Texts: For each student version: Word-for-Word
plagiarism, Paraphrasing plagiarism,
or This is not
plagiarism?
Item 1
Original Source Material
Student Version
The lack of specific technology knowledge and skills,
technology-supported pedagogical knowledge and
skills, and technology-related classroom
management knowledge and skills has been identified
as a major barrier to technology integration. Lack of specific
technology knowledge and skills is one of the common reasons given
by teachers for not using technology.
References:
Hew, K. F., & Brush, T. (2007). Integrating technology into
K-12 teaching and learning: Current knowledge gaps and
recommendations for future research. Educational
Technology
Research and Development, 55, 223-252.
There are many factors that can affect technology integration in
schools. Hew and Brush (2007) state that the main factors to
technology integration are the lack of specific technology
knowledge and skills, technology-supported pedagogical knowledge
and skills, and technology-related classroom management knowledge
and skills.
References:
Hew, K. F., & Brush, T. (2007). Integrating technology into
K-12 teaching and learning: Current knowledge gaps and
recommendations for future research. Educational
Technology Research and Development, 55,
223-252.
Item 2
Original Source Material
Student Version
The theory we have constructed originates with the three phases
of learning described above. We have organized and adapted the
features of simulations to provide the learner with
the most effective and efficient presentations in order to achieve
successful acquisition, application and
assessment. Our general model describes five
aspects of simulations and provides prescriptions for the
implementation of each. It applies to all simulations for teaching
principles or procedures. Specific conditions or types of
simulations require their own characteristic prescriptions that are
described G3 variations on the general model.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional
theory for the design of computer-based
simulations. Journal of Computer-Based
Instruction, 16(1), 1-10.
Another ID theory that could be useful in the design of
educational games is a model presented by Reigeluth and Schwartz
(1989) intended for designing instruction in educational
simulations. This model provides a more specific approach to
designing instruction. Reigeluth and Schwartz propose three phases
of the learning process which educational simulations should
activate. They are: (1) acquisition of basic knowledge, (2)
application of knowledge to the full range of scenarios, and (3)
assessment of what has been learned. Their model for designing
educational simulations is comprised of heuristics intended to
inform the designer in following a set of prescriptions.
References:
Reigeluth, C., & Schwartz, E. (1989). An instructional theory
for the design of computer-based simulations. Journal of
Computer-Based Instruction, 16(1), 1-10.
Item 3
Original Source Material
Student Version
In contrast to the transmittal model illustrated by the
classroom lecture-note taking scenario, the constructivist model
places students at the center of the process--actively
participating in thinking and discussing ideas while making meaning
for themselves. And the professor, instead of being
the "sage on the stage," functions as a
"guide on the side," facilitating learning in less directive
ways.
References:
King, A. (1993). From sage on the stage to guide on the
side. College Teaching, 41, 30-35.
Considering the major changes and shifts in educational needs of
today's society, the need for a new paradigm of education has
emerged. This new paradigm of education requires a major change in
the role of teachers from being the sage on the stage to a guide on
the side, facilitating learning in less directive ways.
References:
King, A. (1993). From sage on the stage to guide on the
side. College Teaching, 41, 30-35.
Item 4
Original Source Material
Student Version
There is a desperate need for theorists and researchers
to generate and refine a new breed of learning-focused
instructional design theories that help educators and trainers to
meet those needs, (i.e., that focus on learning and that foster
development of initiative, teamwork, thinking skills, and
diversity). The health of instructional-design theory
also depends on its ability to involve stakeholders in the design
process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and
how is it changing? In C. M. Reigeluth
(Ed.), Instructional-design theories and models volume II:
A new paradigm of instructional theory. Mahwah, NJ:
Lawrence Erlbaum Associates.
Reigeluth (1999) maintains that we "need theorists and
researchers to generate and refine ... learning-focused
instructional design theories...." Such theories will "help
educators and trainers to meet those needs (i.e., that focus on
learning and that foster development of initiative, teamwork,
thinking skills, and diversity)" (p. 27).
References:
Reigeluth, C. M. (1999). What is instructional design theory and
how is it changing? In C. M. Reigeluth
(Ed.), Instructional-design theories and models volume II:
A new paradigm of instructional theory. Mahwah, NJ:
Lawrence Erlbaum Associates.
Item 5
Original Source Material
Student Version
The concept of systems is really
quite simple. The basic idea is that a system has parts that fit
together to make a whole; but where it gets complicated - and
interesting - is how those parts are connected or related to each
other. There are many kinds of systems: government
systems, health systems, military systems, business systems, and
educational systems, to name a few.
References:
Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa Educational
Foundation.
The fundamental idea of systems, such as corporations and
schools, is actually very simple. Each system has components which
interact. What is important is how those components are connected
together.
References:
Frick, T. (1991). Restructuring education through
technology. Bloomington, IN: Phi Delta Kappa Educational
Foundation.