The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are four major goals for this module.

1. To explore the frontiers of learning and technology.



2. To differentiate standards-based, validation-based, and research-based evidence about learning as a framework for improving teaching.



3. To showcase the accumulating scientific basis of knowledge about optimal human learning (with and without technology).



4. To compare and contrast four major strategic plans on learning and technology in which schools, government agencies, and industries join forces at the local, state, and federal levels.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Human Learning
   1. Human Learning and Technology
      1. Scientific study of learning
      2. Shift from memorization of facts to the ability to employ them
      
      
   2. Principles of Learning
      1. Pre-existing knowledge
      2. Learning with understanding
      3. Active learning
      
      
   3. Importance of Pre-Existing Knowledge
      1. Building knowledge upon prior knowledge
      2. Assessment as a tool to gauge prior knowledge
      
      
   4. Learning with Understanding
      1. The "inert knowledge" problem
      2. The role of factual information
      3. Narrower scope, deeper understanding
         1. Time to learn
         2. Organizing and Storing
      4. Conditionalizing knowledge
      
      
   5. Active Learning
      1. Children can learn to take an active role in their learning
      2. Metacognitive strategies
         1. Explaining concepts themselves
         2. Monitoring their own understanding, asking for help
         3. Planning ahead and predicting
         4. Activating their own background knowledge
         5. Thinking of activities and directions of inquiry
      3. These strategies must be used in all areas of study
      
      
   6. Technology that Supports Learning
      1. Presence of technology is not enough
      2. Technology can provide opportunities
         1. Programs based on real-world situations
         2. Make visible phenomena that can't be seen otherwise
         3. Communication with other students, or working scientists
      
      
   7. Scientific Study of Learning
      1. New technologies benefit student learning
         1. Curricula based on real-world problems
         2. Scaffolds and tools to enhance learning
         3. Opportunities for assessment, feedback, reflection, revision
         4. Local and global community-building
         5. Expanded opportunities for teacher learning
      2. National Research Council review of scientific research on learning
      
      
   8. Conclusions
      1. New technologies and research procedures are likely to alter current theoretical conceptions of learning
      2. As teachers become more familiar with human learning research and new technologies, they will integrate these new tools in productive ways
      
      
   
   
2. Implications & Vision
   1. Visions for learning and technology
      1. Defining vision
      2. Futuristic versus strategic visions
      3. Visions impact scientific progress
      4. Why new visions in education now?
         1. Problems with school reforms & innovation adoption
         2. Unresponsive academic performance of students from deep poverty, students with second language learning, and students with disabilities
         3. Solutions in results of recent research syntheses
      
      
   2. Seven Examples of Visions on Learning & Technology
      1. National Educational Technology Plan (USDE/Office of Technology)
      2. Georgetown Forum (USDE/Office of Technology)
      3. President's Council of Advisors on Science & Technology (PCAST)
      4. Congressional Web-based Education Commission
      5. National Academy of Education (Submitted to USDE/National Educational Research Policy and Priorities Board)
      6. National Research Council & National Academies of Science
      7. Western Heights Public School VISION Projects
      
      
   3. Conclusions
      1. Similarities and differences in the seven visions
      2. Thematic elements of visions
         1. Improving approaches to scientific research
         2. Adopting research-based innovations in classrooms
         3. Expanding the universal design concept for learning
         4. Transferring emerging technologies into schools
         5. Enabling learners to reach their fullest potential
      
      
   
   
3. Infusion & Web-Based Cases
   1. Technology Infusion in Education
   2. Barriers to Technology Infusion
   3. Lesson Overview
   4. Integrating with the World Wide Web
      1. Traditional text-based information
      2. Course basics
         1. Online syllabus and class roster
         2. Online discussion forum
         3. Online review section
      
      
   5. Word Processing Integration
      1. Research findings
      2. Hadley the Hippo
      
      
   6. Web-Based Case Teaching
      1. Text-based components
      2. Video components
      3. Photos and other graphic images
      4. Linked resources
      5. Group discussion and problem solving
      
      
   7. Mentoring via Technology
      1. The mentoring relationship
      2. Tele-mentoring
      
      
   8. Summary
   
   

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. National Research Council, Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Academy of Sciences. Washington, DC: National Academy Press. [Online]. Retrieved November 20, 2000, from the World Wide Web: www.nap.edu/books/0309065364/html/

Roblyer, M. D. (2000). The National Educational Technology Standards (NETS): A review of definitions, implication, and strategies for integrating NETS into K-12 curriculum. International Journal of Instructional Media, 27(2), 133-146.

Smith, S. L., Martin, K. F., & Lloyd, J. W. (1998). Preparing prospective teachers on the Web. Teaching Exceptional Children, 30(5), 60-64. [Online] Retrieved February 24, 2001, from the World Wide Web: http://busboy.sped.ukans.edu/~seanj/cec.1/technology.html

Wallace, R. C. (Chair). (1999). Improving student learning: A strategic plan for education research and its utilization. (National Research Council, Committee on a Feasibility Study for a Strategic Education Research Program, Commission on Behavioral and Social Sciences and Education, National Academy of Sciences). Washington, DC: National Academy Press. [Online]. Retrieved February 24, 2001, from the World Wide Web: http://www.NAP.edu

Edyburn, D. (1998). Part III: A map of the technology integration process. In B. Hagen (Ed.), Closing the Gap: Computer Technology for People with Special Needs (pp. 1, 6, 40). Henderson, MN: Closing the Gap.