak to their recently created comprehension; Can convey thoughts utilizing oral, composed, visual and mechanical methods of expression – independently or in groups; Are moral, dependable clients of data who show sympathy toward quality data and esteem distinctive methods of thought.

Slide 33

"The True yet Little Known Facts about Women and Aids, with documentation" http://www.ithaca.edu/library/inquire about/AIDSFACTS.htm

Slide 34

"Boycott dihydrogen Monoxide" http://www.netreach.net/~rjones/no_dhmo.html

Slide 35

Martin Luther King Jr : A Historical Examination http://www.martinlutherking.org/

Slide 36

The Challenge "You Begin Constructing The Road By

SPONSORS