ICT-based Paradigm Shifts

Dave Moursund
Teacher Education

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 Introduction: Goals

• Significantly improving the education

of our students.
• Significantly improving the quality of
our professional lives.

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 My Background
• Math
• Computer & Information Science
• College of Education
• International Society for technology in
Education

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 Unifying Themes: Improve
Education by
• Improve teaching
• Improving the curriculum content
• Improving assessment
• Improve students (to be better, more
self-responsible learners)

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 Activity 1 (Whole Group)
Select the two items on the list that you feel are most
apt to make a significant contribution to
improving the quality of education that students
get at the UO. We will vote by a show of hands.
Each person gets two votes. Just for the fun of it,
think about what you know of good research that
supports your votes

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 Problem Solving Includes:
• posing, clarifying, and answering questions
• posing, clarifying, and solving problems
• posing, clarifying, and accomplishing tasks
• posing, clarifying, and making decisions
• using higher-order, critical, and wise thinking to
do all of the above

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 Activity 2 (Whole Group)
Each participant is to think about their
academic discipline(s) from the point of
view of problem solving. Ask yourself:
“To what extent do I teach problem solving?”
“Am I satisfied with the progress my students
make in problem solving?”

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 What is an Academic
Discipline?
• Problems and activities it addresses.
• Accumulated accomplishments
• History, culture, language. Methods of
teaching and learning.
• Tools, methodologies, evidence and
arguments.
• Nature and extent of its expertise.

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 Expertise Scale

General-Purpose Expertise Scale for a Discipline

1 2 3 4 5

Less than a A useful level of Relatively fluent, Professional level

useful level knowledge and broad-based & higher- knowledge and

of knowledge skill. order knowledge and skills

and skill. skills.

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Models of Educational Change
• Continual improvement model.
• Paradigm shift model
• Fighting alligators model.

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 Upper Limit Theory

Upper Limit Theory

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 Paradigm Shift (Version 1)

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Paradigm Shift “Jump”

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 Paradigm Shift (Version 2)

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Paradigm Shift “Jump”

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 Activities 3A, 3B
• 3A: Discuss in large group some ICT-related
paradigm shifts that have occurred in the world in
recent years and that are of potential relevance to
higher education. The intent is to help us
understand possible meanings of paradigm shift.
• 3B: Discuss in small groups some paradigm shifts
that have occurred or might well occur in
education at the UO.

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 Lower-Order and Higher-
Order Knowledge and Skills

Data Information Knowledge Wisdom

Moving toward

increased

"understanding."

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 Goals of Education

Perkins’ Three Goals of Education on a Lower-

order to Higher-order Cognitive Scale

Low Order Medium Order High Order

Acquisition Understanding Use to Solve

and Retention Problems &

Accomplish Tasks

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 Activity 4
Within your discipline(s), think about the
teaching emphasis on lower-order versus
the teaching emphasis on higher-order. Is
what you teach (what you expect your
students to learn) being affected by the
steadily increasing capabilities of ICT
systems?

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 Activity 5
Think about the ICT that you want and expect
your students to learn. Is it mainly at a
lower-order level, or is the focus on higher-
order learning and use, focusing on using
ICT to address hard problems within your
discipline?

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 Basics of Education
1. What would it take for ICT to become one of the
basics and to be thoroughly integrated into the
core curriculum?
2. What would it take for ICT to become thoroughly
integrated into the content of each discipline
taught at a university level?

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Requiem for the Term Paper
(Mankin 2004)

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 Activity 6 (Whole Group)
Suppose that you (personally) believe that
ICT is a basic, that it should be integrated
into the core curriculum, and that it should
be part of the content of each course in the
various academic disciplines at our
university. Think about would you do about
this.

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 National Precollege ICT
Standards in Education
• ISTE has developed standards for K-12
students, for K-12 teachers, and for
school administrators.

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ISTE 5th Grade Standards:
(A Paradigm Shift)
5. Use technology tools (e.g., multimedia authoring, presentation,
Web tools, digital cameras, scanners) for individual and
collaborative writing, communication, and publishing
activities to create knowledge products for audiences inside
and outside the classroom.
7. Use telecommunications and online resources (e.g., e-mail,
online discussions, Web environments) to participate in
collaborative problem-solving activities for the purpose of
developing solutions or products for audiences inside and
outside the classroom.

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 Activity 7
Think about whether the typical
undergraduate student you currently teach
meets these fifth grade standards. What
happens as an increasing number of your
students meet the ISTE 12th grade
standards?

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 Artificial Intelligence and
Possible Futures
Tools to extend
Tools to extend
physical
mental
capabilities.
capabilities.

Problem

or Task

Team

Education and training—both

formal and informal—to build

mental and physical capabilities.

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 Tidbits from Teacher
Education
• Authentic assessment
• Learning theories: constructivism, situated
learning
• Cognitive neuroscience
• ICT-Assisted Project-based Learning
• Transfer of learning

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 Closure
• Expertise in a discipline
• Problem solving
• ICT as a basic, in the core curriculum,
and in all disciplines
• Paradigm shifts

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 Appendix 1:
Educational Change

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 Appendix 2:
Global Change

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