3 * By contrast, in a comprehensive review of research about *one-to-one computer initiatives in schools, multiple studies documented *increased student achievement in science, writing, math, and English. *They also reported teachers using more student-centered, individualized, and project-based approaches. *Many of the studies also noted increased student engagement in learning. Zheng, et al. (2016) 1:1 computer initiatives Increased learning in science, writing, math, and English More student-centered, individualized, Better student engagement 4 *What about computer use with young children? The results are mixed.* Story comprehension and vocabulary have been positively affected by *the use of electronic books with *animated illustrations and sound. *However, interactive elements like hotspots and games did not help to improve literacy. *Economically disadvantaged children were more sensitive to both positive and negative effects. Tackas, et al. (2015) Young children: Comprehension and vocabulary Electronic and stories Helped: Animations; sound Didn’t help: Interactive elements More for children at risk 5 *In another review of more than 350 studies about *using technologies to learn foreign languages, the authors concluded that *quote evidence of efficacy is limited end-quote. *However, computer-supported pronunciation training and *using chatting tools for communication in target languages were associated strongly with learning gains. Golonka, et al. (2012) - Technology in foreign language learning “Evidence of efficacy is limited” Helped: pronunciation Helped: Online chatting in target languages 7 * Why are there such large differences among these syntheses of research about educational technology use? *A meta-analysis of research about computer use with Chauhan (2017) - Computer use with students Curriculum differences
*So, what’s a teacher to do? If you want to to use technologies effectively in your teaching, how can you do this without focusing TOO much on the technologies? How can you learn to integrate technologies in CURRICULUM- and ways? Clean screen. Multiple images of students using digital tools in different ways. (Different ages of students.) *What’s needed here is an approach to technology integration that emphasizes CURRICULUM and PEDAGOGY over technology. That’s what this course is all about. Clean screen. Multiple images of curriculum content (from past presentation slides) *Of course it’s important to learn what technologies are available, and how to use them in your classroom, but it’s much simpler and quicker to learn to USE technologies than to learn *HOW to use them with STUDENTS. So, this course WILL include technology, but will emphasize curriculum and learning. Split screen: on left, image or muted video of software tutorial; on right, image or muted video of teacher working with students with technologies *Spoiler Alert! We argue that when planning instruction, you should choose the technologies LAST. Graphic of “spoiler alert.” Replace with: “Choose the technologies LAST.” Brief pause. Video of someone saying “WHAT?!” – changed to text because of fuzzy image *In this course, we will share a set of free materials that you can use to help you to plan lessons, units and projects that will integrate technologies without being technocentric. Animate in a list of the modules (number and titles) with a graphic symbol for each that’s also used in the module, displayed with the title (e.g. “Module 1: Introduction”) and the