The document discusses the integration of computers and technology into the classroom. It outlines different stages teachers go through when adopting technology, from initial reluctance to planning integration. It emphasizes that teachers should use technology to enhance direct teaching, organization, and community building, rather than just transmitting information. Expert teachers facilitate knowledge acquisition and are not solely information providers. The document provides tips for teachers on collaborating with colleagues and students when using technology in the classroom.

1. COMPUTERS IN THE
CLASSROOM
or surviving the technological tsunami
Share Convention 2009
Nora Lizenberg
noral@redynet.com.ar

2. COMPUTERS IN THE CLASSROOM
What’s a computer today?

3. COMPUTERS IN THE CLASSROOM
What’s a classroom
today?

4. COMPUTERS IN THE CLASSROOM

5. COMPUTERS IN THE CLASSROOM

6. COMPUTERS IN THE CLASSROOM
Expert Teachers:
- Excellent class managers
- Excellent lesson planners
- Attentive facilitators of the knowlege
acquisition process
- Not only information providers

7. COMPUTERS IN THE CLASSROOM
Teachers and Technology:
 “Technology is a disgrace to education
and, anyway, it will never work for
teaching English”
 “Just another passing fad”

8. COMPUTERS IN THE CLASSROOM
Teachers and Technology:
 “This is not for me”
 “All this is very interesting, but
unfortunately I don’t have time for this”

9. COMPUTERS IN THE CLASSROOM
Teachers and Technology:
 “It might be useful, I can try it some
day”
 “Let’s give it a try”
 “Student’s won’t learn without it”

10. COMPUTERS IN THE CLASSROOM
Teachers should use technology with the
techniques of rural teachers in one-room
schools:
- Direct teaching
- Design and organization of the teaching
experience
- Creating community of learning

11. COMPUTERS IN THE CLASSROOM
STAGES:
1- Lone Rangers
2- Encouragement
3- Chaos
4- Planning
5- Sustainability

12. COMPUTERS IN THE CLASSROOM
True teachers do something more than
just transfer information. In receiving
any source-material, teachers make it a
part of themselves by re-exploring,re-
interpreting, and re-constructing its
form and content in a personal way.
Information and Communication Technologies in Schools
A Handbook for Teachers
UNESCO
http://unesdoc.unesco.org/images/0013/001390/139028e.pdf

13. COMPUTERS IN THE CLASSROOM
The authority of teachers can be re-
established on the basis that they possesses
three interconnected kinds of mastery:
 Mastery of Doing – one can do a lot, but not
everything, and can do
more in cooperation with others.
 Mastery of Learning – one is not the only source
of information but
can teach how to find alternative sources.
 Mastery of Collaboration – one can multiply
results by joint work with students and other
teachers.

14. COMPUTERS IN THE CLASSROOM
Technology helps us teach students
to become good learners
New schooling prepares our
students for the new society

15. COMPUTERS IN THE CLASSROOM
A few tips:
 Get together with colleagues
 Let students choose from a variety of
activities
 Let students tinker with the tools they know
 Encourage students, by means of discussion,
to share their knowledge in a broader cultural
educational context

16. COMPUTERS IN THE CLASSROOM
A few tips:
 When playing computer games, have strict,
explicitly defined rules.
 Turn initially competitive games into project-
oriented, collaborative games.
 Never stop learning and enjoying teaching!!

17. COMPUTERS IN THE
CLASSROOM
or surviving the technological tsunami
Share Convention 2009
Nora Lizenberg
noral@redynet.com.ar
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