E
C & I 832 The Internet and Curriculum Integration
Block
2: Beliefs About Teaching and Learning and Learning Theory
September
8-October 5
Complete
Content Presentation
Outline
of Block 2
Introduction
This
block is about a month long and is critical to this course. We need
to make sense of our beliefs about knowledge construction and about
teaching and learning, and we need to learn about and critique different
sets of beliefs to engage in conversation about the relationship
between beliefs and viable use of technology. I welcome you to engage
in this conversation.
We
will also explore different learning theories and how different
epistemologies and learning theories impact on the viable use of
technology in education. You will be directed to a variety of readings
in connection with different learning theories. Especially, you
will be exposed to a Community of Practice (CoP) model (which includes
Situated Learning and Cognitive Apprenticeship) and a Community
of Learners (CoL) model. These two models are closely integrated,
but appear to have emerged from different traditions—CoP from
a workplace learning, apprenticeship tradition and CoL from more
of a classroom learning tradition. However, they both share very
similar attributes. Both assume a constructivist learning orientation
and a socio-cultural learning perspective. Discussions Forum discussions
and small group chats will occur.
In
this block you will also examine your personal beliefs about the
nature and construction of knowledge, how beliefs about knowledge
relate to beliefs about teaching and learning, and how this belief
set relates to the form and implementation of technology used in
the classroom.
Having
reflected on your personal beliefs, and having read articles related
to Epistemology and Learning Theory, you will align with a particular
belief set and will write a theoretically-based paper stating your
belief set ‘position’ and connecting this ‘position’
to your current or intended use (form and implementation) of technology
in your place of work. This paper will be submitted online no later
than October 24.
The
readings and discussions in Block 2 will be used as a framework
to explore Integration (Block 3), Best Practices in K-12 and Post-Secondary
Education (Block 4), and Curriculum-Based Internet Examples (Block
5). An understanding of Block 2 will serve as a solid foundation
for everything we will do in this course.
Objectives
At
the conclusion of this block you should be able to address the following:
-
How
can an instructor with traditional views on teaching and learning
use technology?
-
What beliefs about teaching and learning are most conducive
to the viable use of technology in education?
-
If I hold a constructivist view of learning how might I use
technology?
-
What is meant by a community of learners? How would technology
be used in a community of learners model?
Process:
Activities and Readings/Resources
Part
1: Beliefs/Conceptions of Knowledge
There
are many different conceptions on the nature of reality (ontology),
knowledge construction (epistemology), and theoretical views about
teaching and learning. These conceptions inform us in our daily
lives and influence how we conduct ourselves, how we learn, how
we teach, and how we interact in social situations. When these conceptions
are applied to technology, or more specifically, to the use of technology
in a learning environment, the conceptions can polarize from a view
where technology can become a catalyst for learning (can change
or enable learning by providing unique and rich opportunities for
learning), to a view where technology is a hindrance or obstacle
to learning (cannot change or enable learning, takes up student
and instructor time, is not valuable—is seen as more of a
nuisance—something we have to use because it’s there).
Obviously these views are at opposite ends of the scale, but somewhere
between these polarized views, each of us is situated. Our task
in this block is to determine the nature of our underlying (perhaps
unarticulated) conceptions, especially with regard to the construction
of knowledge and how that knowledge would be applied in an ICT learning
environment.
Obviously,
I have some deep-set views regarding my beliefs about knowledge
and about teaching and learning, and how these views have influenced
my work with technology as a classroom teacher, as a pre-service
teacher educator, and as an instructor of graduate courses in Educational
Technology. In no way am I trying to suggest that all my students
adopt my views. Each of us has to construct our own views about
epistemology and learning theory, views that are consistent with
our practice, views that we believe reflect our practice, views
that WE are comfortable with. However, it would be unfair of me
not to reveal where I am coming from regarding my views.
Reflecting
on my former life as a classroom teacher I now know that the views
I presently hold were present in my teaching practice, probably
right from my college days in Scotland. But, I did not have the
language to articulate these views. It was only when I began graduate
studies in 1989 that I became aware of the different ways to view
knowledge and the different theories that had informed my practice.
I was humbled and empowered by my new awareness. I imagine that
I am not alone in being unaware of, or being unable to articulate,
the views about epistemology and learning theory that frame my classroom
practice. One of the purposes of this block is to give each of you
time to think about your practice and about how your practice has
been informed.
Task
# 1: EVERYONE Go through my PowerPoint presentation
I
would like to begin this block by having you go through a PowerPoint
presentation that summarizes some ideas from an objectivist vs a
constructivist perspective and also addresses ideas from Situated
Cognition. Click here to
view the PowerPoint presentation.
Summary
of my Beliefs
I
personally believe that I (and only I) construct my knowledge—my
version of reality; no-one else can do that for me. I learn from
people, from experiences and events, and in all of life’s
circumstances. While I understand the importance of knowing about
multiple intelligences and knowing how to determine how our students
best learn, I know that I can
learn in a variety of ways depending on the context. While I may
have a visual preference, that does not mean that I cannot learn
auditorily or kinesthetically, etc. As a classroom teacher I always
had a variety of ways that my students could engage in learning
concepts—they chose which way was best for them.
Based
on these beliefs, in this class I will be exposing you to a variety
of different learning opportunities, different assignments, different
choices for learning, and different ways of interacting. Some you
will like better than others, but through them all I am sure you
will learn.
While
I believe that knowledge construction is personal and individual,
I also believe that it can be enhanced through a social milieu,
through a community of learners working together to learn about
something. I gravitate towards team-work, group-building activities,
and all kinds of teaching, writing, and research experiences where
I can be a team member. I realize that some people prefer to work
alone, but for me the social gathering of like minds wrestling through
ideas is empowering and, for me, a real opportunity to learn. I
believe that we all strive for community, we all want to be part
of a group, to be accepted within that group, to be able to share
our ideas, and to have others agree or disagree with our ideas.
Based
on these beliefs, in this class I will be working very hard to create
a learning community—even more so in this class because I
may never meet you face to face. The community that together we
will create will be a virtual learning community. I feel so strongly
about the idea of establishing this kind of community that I selected
the text for the course “Building Learning Communities in
Cyberspace.” This is wonderful book that will provide you
with a lot of ideas for creating and sustaining learning communities
where you may never meet your students face to face.
Another
belief I have is that while I have ‘expertise’ in many
areas I do not think that I am an expert for very long in anything.
I believe that each of you is now, or will become, an expert in
different topics in this course, and by the end of the course you
may know a whole lot more than I do about a topic. I may be an expert
for a day (or less) on a topic, while you are learning. In a community
of learners, the notion of expert becomes diffused as each of us
learns from and with other members of the community. The knowledge
that we eventually have is constructed personally from group interactions
and exchanges, as different group members share ideas and help each
other understand these ideas. In the end what we know is our construction
of the group interactions (with the topic and with each other);
this construction is unique to us, but it will most likely be similar
to the constructions of other group members. There will be some
kind of consensus of meaning making if we are truly working as a
community of learners.
This
course is my first experience in total online learning. I will work
very hard to create and sustain a community of learners. I hope
each of you will do your part. TOGETHER, we need to create this
learning community.
For
a community of learners to evolve there needs to be ‘spaces’
for interaction. These spaces will be (1) the Discussions Forum,
(2) the WebCT Chat Room, (3) the WebTrain synchronous text, audio,
and video conferencing, (4) my virtual office time and perhaps other
opportunities as the need arises (e. g., maybe a telephone conference
call). Each of you will need to take a deep breath and put forward
your ideas—even if they’re ‘half-baked’
(as one of my Ph. D. students says). Be brave and let us know what
you are thinking; that way we can all help each other, share our
views with each other, critique the work of each other, and so on.
Task
# 2: Read about Kathleen Fulton’s work
Please read either the following thesis by
Kathleen Fulton or one of the following linked writings.
Kathleen
Fulton wrote a Masters thesis entitled How
Teachers' Beliefs About Teaching and Learning are Reflected in Their
Use of Technology: Case Studies from Urban Middle Schools
It
is a good and fairly easy read. However, if you are feeling pressed
for time you can go to one of the following links, which will also
give you some information about her work.
Other versions of her work can be found at
The
above work illustrates the power of our underlying beliefs about
knowledge construction in how we teach and especially in how we
use technology in our teaching. Granted, some of you will not be
school teachers, but I’m sure you can make connections to
teaching in your workplace environment.
Kathleen’s
work, for me, illustrates the power of the connection between what
we believe about teaching and learning and how these beliefs are
reflected in our practice, especially in relation to the appropriate
use of technology in our practice. If you have an extra few minutes
you may wish to go through Kathleen’s powerpoint presentation
from the SITE (Society for Information Technology and Teacher Education)
2003 conference in Albuquerque, New Mexico, a presentation entitled
No
Dream Denied: A Pledge to America's Children
Task
# 3--Required Reading: Please—everyone—read the following
two articles.
Fulton,
K. P. (2003). Redesigning schools to meet 21st century learning
needs. Technological Horizons in Education Journal, April
2003, pp. 30-36.
Hughes,
M. (2002). Moving from information transfer to knowledge creation:
A new value proposition for technical communicators. Technical
Communication, 49, 3, pp. 275-284.
Part
2: Change—The Paradigm Shift in Teaching and Learning
It
is quite difficult to change our beliefs about how we teach, about
what kind of information to ‘pass on,’ about how to
structure the learning environment to enable learning to occur,
about how to manage and organize the flow of the activity, and so
on. Sometimes, if we reflect on how we teach we can see areas that
we need to change; sometimes, colleagues may suggest changes to
us; sometimes a manager or consultant may ask for changes to be
made; sometimes a new curriculum or guide is printed and to implement
this curriculum we must change the way we do things. The whole area
of changing the way teachers teach occupies volumes of research
and articles. Change is not easy, but it appears that for many of
us change is necessary. It is becoming increasingly more difficult
to use technology in viable ways within traditional forms of teaching.
But to know if we need to change the way we teach we must first
determine how we DO teach.
The
notion of changes needing to be made in teaching and learning, sometimes
referred to as a paradigm shift, is frequently found in the literature.
The following are some references to the paradigm shift in teaching
and learning. The intention here is for you to realize that there
has been tremendous debate around the paradigm shift in Education
for the past twenty years or so. The teaching/learning environment
needs to change and in many cases has been changing quite dramatically.
The advent of ICTs (Information and Communication Technologies)
can accelerate that change process, if ICTS are used in appropriate
ways in the learning environment. You may be interested in reading
some of the following.
Task
#4: Read through the following references to the ‘Paradigm
Shift’ in
teaching and learning.
Some
of the following are comments from e-mail messages or from discussions
with colleagues, some are taken from actual links to the Paradigm
Shift in teaching and learning. I’m sure you have all heard
about this concept before, but take a few minutes now and read through
some of the following comments.
Recommended
Readings:
-
Bridget
Somekh, from the United Kingdom, at the Society for Information
Technology and Teacher Education Annual Conference in 2000,
gave a keynote address entitled “Educating for Agency:
Teacher Education in the Technology Revolution.” This
was an amazing presentation. She discusses the notion of ‘psychic
reconstruction’ to exercise agency to change what we normally
do in the classroom. Please click here
to view her powerpoint presentation.
-
At
the AACE (Association for the Advancement of Computing in Education)
Digital Library there are 55 articles concerning paradigm shifts
in education. You may wish to join this organization. If so,
go to the AACE
web site and subscribe. You may wish to also subscribe to the
Digital Library. You will have a password and will be able to
access the vast amount of articles available in this library.
The cost of this membership, one journal, and access to the
Digital Library is about $200.00 US.
-
Tim
Pychyl, a professor at Carleton university, stated during a
recent presentation that ICTs (Information and Communication
Technologies) are ‘disruptive technologies’ requiring
more radical change in what we value, what we do, and how we
do it.
-
R.
G Baird (2001) in a book published by The Centre for Educational
Research and Innovation or CERI (see review of this book at
Learning
to Change: ICT and School - Review) states that “ICT
will not work without a radical rethink of teacher training
and staff development, an old and very obvious problem which
it is taking a long time for institutions and governments to
address.” CERI and OECD (Organization
for Economic Co-operation and Development), have conducted
research and published reports on the impact of ICTs on learning.
-
Jo
Szostak, a Ph D candidate at U of R, claims that the use of
technology changes the way teachers teach, by making it possible
to do different things in the classroom.
-
In
a recent e-mail posting to the STLHE (Society for Teaching and
Learning in Higher Education) listserv, Arshad Ahmad of Concordia
University stated “It seems ill advised to retro fit technology
into what we have become accustomed to—teacher-centered
instruction.” He goes on to say, “We need to understand
the flexibility it (ICT) offers and the distributed nature of
how learning occurs. We need to understand how to create knowledge
communities that were simply not available to the learner before.
We need to participate in the technology revolution whether
we like it or not.”
Task
# 5--Required Reading: Please—everyone—read the following
article.
Westby,
C. and Atencio, D. (2002). Computers, culture, and learning. Topics
in Language Disorder, 22, 4, 70-87.
Also—task
# 6—please—everyone—read the section of your text
that addresses the paradigm shift for learning (pp. 15-20).
Part
3: The New Learner
The
following readings will give you a clearer idea of the need for
change to occur in teaching/learning environments.
Please—everyone—Task
# 7—read the following article.
Visions
of Learners in the 21st Century - Vision Statement
If
time permits, please visit The
Telelearning Experience , a national,
federally-funded research program from 1996-2002. This is an excellent
site to visit and browse through. The
National Centres of Excellence (NCE) grew
out of The Telelearning Experience.
Task # 8: Everyone--please post a
brief summary of your current thinking on your personal beliefs
about teaching and learning. Please note that you may already have
accomplished this task through your participation in the Discussions
Forum. If you have already submitted postings addressing your beliefs
then you do NOT need to do any more for task # 8.
There
is no ‘right’ or ‘wrong’ thinking. We are
all open to reflection and feedback on our views. This discussion
forum will enable you to present your views and comment and question
the views of others. This discussion forum will occur between September
8-19, during the time you are thinking about and reflecting on your
personal views. Also, be prepared for Chat Room activity on September
22.
Phew—you’re
about half-way through this block; doesn’t that feel good!!!
Part
4: Different Sets of Beliefs or Ways of Thinking About Teaching
and Learning
I
would like you now to have a deeper understanding of a few widely-held
beliefs about teaching and learning that appear, to me, to be quite
conducive to the appropriate use of technology in the classroom.
Communities of practice and communities of learners are very similar
bodies of knowledge. The first (CoP) tends to focus more on workplace
learning—on job apprenticeship; the second focuses more on
what happens in classrooms, but not exclusively. Before you visit
some of the links within each group please read the required
reading for each group.
1. Communities of Practice (CoPs)--also, Situated Cognition
Task
# 9--Required Reading: Please—everyone—read the following
two articles.
Buysse,
V., Sparkman, K. L., and Wesley. P. W. (2003). Communities of practice:
Connecting what we know with what we do. Council for Exceptional
Children, 69, 3, pp. 263-277.
Chen,
T. (2003). Recommendations for creating and maintaining effective
networked learning communities: A review of the literature. International
Journal of Instructional Media, 30, 1, pp. 35-44.
My
links—please do not feel that you should visit all these links.
Go to a few—just to get the idea of what this area is all
about. When I included these links in the course, and when I tested
them a few weeks ago, they all worked. However, that does not mean
that they will work today for you. Try to find at least one operational
link and read through what you find there on Communities of Practice.
Eric
Bredo, of the University of Virginia has written a nice article
entitled:
Cognitivism,
Situated Cognition, and Deweyian Pragmatism.
Situated
Learning & Situated Cognition: A Brief Summary of WWW-based
Resources
2.
Communities of Learners
Task
# 10--Required Reading: Please—everyone—read the following
article.
Seels,
B., Campbell, S. and Talsma, V. (2003). Supporting excellence in
technology through communities of learners. Educational Training
Research and Development, 51, 1, pp. 91-104.
Task
# 11—Required Reading: Please—everyone—read chapter
two of your text “Defining and Redefining Community.”
Recommended
Readings: Optional readings are as follows. I encourage you to take
a few minutes to read at least one of the following—if it
seems to apply to your workplace environment.
[for
workplace learning folks]
Brosman, K. and Burgess, R. C. (2003). Webbased continuing professional
development—a learning architecture approach. Journal
of Workplace Learning, 15, 1, pp. 24-33.
[for
workplace learning folks]
Smith, P. J. (2003). Workplace learning and flexible delivery. Review
of Educational Research, 73, 1, pp. 53-88.
[for
post-secondary folks]
Jaffee, D. (2003). Virtual transformation: Web-based technology
and pedagogical change. Teaching Sociology, 31, April 2003,
pp. 227-236.
[for
post-secondary—teacher education—folks]
Chiero, R., Sherry, L., Bohlin, R., and Harris, S. (2003). Increasing
comfort, confidence, and competence in technology infusion with
learning communities. TechTrends, 47, 2, pp. 34-38.
My
links—please do not feel that you should visit all these links.
Go to a few—just to get the idea of what this area is all
about. When I included these links in the course, and when I tested
them a few weeks ago, they all worked. However, that does not mean
that they will work today for you. Try to find at least one operational
link and read through what you find there on Communities of Learners.
A
woman whom I very much admire—Therese Laferriere of Laval
University—has been involved in cutting-edge work on communities
of learners (or learning communities). I encourage you to visit
her website at T.A.C.T.
We will visit this site again during our Best Practices Block. At
T.A.C.T. you will find a link to the International Forum of Cultures.
This is like a cultural Olympics which will be spread out over a
few months in 2004 in Barcelona, Spain.
Richard
Schwier at the University of Saskatchewan has also written extensively
about learning communities—particularly virtual learning communities.
Please
do not forget about your course text. There are other portions of
your text that you may find very appropriate to read at this point
in the course.
Part
5: Other Ways of Thinking About Teaching and Learning
I
do not wish to ‘indoctrinate’ you with my views on knowledge
and teaching and learning. Some of you may well have some deeply-rooted
ideas that come from different knowledge traditions. Below I have
listed some of these groupings of knowledge and beliefs. The following
websites are organized in groups according to a set of beliefs about
teaching and learning, or are organized by topics that relate to
teaching and learning.
Find
a partner and select one of the following learning-related topics.
As a pair, read through some of the links pertaining to your topic.
Summarize your topic—in 2-3 paragraphs, and post your summary
to the Learning Topics in the Discussion Forum. Your summary will
provide the rest of the class with an outline of that topic. The
rest of the class will then be able to react to/respond to your
summary. Your short summary should, of course, provide a summary
of that topic, but it should also include your reaction—do
you agree that this is an appropriate way to think about teaching
and learning? You can agree of course, if you want, but provide
your ‘audience’ with a critical comment about topic,
in relation to teaching and learning in general and in relation
to teaching and learning with technology. How does technology ‘fit’—if
it does indeed ‘fit’ at all?
You
may select a section that you already know something about, in order
to consolidate your learning in that area and to help you identify
with that set of beliefs as your beliefs. Or, you may wish to explore
a topic that you are not familiar with. Who knows, you may really
agree with that way of thinking about teaching and learning. Please
do not feel limited by the topics or sites listed below. If you
know of other topics please feel free to explore them.
Task
# 12: As a pair select a topic area and visit some links within
that topic. The topics are numbered 3-18. Prepare and post a summary
of your topic to the Learning Topics Discussions Forum.
3.
Knowledge Bases; Scholarship of Teaching
Many
sites can be found at this link: Lycos
Search Results - Activity Theory
8.
Constructivism
Constructing
Knowledge in the Classroom - M. Powell
The
following site at the University
of Colorado at Denver - Constructivism and Related Pages has
many links to many learning theories:
(9)
Sociocultural Theory, (10) Enactivism, (11) Postmodern Thought,
(12) Activity Theory, (13) Theory of Technology, (14) Minimalism,
(15) Learning Environments
16.
Differentiated Instruction
Other
papers worth reading—but not now. These papers are
included here, because this is where they most apply, but they will
also be posted on the course site under Key ICT-Related
Readings. These are key papers in (technology) education—papers
that have influenced federal decision-making. I feel you should
know that they exist and where to find them. Hopefully, you will
have time in the future to read them:
Report
to the President on the Use of Technology to Strengthen K-12 Education
in the United States--March 1997
PRESIDENT'S
COMMITTEE OF ADVISORS ON SCIENCE AND TECHNOLOGY: Panel on Educational
Technology
The
Secretary’s Conference on Educational Technology 2000: Assessing
the Role of Educational Technology in the Teaching and Learning
Process: A Learner-Centered Perspective, by Barbara L. McCombs,
University of Denver Research Institute.
Technology
and the New Professional Teacher: Preparing for the 21st Century
Classroom (1997)
Task Force on Technology and Teacher Education - National Council
for Accreditation of Teacher Education
How
People Learn: Brain, Mind, Experience, and School by John D.
Bransford, Ann L. Brown, and Rodney R. Cocking, editors
Reminders
Remember
the Discussions Forum discussion on Beliefs (September 8-19) and
on Learning Topics (September 22-October 3).
Remember
the Beliefs chat on September 22 and the Learning Topics chat on
October 6.
Assignments
Now
that you have worked your way through the five parts to this block
you are ready to start work on your first major assignment. Please
review the requirements for your assignment.
Begin
by reflecting on your present beliefs about teaching and learning.
You might want to ask questions of yourself, such as:
- What
is the role of the learner in my place of learning?
- What
sorts of activities are learners engaged in?
- How
do learners interact with each other and with the teacher?
- What
is the role of the subject I am teaching?
- How
do I structure the subject to make it accessible to the learners?
- How
do students and teacher interact with the subject?
Write
down some reflections on your present beliefs about teaching and
learning and also include how you are presently using technology.
Try to draw some connections between your beliefs and your use of
technology.
NOTE:
you may never before have been asked to reflect on your beliefs
about teaching and learning. Indeed, as you worked your way through
this block and have read different ways of conceptualizing teaching
and learning, you may have aligned yourself with a set of beliefs
that are new to you. That is fine. Your task now is to relate your
belief set to your place of work.
Remember
your major theoretical/critique paper is due no later than October
24 and is worth 30% of your mark.
Evaluation
Please
review the evaluation criteria for your major theoretical /critique
paper.
Conclusion
This
has been an exciting block to participate in. We feel that the task
you have undertaken is a very valuable one for you as instructors,
and especially as instructors who are striving to use technology
in appropriate ways in your place of teaching and learning.
Your
next block begins on October 6 and is another very useful study--this
time related to the nature of integration. You will engage in learning
about a variety of different types of integration—different
levels of sophistication of what is integrated and of how it is
integrated. We will demonstrate examples of single subject integration,
multidisciplinary integration, thematic integration, and conceptual
integration. In general terms, we will try to deconstruct the meaning
of integration and how we can create an integrated unit of work
for our workplace environment.
References--organized
by Task
Task
# 1: Beliefs/Conceptions of Knowledge
Required:
Vi’s
Powerpoint presentation
Task
# 2: Kathleen Fulton’s Work
Required:
Fulton,
K. (1999). How Teachers’ Beliefs About Teaching and Learning
are Reflected in Their Use of Technology: Case Studies from Urban
Middle Schools. Retrieved June 2, 2003, from http://www.learn.umd.edu/fulton-thesis.html
Recommended:
Fulton,
K. (1997). Testimony before U.S. House of Representatives, Committee
on Science, Subcommittee on Technology. Retrieved June 2, 2003,
from http://www.house.gov/science/fulton_5-6.html
Fulton,
K. (2001). Educational Technology Consultant: Biographical Sketch.
Retrieved June 2, 2003, from http://edtechoutreach.umd.edu/kathleen.html
Fulton,
K. Kathleen Fulton on Evaluating the Effectiveness of Educational
Technology. Retrieved June 2, 2003, from http://millennium.aed.org/fulton.shtml
Riel,
M., & Fulton, K. (1998). Technology in the Classroom: Tools
for Doing Things Differently, or for Doing Different Things. Retrieved
June 2, 2003, from http://www.gse.uci.edu/vkiosk/faculty/riel/riel-fulton.html
Teachers
and Technology: Making the Connection. Retrieved June 2, 2003, from
http://www.wws.princeton.edu/~ota/disk1/1995/9541_n.html
Fulton,
K. (2002). No Dream Denied: A Pledge to America's Children. Retrieved
July 22, 2003, from http://www.aace.org/conf/site/fultonkeynote.ppt
Task
# 3: Beliefs Continued
Required:
Fulton,
K. P. (2003). Redesigning schools to meet 21st century learning
needs. Technological Horizons in Education Journal, April
2003, pp. 30-36.
Hughes,
M. (2002). Moving from information transfer to knowledge creation:
A new value proposition for technical communicators. Technical
Communication, 49, 3, pp. 275-284.
Task
# 4: Paradigm Shift in Teaching and Learning
Recommended:
Association
for the Advancement of Computing in Education (AACE). (2003,
June 29, 2003). Retrieved July 22, 2003, from http://www.aace.org
International
Telecommunications Union (ITU). (2003, April 28, 2003). Retrieved
July 22, 2003, from http://www.itu.int/home/
World
Summit on the Information Society (WSIS). (2003, July 21, 2003).
Retrieved July 22, 2003, from http://www.itu.int/wsis/
Baird,
R. G. (2002). Learning to Change: ICT in Schools - Book Review.
Retrieved July 22, 2003, from http://ifets.ieee.org/periodical/vol_1_2002/baird_book_review.html
Organisation
for Economic Co-operation and Development (OECD). (2003). Retrieved
July 22, 2003, from http://www.oecd.org/home/
Task
# 5: Paradigm Shift
Required:
Westby,
C. and Atencio, D. (2002). Computers, culture, and learning. Top
Language Disorder, 22, 4, 70-87.
Task
# 6: Paradigm Shift
Required
Read
text pages 15-20.
Task
# 7: The New learner
Required:
Henchey,
N. (1996). Visions of Learners in the 21st Century - Vision
Statement. Retrieved July 22, 2003, from http://www.fse.ulaval.ca/fac/tact/fr/html/svision.html
Recommended:
Ireland,
A., L. Bone. (2002, September 30, 2003). The Telelearning Experience.
Retrieved July 22, 2003, from http://www.telelearn.ca/
Networks
of Centres of Excellence Program (NCE). (2003, July 4, 2003).
Retrieved July 22, 2003, from http://www.nce.gc.ca/index.htm
Task
# 9: Communities of Practice
Required:
Buysse,
V., Sparkman, K. L., and Wesley. P. W. (2003). Communities of practice:
Connecting what we know with what we do. Council for Exceptional
Children, 69, 3, pp. 263-277.
Chen,
T. (2003). Recommendations for creating and maintaining effective
networked learning communities: A review of the literature. International
Journal of Instructional Media, 30, 1, pp. 35-44.
Recommended:
Snyder,
E. (2003). CoPs (Communities of Practice). Retrieved June
2, 2003, from http://www.tcm.com/trdev/cops.htm
Community
of Practice. (2003). Retrieved June 2, 2003, from http://global-gateways.com/communit.htm
Lesser,
E. L., & Storck, J. (2001). Communities of Practice and Organizational
Performance. IBM Systems Journal, 40, 4, Retrieved June
2, 2003 from http://www.research.ibm.com/journal/sj/404/lesser.html
Kimble,
C. (2003). Communities of Practice: The Social Dimension to
the Virtual World? Retrieved June 2, 2003, from http://www-users.cs.york.ac.uk/~kimble/teaching/mis/Communities_of_Practice.html
Wenger,
E. (2003). Themes and Ideas: Communities of Practice. Retrieved
June 2, 2003, from http://www.ewenger.com/ewthemes.htm
Seely
Brown, J., Collins, A., & Duguid, P. (1989). Situated Cognition
and the Culture of Learning. Retrieved June 2, 2003, from http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html
Bredo,
E. (1994). Cognitivism, Situated Cognition, and Deweyian Pragmatism.
Retrieved June 2, 2003, from
http://www.ed.uiuc.edu/EPS/PESyearbook/94_docs/BREDO.HTM
Scott,
D. (2002). Situated Learning & Situated Cognition - A Brief
Summary of WWW-Based Resources. Retrieved June 2, 2003, from
http://scottlab.human.waseda.ac.jp/situated.html
Task
# 10: Communities of Learners
Required:
Seels,
B., Campbell, S. and Talsma, V. (2003). Supporting excellence in
technology through communities of learners. Educational Training
Research & Development, 51, 1, pp. 91-104.
Task
# 11: Communities of Learners
Required:
Read
Chapter 2 of text
Recommended:
[for
workplace learning folks]
Brosman, K. and Burgess, R. C. (2003). Webbased continuing professional
development—a learning architecture approach. Journal
of Workplace Learning, 15, 1, pp. 24-33.
[for
workplace learning folks]
Smith, P. J. (2003). Workplace learning and flexible delivery. Review
of Educational Research, 73, 1, pp. 53-88.
[for
post-secondary folks]
Jaffee, D. (2003). Virtual transformation: Web-based technology
and pedagogical change. Teaching Sociology, 31, April 2003,
pp. 227-236.
[for
post-secondary—teacher education—folks]
Chiero, R., Sherry, L., Bohlin, R., and Harris, S. (2003). Increasing
comfort, confidence, and competence in technology infusion with
learning communities. TechTrends, 47, 2, pp. 34-38.
Sherry,
L., Billig, S., Fern, T., & Gibson, D. New Insights on Technology
Adoption in Communities of Learners. Retrieved June 3, 2003,
from http://www.rmcdenver.com/webproject/SITEproc.html
Creating
Learning Communities. (2000). Retrieved June 3, 2003, from
http://www.creatinglearningcommunities.org/
Electronic
Learning Communities. Retrieved June 3, 2003, from http://www.cc.gatech.edu/elc/
Gordin,
D., Gomez, L., Pea, R., & Fishman, B. (1996). Using the World
Wide Web to Build Learning Communities in K-12. Journal of Computer-Mediated
Communication, 2, 3. Retrieved June 3, 2003, from http://www.ascusc.org/jcmc/vol2/issue3/gordin.html
Education
with New Technologies: Networked Learning Community. Retrieved
June 3, 2003, from http://learnweb.harvard.edu/ent/home/index.cfm
Gibbs,
J. Rather Than "Fixing Kids" - Transform the Environment.
Retrieved June 3, 2003, from http://www.tribes.com/abstract_transform_environments.htm
Laferriere,
T. TéléApprentissage Communautaire et Transformatif.
Retrieved June 3, 2003, from http://www.tact.fse.ulaval.ca/
Task
# 12 – Pair Selections
3.
Knowledge Bases; Scholarship of Teaching
Shulman,
L. S. Lee S. Shulman Faculty Web Page. Retrieved 16 July
2003, from http://www.stanford.edu/DEPT/SUSE/faculty/faculty/shulman.html
Shulman,
L. S. (2000). From Minsk to Pinsk: Why A Scholarship of Teaching
and Learning? The Journal of Scholarship of Teaching and Learning
(JoSoTL), 1, 1, 48-53. Retrieved 16 July 2003, from http://www.iusb.edu/~josotl/Vol1No1/shulman.pdf
Faculty
Development: Teaching and Learning: Tools for Teaching. (2001).
Retrieved July 16, 2003, from http://www.nt.armstrong.edu/FDteaching.htm
Faculty
Develpment: Technology: Distance Learning. (2001). Retrieved
July 16, 2003, from http://www.nt.armstrong.edu/FDtechnology.htm
Ravitz,
J. (2000). Turning Schools of Education into Communities of
Scholars Through the Use of Technology: Reflections on a Presentation
at CILT '99 by Lee Shuman. Retrieved July 16, 2003, from http://www.gse.uci.edu/Ravitz/shulman.html
Shulman,
L. S. (2000, 2003). Conceptual Framework for Professional Education:
Professional Understandings, Practices and Identities. Retrieved
July 16, 2003, from http://coe.unm.edu/AboutTheCollege/atc_framework.cfm
Pace,
D. (2001). Some Key Works in the Scholarship of Teaching and
Learning. Retrieved July 16, 2003, from http://www.stolaf.edu/depts/cila/pace_bibliography.htm
4.
Problem-Based Learning
Faculty
Development: Teaching and Learning: Problem Based Learning.
(2001). Retrieved July 16, 2003, from http://www.nt.armstrong.edu/FDteachingPBL.htm
Center
for Problem-Based Learning Site Map. (1998, 2002). Retrieved
July 16, 2003, from http://www.imsa.edu/team/cpbl/map.html
Problem
Based Learning. (1999, 2002). Retrieved July 16, 2003, from
http://www.udel.edu/pbl/
Problem-Based
Learning: An Overview. (2001). Retrieved July 16, 2003, from
http://www.mcli.dist.maricopa.edu/pbl/problem.html
Problem-Based
Learning - Schools of California. (2000). Retrieved July 16,
2003, from http://score.rims.k12.ca.us/problearn.html
Center
for Problem-Based Learning - Samford University. (2003). Retrieved
July 16, 2003, from http://www.samford.edu/pbl/
Problem
Posing, Problem Solving, and Peer Persuasion. (2003, July 14,
2003). Retrieved July 16, 2003, from http://bioquest.org/peas.html
5.
Inquiry
Learning
The
Inquiry Page. (2003). Retrieved July 16, 2003, from http://www.inquiry.uiuc.edu/
Garlikov,
R. (2000). The Socratic Method: Teaching by Asking Instead of
by Telling. Retrieved July 16, 2003, from http://www.garlikov.com/Soc_Meth.html
6.
Project-Based Learning
Chard,
S. (2001). Project Approach In Early Childhood and Elementary
Education. Retrieved July 17, 2003, from http://www.project-approach.com/
Keiner,
J. (1997). Publishing or Programming? A Framework for the Development
and Presentation of Work by Children on the World Wide Web.
Retrieved July 17, 2003, from http://www.personal.rdg.ac.uk/~veskeinr/sigcg2.htm
Problem-Based
Learning. (2001). Retrieved July 17, 2003, from http://www.mcli.dist.maricopa.edu/pbl/
7.
Activity Theory
Lycos
Worldwide - Activity Theory Search Results. (2002). Retrieved
July, 17, 2003, from http://dir.lycos.com/Reference/Education/Methods
%5Fand%5FTheories/Learning%5FTheories/
inquiry%5FBased%5FLearning/Theory/Activity%5FTheory
Ryder,
M. (2003). Activity Theory. Retrieved July 22, 2003,
from http://carbon.cudenver.edu/~mryder/itc_data/activity.html
Redmiles,
D. R. (2003). Activity Theory and the Practice of Design –
Final Papers. Retrieved July 22, 2003, from http://www1.ics.uci.edu/~redmiles/activity/final-issue.html
Hardy,
C. (2003). Activity Theory - An Introduction. Retrieved
July 22, 2003, from http://osiris.sunderland.ac.uk/~cs0car/hci/3_con_at.htm
Kaptelinin,
V. (1997). Activity Theory: Basic Concepts and Applications.
Retrieved July 22, 2003, from http://acm.org/sigchi/chi97/proceedings/tutorial/bn.htm
Center
for Activity Theory and Developmental Work Research. (2003).
Retrieved July 22, 2003, from http://www.edu.helsinki.fi/activity/
Centre
for Sociocultural and Activity Theory Research. (2002). Retrieved
July 22, 2003, from http://www.education.bham.ac.uk/research/sat/default.htm
The
International Society for Cultural Research and Activity Theory
(ISCRAT). Retrieved July 22, 2003, from http://www.psy.vu.nl/iscrat2002/contributions.htm
International
Society for Cultural Research and Activity Theory - ISCRAT - News.
(2002). Retrieved July 22, 2003, from http://www.iscrat.org/
Hasu,
M. (2001). Critical Transition from Developers to Users.
Retrieved July 22, 2003, from http://ethesis.helsinki.fi/julkaisut/kas/kasva/vk/hasu/
Ryder,
M. (1999). Spinning Webs of Significance – Considering
Anonymous Communities in Activity Systems. Retrieved July
22, 2003, from http://carbon.cudenver.edu/~mryder/iscrat_99.html
8.
Constructivism
Powell,
M. J. (1994). Constructing Knowledge in the Classroom.
Retrieved July 17, 2003, from http://www.sedl.org/scimath/compass/v01n03/credits.html
Ryder,
M. (2003). Constructivism and Related Pages. Retrieved
July 17, 2003, from http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
9.
Sociocultural Theory
Ryder,
M. (2003). Socio-Cultural Theory. Retrieved July 22, 2003,
from http://carbon.cudenver.edu/~mryder/itc_data/soc_cult.html
10.
Enactivism
Ryder,
M. (2003). Enactivism. Retrieved July 22, 2003, from http://carbon.cudenver.edu/~mryder/itc_data/enactivism.html
11.
Postmodern Thought
Ryder,
M. (2003). Contemporary Philosophy, Critical Theory and Postmodern
Thought. Retrieved July 22, 2003, from http://carbon.cudenver.edu/~mryder/itc_data/postmodern.html
12.
Activity Theory
Ryder,
M. (2003). Activity Theory. Retrieved July 22, 2003, from
http://carbon.cudenver.edu/~mryder/itc_data/activity.html
13.
Theory of Technology
Ryder,
M. (2003). Theory of Technology. Retrieved July 22, 2003,
from http://carbon.cudenver.edu/~mryder/itc_data/tech_theory.html
14.
Minimalism
Ryder,
M. (2003). Minimalism. Retrieved July 22, 2003, from http://carbon.cudenver.edu/~mryder/itc_data/minimalism.html
15.
Learning Environments
Ryder,
M. (2003). Learning Environments. Retrieved July 22, 2003,
from http://carbon.cudenver.edu/~mryder/itc_data/le.html
16.
Differentiated Instruction
Fisher,
B. (2002). Technology and Differentiated Instruction Web Resources.
Retrieved July 17, 2003, from http://k12.albemarle.org/Technology/DI/
Branch,
B. (2003). Gate/Extended Learning - What is Differentiated Instruction.
Retrieved July 17, 2003, from http://www.scusd.edu/gate_ext_learning/differentiated.htm
Eaton,
V. (1996). Differentiated Instruction. Retrieved July 17,
2003, from http://www.quasar.ualberta.ca/ddc/inclusion/schoolcaring/difinst.htm
From
Theory to Practice: The Challenges of Heterogeneous Classrooms.
(1996). Retrieved July 17, 2003, from http://www.weac.org/kids/1998-99/march99/differ2.htm
Theroux,
P. (2002). Enhance Learning with Technology – Differentiating
Instruction. Retrieved July 17, 2003, from http://www.enhancelearning.ca/differentiating.html
17.
Cooperative Learning
Henley,
J. Cooperative Learning: It's in There! Retrieved July
17, 2003, from http://tiger.coe.missouri.edu/~vlib/Joan's.stuff/Joan's.Page.html
Panitz,
T. (2003). Cooperative Learning Websites. Retrieved July
21, 2003 from http://home.capecod.net/~tpanitz/starterpages/clsites.htm
18.
Authentic Learning
Christensen,
M. (1995). Providing Hands-On, Minds-On, and Authentic Learning
Experiences in Science. Retrieved July 17, 2003, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm
Means,
B. (1994). The Link Between Technology and Authentic Learning.
Retrieved July17, 2003, from http://www.ascd.org/readingroom/edlead/9404/means.html
Grabinger,
S. E. (1999). Authentic Learning. Retrieved July 19, 2003,
from http://www.gollihar.com/reals/reals/attributes.htm
Grabinger,
S. E. (1999). Authentic Learning - An Example. Retrieved
July 19, 2003, from http://www.gollihar.com/reals/reals/authenticCSILE.htm
Key
ICT-Related Readings
Shaw,
D. E. (1997). Report to the President on the Use of Technology
to Strengthen K-12 Education in the United States. Retrieved
July 19, 2003, from http://www.ostp.gov/PCAST/k-12ed.html
McCombs,
B. (2000). Assessing the Role of Educational Technology in the
Teaching and Learning Process: A Learner-Centered Perspective.
Retrieved July 19, 2003, from http://www.ed.gov/Technology/techconf/2000/mccombs_paper.html
Wise,
A. (1997). Technology and the New Professional Teacher: Preparing
for the 21st Century Classroom. Retrieved July 19, 2003, from
http://www.ncate.org/accred/projects/tech/tech-21.htm
Bransford,
J., Brown, A., & Cocking, R. E. (1999). How People Learn:
Brain, Mind, Experience, and School. Retrieved July 19, 2003,
from http://stills.nap.edu/html/howpeople1/
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