Critical+Reflection

The purpose of this presentation is to describe the need for teachers in the future to shift from traditional practices towards constructivist practices to effectively integrate technology into K to 12 schools. ** __ Slide 2 __ ** As technology advances and the world becomes an information society, the demands of employers are changing (Wetzel, 2002). They are placing greater demands on the education system to produce citizens that are technologically literate, think critically to solve problems in different situations and able to work collaboratively (Harper, Hedberg & Wright, 2000). Mc Ghee and Kozma (2001) found technology plays a crucial role in providing students with tools and information that support these demands. ** __ Slide 3 __ ** The Canadian government has acknowledged the potential technology offers students (Wozney, Venkatesh & Abrami, 2006) and Canada is experiencing rapid growth in the use of technology for learning in K-12 schools (Wozney, Venkatesh & Abrami). In 2004, it was found that the overall ratio of students to computers is now five to one in Canada. And this ratio will improve into the future. However, more computers in the schools alone, does not improve students learning (Cadiero-Kaplan, 1999). Therefore, the government has provided substantial funding for research on ways to successfully incorporate technology into K-12 schools (Wozney, Venkatesh & Abrami). ** __ Slide 4 __ ** It is common for teachers with traditional beliefs to use computers as an instructional tool such as conducting lectures while using electronic presentations (Cadiero-Kaplan, 1999). Teachers often use tutorial software requiring students to practice drills and writing skills (Cadiero-Kaplan; Pierson & Cozar, 2005). Computers offer teachers and students different options for completing activities, such as requiring students to write using word processing (Cadiero-Kaplan; Pierson & Cozar). These are traditional approaches that are currently most common for incorporating technology into the classroom (Robertson, Fluck, Webb, & Loechel (2004), but…  ** __ Slide 5 __ **   …the technological tools are simply supportive (Pierson & Cozar, 2005) of transmitting the teachers knowledge to the students. The teacher’s role is to act as a subject expert by providing direct instruction, factual information and skill facilitation (Lim & Chai; McGhee & Kozma, 2001).    ** __ Slide 6 __ **   The teacher that holds traditional beliefs view learning as a passive activity where students are held minimally responsible for their own knowledge building (Lim & Chai). Students are required to memorize the knowledge transmitted by the instructor (Pierson & Cozar; Lim & Chai, 2008).    Teachers that incorporate technology in such a manner apply traditional pedagogical approaches to teaching and learning (Pierson & Cozar; Lim & Chai, 2008). This approach will not teach the skills future employers are demanding which require students to have skills beyond the basics (Cadiero-Kaplan; Pierson & Cozar). ** __ Slide 7 __ ** The successful integration of technology in the future will require K-12 teachers to shift towards a constructivist approach of teaching and learning (McGhee & Kozma, 2001; Jonassen, Peck, & Wilson, 1999). Teachers that adopt constructivism believe student knowledge is constructed in action and experience  ( Lim & Chai, 2008; Jonassen, Peck, & Wilson). Students will work in groups to search and synthesize information, solve problems and create dynamic presentations. ** __ Slide 8 __ ** The teachers’ role will become one of designing authentic experiences, guiding and facilitating learners as they build their own knowledge (Lim & Chai, 2008). Technological tools such as hypermedia software and the Internet will create an environment for students to construct their own knowledge, make decisions, select solutions and demonstrate their learning by creating dynamic products (Cadiero-Kaplan). This empowers students as life long learners, meeting the demands of future employers (Cadiero-Kaplan). ** __ Slide 10 __ ** Lim and Chai interviewed teachers in 2008 and found majority of teachers strongly believed constructivist practices were the best approach for implementing technology. They attributed their beliefs to previous professional development and workshops. However, when lessons were observed, 80% had only some element of constructivist practices and majority of the components of lessons were traditional practices. About 20% of the observed lessons did not include any constructivist components. Although, majority of the teachers believed in constructivist approaches, majority of their practices were teacher-centred (Lim & Chai). ** __ Slide 11 __ ** In 2009, preservice teachers were interviewed before completing their practicum and they emphasized the importance of constructivist practices based on student-centred learning. However, their ideals were not implemented during their practicum (Ping, Choy, Wong, & Wu, 2009). Most of the preservice teachers primarily used technology as an instructional tool for themselves and students used technology as a source of reference or as an alternative for producing work. Preservice teachers reported to be overwhelmed with the already demanding responsibilities of the classroom and didn’t have time to create student-centred activities. Some preservice teachers could not translate and apply their pedagogical beliefs into their future classrooms. Others had misconceptions about what student-centred really was and thought it involved students having access to a computer to working independently. There are discrepancies between preservice teachers' teaching practices and their proposed beliefs (Ping, Choy, Wong & Wu). This is not an uncommon finding in the literature. Yu-Mei also found preservice teachers in the United States had not made the shift from traditional practices towards constructivist views. Preservice teachers’ are the future of education and their overall perception about teaching and learning is a major concern. As a result of their beliefs, they will have a difficult time coping with teaching in the future information-age classrooms (Yu-Mei). Future preservice teachers will need a more comprehensive understanding about technology integration based on constructivist pedagogy (Yu-Mei, 2002). Ping, Choy, Wong, & Wu (2009) states it is necessary for future teacher education programs to adopt strategies to effectively implement constructivist approaches to integrate technology into future K-12 classrooms. Education programs will need to require more technology courses to be completed to increase student’s competence and motivation of incorporating student-centred learning with technology into the classroom (Ping et al). Ping et al state teacher education programs will need to inquire about preservice teachers' beliefs and encourage them to reflect on their own practice to improve their teaching approach. Instructors will be required to model effective constructivist teaching and learning to ensure the preservice teachers are clear as to the application of the approach (Ping et al). The instructor will guide and collaborate with students throughout the application until it becomes a natural approach for teaching and learning in K-12 classrooms (Ping et al). The availability of technology in the classroom has increased (Wozney, Venkatesh & Abrami, 2006), but many current teachers have not kept pace with the advancement in technology (Lim & Chai, 2008). These teachers will have to change their pedagogical beliefs and practices to effectively integrate technology into the classroom (Lim & Chai). It is difficult for teachers to change their traditional pedagogical practices because these have guided their teaching and learning for years (Pelgrum, 2001). Teachers will be resistant to change because they have not been adequately explained the benefits of integrating technology based on constructivist pedagogies into the curriculum and they maybe unclear of the vision (Pelgrum). Teachers have not been provided with sufficient training on how to operate technological tools or strategies to implement them into the curriculum (Pelgrum; Wetzel, 2002). Robertson, Fluck, Webb and Loechel (2004) reported in 2002, that teachers received less than ten hours of professional development on classroom technology training and integration. ** __ Slide 14 __ ** In the future to effectively integrate the use of technology in K-12 classrooms it will be critical that teachers are provided with professional development to change their pedagogical views (Cadiero-Kaplan; 1999, Pelgrum, 2001; Yu-Mei, 2002). To create change, teachers will have to clearly understand the constructivist approach and best practices for integrating technology into their classroom (Pelgrum, Wetzel, 2002). Wetzel suggests teachers should be given time to reflect on their teaching and they will become dissatisfied with their traditional practices for implementing technology. Teachers will need professional development on the use of technological tools and examples of best practices for integrating it into their subject curriculum (Cadiero-Kaplan; Wetzel). Administrators will be trained on technology integration, schools will be provided with expert assistance and technology training centers will be established within the school districts (Wetzel). And finally, teachers will be given sufficient time to master the skills and development of practices (Wetzel). ** __ Slide 15 __ ** Technology is advancing and the world is becoming an information society. Currently, many teachers have not been keeping pace with these technological advancements that require teachers to change their pedagogy. In the future teachers will need to be provided with professional development, teaching them how to implement technology into the K-12 classroom with a constructivist approach. A constructivist approach to integrating technology into future classrooms will enable students to become life-long learners that know how to build knowledge, think critically, solve problems, and work collaboratively. ||  || || || || Learning to teach with technology. // Journal of Computing in Teacher Education, 21 //(2). =  = || || results from a worldwide educational assessment. // Computers & Education 37 //, 163–178. ||  ||   ||   ||  257-265.      ||
 * __Slidecast URL __ ** [|future teacher pedagogy]
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 * Study || Reference ||
 * 1 || Cadiero-Kaplan, K. (1999). Integrating technology: Issues for traditional and constructivist pedagogies. // Journal of Computing in Teacher Education //, // 15 //(2), 101-105.
 * 2 || Harper, B., Hedberg, G., & Wright, R. (2000) Who benefits from virtuality? // Computers and Education //, // 34 //, 163-176.
 * 3 || //  Jonassen, D.H., Peck,K. L, & Wilson,B.G. (1999).  ////  Learning with technology: A constructivist perspective  //  []
 * 4 || =  [|Lim, C. P., & Chai, C. S. (2008)//.// Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons//. British Journal of Educational Technology, 39//(5), 804-828.]   =
 * 5 || McGhee, R., & Kozma, R. (2001).  [|New] [|teacher] [|and student] [|roles] [|in the technology-supported classroom].
 * 6 || Pierson, M.E. , & Cozart, A. (2005). Case studies of future teachers:
 * 7 || Ping, G., Choy, D., Wong, A.F.L., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. //Australasian Journal of Educational Technology//,// 25 //(5), 714-730.
 * 8 || Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education:
 * 9 || Robertson, M., Fluck, A., Webb, I., & Loechel, B. (2004). Classroom computer climate, teacher reflections and 're-envisioning' pedagogy in Australian schools. //Australasian Journal of Educational Technology//, // 20 //(3), 351-370.
 * 10 ||  Wetzel, D.R. (2002). A model for pedagogical and curricula transformation with technology. // Journal of Computing in Teacher Education //, 1-10.
 * 11 || Wozney,L., Venkatesh, V., & Abrami, P.C. (2006). Implementing computer technologies: Teachers’ perception and practices. //Journal of Technology and Teacher Education,// // 14 //(1), 173-207.
 * 12 ||  Yu-Mei. (2002). From teacher-centredness to student-centredness: Are preservice teachers making the conceptual shift when teaching in information age classrooms?, // Educational Media International //, // 39 //(3),