Technology Integrated Education

A Project-based Program: Technology Integrated Education (TIE)

• students create a flash animation of DNA replication
• students create an interactive flash simulation of springs in a space with gravity
• students use digital art to make a poster of complex molecules
• students use online survey tools to collect information about other students’ favorite celebrities and form a database to analyze their roles in students’ way of dressing
• students collect data from recent census records into a database and plot demographic and other changes on maps using colors
• students write a program that simulates spread of a disease such as AIDS
• students write a program that produces pattern images of multiple-slit light interference through simulation of light as particles based on parameter values given by the user.

Technology Integrated Education (TIE) is a distinguishing program of Accord Institute, which integrates Math, Science, Social Science and Language Arts classes with technology education in a fun and comprehensive way. Every student completes at least 5 years of computer classes at Accord schools between the grades 6 through 12. This unique program includes:

1.  Finishing an internationally acclaimed technology curriculum that gives necessary tools to students, which then leads to acceptance to and graduation from a 4-year S&E major.
2. Accomplishing core class integration projects that require higher order learning and improving critical thinking skills.

TIE consists of:

1. Comprehensive and detailed technology curriculum

2. Teaching materials and assessment tools

3. Professional training for computer and core class teachers

TIE Curriculum is based on the National Educational Technology Standards for Students (NETSS) and International/European Computer Driving License (ICDL/ECDL). The ICDL is the world’s leading credential to obtain a job, improve job performance and promotion opportunity. TIE is designed and developed with a constructivist approach that accommodates different learning theories andpractices such as project-based learning, student-centered learning, and differentiated instruction.

An effective professional training component is a must for any successful educational program. TIE provides an indepth professional training program to teachers who will implement it.

Research Supports Technology Integrated Education (TIE)

In our contemporary era of technology, every school has computers and claims to use computers in education.However, the important question is how effectively it is used. As research indicates the use of technology in education will result in “good” learning only through successful implementation[1].

All students complete a multi-year, comprehensive, and detailed technology curriculum based on the International Computer Driving License in TIE. Whereas in the traditional public school setting, only some students in vocational programs pursue a multi-year comprehensive technology curriculum.

Traditionally, technology is used as conveyors of information, communicators of knowledge, or tutors of students. In this method, students are supposed to receive the conveyed information and recall it later when asked and provide the expected response. Students use pre-designed and ready-made technology products such as tutoring software, online flash applets and games and online courses. Other than the classes of a few exceptional teachers, integration projects are confined to “writing a report” and “making a presentation”, that are usually random and do not require anyadvanced technological standards in terms of variety, quality or quantity.

Majority of research on the effectiveness of the traditional way of using technology in education, or as we call it here “technology assisted education”, have produced "no significant differences" in learning as a result of these interventions[2].

Technology Integrated Education (TIE) is a significant departure from the traditional way technology in education is used. Technology is employed as cognitive tools in TIE as described by Dr. David H. Jonassen[3]. Cognitive tools refer to the technologies that enhance the cognitive powers of human beings during thinking, problem solving, and learning. Accord Institute is one of the few institutions worldwide working extensively on developing tools for implementation and professional training.

Cognitive Tools, not Instructional Media

As the famous saying goes, the best way to learn something is to teach it; the only people who significantly benefit from the design and the use of instructional materials are the designers, not the learners[4]. “Rather than using technologies by educational communications specialists to constrain the learners' learning processes throughprescribed communications and interactions, the technologies should be taken away from the specialists and given to the learner”. In TIE, students use technology as cognitive tools to access information, analyze their findings, interpret and organize their personal knowledge, and present what they have learned to others.

TIE: A student-centered, project-based system

    a.Critical Thinking and Higher Order Learning

Technology Integrated Education facilitates critical thinking and higher order learning through assignments and projects in

spreadsheets, databases, multimedia/hypermedia construction, and computer programming. Students build knowledge bases, analyze their findings using analytical tools, represent what they understand using mental models, and present them with advanced presentation techniques.

    b.Generative Processing Of Information

TIE engages generative processing of information[5] through online research projects that involve creation of students’ own media to present the information processed. While working on these projects, students learn the research topic at a higher order by developing appropriate mental models, using them to interpret new information, assimilating new information back into those models, updating the models according to the new information, and finally using those updated models to explain, interpret, or infer new knowledge[6]. When Internet is used as a cognitive tool, online research results in knowledge acquisition and integration as a constructive process that engage learners in knowledge construction rather than knowledge reproduction.

    c. Student-centered

TIE actively engages learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge. It is learner controlled, not teacher or technology-driven[7].

    d. Project-based, hands-on learning

In project-based learning, students use technology and inquiry to engage with issues and questions that are relevant to them, which is intended to bring deeper learning. TIE naturally provides students with hands-on learning opportunities through its technology integration projects.

    e. Differentiated learning

Differentiated learning promotes an environment where all students can learn effectively regardless of differences in ability[8]. TIE makes use of the fact that classrooms that utilize technology provide the possibility of assigning differentiated tasks to students based on their individual needs.

    f. Autonomous, life-long learning

Students must be self-motivated, autonomous, life-long learners to keep up with the rapidly advancing technology. TIE activities transform students into autonomous learners with its tutorial-based structure while teachers act as facilitators and provide students with individual assistance.

    g. Higher student motivation

TIE activities have a fun side attracting students into the integrated content, which helps place students back on track, who may otherwise have been lost in core classes.

TIE Curriculum

TIE Curriculum covers the technology skills that are essential for a 4-year S&E major and the basic skills that lead to various IT related careers. The curriculum not only covers the technology skills but also integrates them with Math, Science, English, and History through hands-on activities.

The set of essential technology skills are derived from the syllabus of International Computer Driving License (ICDL). The ICDL is the world’s largest end-user computer skills certification program, with more than 20,000 test centers, 8.5 million candidates in 148 countries including the United States. It is a globally recognized credential that certifies an individual as competent in using computers and covers all the computer skills that students need to have to be successful in college and at work. It provides a superior syllabus that is uniquely validated to ensure that it is always relevant, up-to-date, and meaningful.

Majority of students –especially from minority backgrounds- start 6th grade with almost no significant technology skills. As they progress into 8th grade and high school, they gain autonomy in choosing and advancing in the right tools for their projects.

The 8th grade curriculum briefly introduces the topics that are taught at high school level through entry-level projects. High school TIE courses include Digital Art, Web Authoring, Desktop Publishing, Introduction to Programming, AP Computer, and Advanced Office, which aims to provide students with perspective to understand the IT careers such as Computer Programmer, Graphic Designer, Web Developer, Computer Scientist, etc.

In addition, Accord’s Math Science Olympiad Program (MSOP) offers in-depth advanced algorithms and programming studies for more interested and gifted students. The MSOP program inspires students to pursue graduate studies in Computer Science as well as other S&E areas since through this unique program students already master most undergraduate-level computer science topics in high school and start taking advanced level or masters courses even in the beginning of their college education.

[1]

Papert, S. & Turkle, S. (1993). Styles and voices. For the Learning of Learning of Mathematics, 13, 49 - 52.

[2]

Jonassen, D. H. (n.d.). Technology as Cognitive Tools: Learners as Designers. Retrieved from

http://itech1.coe.uga.edu/itforum/paper1/paper1.html
[3] http://itech1.coe.uga.edu/itforum/paper1/paper1.html
[4]

Perkins, D.N. (1986). Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum.

[5]

Wittrock, M.C. (1974). Learning as a generative activity. Educational Psychologist, 11, 87-95.

[6]

Rumelhart, D.E., & Norman, D.A. (1978). Accretion, tuning, and restructuring: Three modes of learning. In J.W. Cotton & R.L.

Klatsky (Eds.), Semantic factors