The K-12 Educational Technology Handbook Anne Ottenbreit-Leftwich & Royce Kimmons Version: 1.108 Built on: 09/06/2021 08:00am This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Acknowledgements .................................................................. 5 Part 1. Foundations ......................................................................... 6 1.1. Technology Integration .................................................... 7 1.2. Connectivism ................................................................... 39 1.3. Lifelong Learning ............................................................ 54 1.4. Information Literacy ....................................................... 76 Part 2. Classroom Applications ................................................... 95 2.1. Blogging ........................................................................... 96 2.2. Coding ............................................................................. 114 2.3. Computational Thinking .............................................. 130 2.4. English Language Learning ......................................... 157 2.5. Foreign Language Teaching, Part 1 ........................... 176 2.6. Foreign Language Teaching, Part 2 ........................... 186 2.7. Gamification .................................................................. 215 2.8. iPad Learning Centers .................................................. 237 2.9. Open Educational Resources ...................................... 257 2.10. STEAM Mindset ........................................................... 270 Part 3. Legal, Ethical, and Socially-Responsible Use ............. 286 3.1. Copyright and Open Licensing .................................... 287 3.2. Digital Equity ................................................................. 318 3.3. Online Professionalism ................................................ 333 3.4. Online Safety ................................................................. 358 3.5. Universal Design for Learning .................................... 384 Back Matter .................................................................................. 411 Author Information ............................................................... 412 Citation Information ............................................................. 415 The K-12 Educational Technology Handbook 4 Acknowledgements Many people have helped in the creation of this textbook, and we would like to thank the following for their efforts in making this work more accurate and useful: Alyssa Erickson Alyssa Erickson assisted in the creation of this work by editing content, developing the glossary, and testing the textbook in courses where she worked as a TA. Tadd Farmer Tadd Farmer provided feedback on drafts of the textbook and used remixed versions of chapters in courses he was teaching. McKay Perkins McKay Perkins assisted in editing content and testing the textbook in courses he was teaching. Rick West Rick West provided feedback on drafts of the textbook and used remixed versions of chapters in courses he was teaching. The K-12 Educational Technology Handbook 5 Part 1 Foundations The Teacher Educator Technology Competencies provided by the Society for Information Technology and Teacher Education (SITE) state the following: Teacher educators will support the development of the knowledge, skills, and attitudes of teacher candidates as related to teaching with technology in their content area. This section addresses foundational pedagogical and dispositional topics related to technology integration in classroom settings. The K-12 Educational Technology Handbook 6 1.1 Technology Integration Effectively Integrating Technology in Educational Settings Royce Kimmons student_ipad_school - 225, Brad Flickinger via Flickr, CC BY-SA The K-12 Educational Technology Handbook 7 Learning Objectives Develop a foundational understanding of learning theories driving current technology development and adoption for K-12; Develop a foundational understanding of prominent technology integration models; Consider your own values guiding effective technology integration in the classroom. Technology Integration in education refers to the meaningful use of technology to achieve learning goals. This chapter seeks to answer the question: what is effective technology integration? Though on the surface this may seem like a simple question, it is actually quite difficult to answer, because any answer will be based upon our beliefs and values, how we view learning, and how we view technology's role in the learning process. To approach this question, we will proceed in this chapter by (1) revisiting some common learning theories and how they might influence our perspective of technology's role in learning, (2) exploring the beliefs and values that individuals and institutions might apply when evaluating technology use in the classroom, and (3) providing an overview of some common technology integration models that are used to help teachers better understand the process and goals of technology integration. The K-12 Educational Technology Handbook 8 Watch on YouTube https://edtechbooks.org/-Ki Key Terms Behaviorism a learning theory popularized in the mid-20th century, it treats learning as a response to stimulus and it conditions students to properly react to stimuli; the brain's processes are not considered and viewed as a "black box" Cognitivism a learning theory that focuses on brain functions and how information is processed, stored, retrieved, and applied Compliance legal, ethical, and institutional requirements of technology use (in contrast to their pragmatic use) Connectivism The K-12 Educational Technology Handbook 9 a learning theory that believes that learning need not be isolated to the mind, but becoming a learned and capable citizen in a digital society requires learners to become connected with one another in such a way that they can make use of the network as an extension of their own mind and body Constructionism a learning theory in which students construct artifacts in the outside world that support and reflect their internal construction of knowledge Constructivism a learning theory that considers individual and social factors by holding that learning is constructed by learners on top of previous experience, attitudes, and beliefs Facility the ease at which a new technology can be learned, implemented, or managed at the teacher- or student-level Institutionalization infrastructural compatibility, cost, lifespan, and management scale of new technologies PICRAT a technology integration model that holds that all technology uses either exemplify a Passive, Interactive, or Creative (PIC) relationship between student and technology as well as have a Replacement, Amplifying, or Transformative (RAT) effect on pedagogy The K-12 Educational Technology Handbook 10 Proof evidence-based efficiency or efficacy of a technology to help improve student learning RAT a technology integration model that holds that technology use either Replaces, Amplifies, or Transforms (RAT) pedagogical practices (Hughes, Thomas, & Scharber, 2006) SAMR a technology integration model that holds that technology use in the classroom either takes the form of Substitution, Augmentation, Modification, or Redefinition (SAMR) TPACK a technology integration model that illustrates the complex interplay between Technological Knowledge, Pedagogical Knowledge, and Content Knowledge Technology Integration the meaningful implementation of technology in educational settings to achieve learning goals Learning Theories Ever since there have been educators trying to teach students, there have been theories that guide how those educators view the learning process. These learning theories encompass our beliefs about the nature of knowledge and how a person learns. The K-12 Educational Technology Handbook 11 Debates surrounding learning theories have existed for millennia, and even in the modern world, there is great diversity in how scientists, psychologists, and educators view learning. Some of the major learning theories that shape modern conversations surrounding technology integration include behaviorism, cognitivism, constructivism, constructionism, and connectivism. Each of these theories has been studied and written about at length, and it is impossible to devote sufficient time and attention to each theory in the limited space provided in this chapter. Rather, all educators should study competing learning theories and develop their own understanding of how people learn. In this chapter, we will merely provide an extremely high level overview of each of these theories, briefly explaining what each entails and what each might mean for teaching and learning with technology. Behaviorism Behaviorism was popularized in the mid-20th century as psychologists studied behavior patterns and response systems in humans and other animals. Behaviorism treats learning as a response to stimulus. That is, humans and other animals are trained to respond in certain ways to certain stimuli, such as salivating when a dinner bell rings or repeating a memorized fact to receive some external reward. Teaching and learning, then, is a process of conditioning students to properly react to stimuli, and technology can help facilitate this training by providing incentives to learning, such as games or other