The One Computer Classroom

The phrase “one computer classroom” suggests that members of a classroom, students and teachers, have only one computer to perform the variety of functions relevant to teaching and learning. This course aims to orient the one computer classroom teacher to the breadth of available educational possibilities involving software, curriculum, lesson and activity ideas, and teacher productivity functions.

The format for this class, as you realize, is the Web and; as a result, is primarily self-guided. The following are some “rules” that will assist you in making your way through the material.

  1. The material is presented in four forms.
    1. Content Text is all of the text in paragraph form and contains most of the primary ideas. Read all of the text, for you will be quizzed at each section break.
    2. Required Links are the links preceded by the bullet that looks like this . When you see this bullet, follow the directions and proceed to the linked resource. Most required links are simply Web resources that you should explore or experience at an “exposure” level. You will very likely be quizzed on your findings after visiting required links.
    3. Non-Required Links are not required viewing. You choose whether or not you would like to view these additional examples or a given resource.
    4. Quizzes are required, and your quiz performance data will be recorded. Course participants who score lower than 60% will not be given credit for completing the course. Do not worry. If you participate as directed you will not have trouble reaching 60%.

International Society for Technology in Education

ISTE is a nonprofit professional organization that provides leadership and service to improve teaching and learning by advancing the effective use of technology in K–12 education and teacher education. ISTE provides educators information, networking opportunities, and guidance as they face the challenge of incorporating computers, the Internet, and other new technologies into their schools. Much of the text on these pages is paraphrased directly from documents created by ISTE.

Connecting Curriculum and Technology

Ms. Jones uses a word processor to create student handouts, a database to keep student records, and a spreadsheet to keep track of student grades. She regularly uses the Internet to obtain lesson ideas and e-mail to keep in contact with teachers at other schools. Ms. Jones views herself as a technology-using teacher. Unfortunately, Ms. Jones's students do not use the computer in her classroom because it is considered the teacher's computer and is placed behind Ms. Jones's desk on a special table.

Ms. Jones has made the first step in becoming a technology-using teacher by using technology for personal tasks. However, Ms. Jones's definition of a technology-using teacher is missing the vital link to truly enhancing student learning. Students must use the tools! Students using technology are actively engaged in their learning and able to create their own knowledge and accomplish their own goals. The challenge for Ms. Jones is to find ways to encourage this learning AND teach the complex, concentrated curriculum that has been outlined by her school district to meet state and national standards.

Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Technology enables students to learn in ways not previously possible. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools.

Although many teachers are moving along the continuum from being personal users of technology to finding ways to effectively use it with students, many have not moved far enough in engaging their students.

Incorporating New Strategies

Traditional educational practices no longer provide students with all the necessary skills for economic survival in today's workplace. Students today must apply strategies for solving problems using appropriate tools for learning, collaborating, and communicating. The following chart lists characteristics representing traditional approaches to learning and corresponding strategies associated with new learning environments:

Traditional Learning
Environments

New Learning
Environments

Teacher-centered instruction

Student-centered learning

Single sense stimulation

Multi-sensory stimulation

Single path progression

Multi-path progression

Single media

Multimedia

Isolated work

Collaborative work

Information delivery

Information Exchange

Passive learning

Active/exploratory/inquiry-based learning

Factual, knowledge-based learning

Critical thinking and informed decision-making

Reactive response

Proactive/planned action

Isolated, artificial context

Authentic, real-world context

The most effective learning environments meld traditional approaches and new approaches to facilitate learning of relevant content while addressing individual needs. The resulting learning environments should prepare students to:

Ø      Communicate using a variety of media and formats

Ø      Access and exchange information in a variety of ways

Ø      Compile, organize, analyze, and synthesize information

Ø      Draw conclusions and make generalizations based on information gathered

Ø      Know content and be able to locate additional information as needed

Ø      Become self-directed learners

Ø      Collaborate and cooperate in team efforts

Ø      Interact with others in ethical and appropriate ways

Teachers know that the wise use of technology can enrich learning environments and enable students to achieve marketable skills. It is still critical, however, that educators analyze the potential benefits of technology for learning and employ it appropriately.

Curriculum vs. Technology Integration

The philosophy of the National Educational Technology Standards for Students (ISTE), covered in more detail later, is grounded in the belief that the world is changing in ways that require learning environments to change to prepare students to meet the challenges of the future. A growing body of information that students must be able to work with has changed the focus of classroom instruction. Instruction must build on basic skills so that students learn how to find, access, and assess information to address issues.

The term, "Curriculum Integration," is intended to convey the importance of integrating the use of technology into the curriculum. If one used the title "Technology Integration," one would think that the focus is technology. In fact, the intent is to focus the technology use on curriculum — discipline-specific, content-area curriculum — using technology as a tool to foster higher level outcomes. With this in mind, there are several questions that drive how technology is used in the classroom:

Ø      What if there is limited access to the technology?

Ø      How can a lesson meet both curriculum standards and NETS for Students?

Ø      How can technology be used in ways that optimize instruction?

Perhaps what is most difficult is to adopt an instructional mindset that frees students to be in charge of their learning, even though they may be using rather expensive equipment! Teachers must set the instructional stage in ways that support new learning environments. They must also set the behavioral stage with clearly agreed upon expectations for the use of technology in the classroom. Accomplishing this will promote the use of technology in ways that positively affect instruction.

Technology Foundation Standards for All Students

The ISTE Standards below were used in part in the development of the No Child Left Behind legislation. The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

v     Basic operations and concepts

Ø      Students demonstrate a sound understanding of the nature and operation of technology systems.

Ø      Students are proficient in the use of technology.

v     Social, ethical, and human issues

Ø      Students understand the ethical, cultural, and societal issues related to technology.

Ø      Students practice responsible use of technology systems, information, and software.

Ø      Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.