2. In this age of the modern classroom,
teachers are bombarded with
technological advances that can
compliment or inhibit instruction.
In this presentation, we’ll take a look at
the similarities and differences between
the NTeQ Model and the traditional
classroom.
Introduction
3. NTeQ Model Traditional Classroom
◦ Technologically literate ◦ Uses technology for
◦ Uses technology as a drill and practice
tool for teaching activities
◦ Creates a multi- ◦ Is the “giver” of
dimensional learning information – may
environment lecture frequently
◦ Serves as a facilitator ◦ Is reactive in
to student learning managing technology
◦ Is proactive when ◦ Lacks technology skills
managing technology
Teacher
4. NTeQ Traditional
◦ Actively engaged in Classroom
learning process ◦ Waits to receive
◦ Serves as knowledge from
“researcher” – teacher
seeking knowledge ◦ Possesses few
on his/her own technological skills
◦ Is technologically ◦ Is a passive
competent participant to
learning
Student
5. NTeQ Traditional
◦ Is used as a tool – Classroom
does not stand alone ◦ Used primarily for
◦ Functions in tangent low-level
with students’ applications
abilities ◦ Seen as an “add-on”
◦ Provides for to the curriculum
meaningful learning ◦ May sit idle in back
of classroom
Computer
6. NTeQ Traditional
◦ Lessons are Classroom
designed to keep ◦ Lessons are
students actively designed and
involved implemented
◦ Students play a without
large role in the modifications
lesson ◦ Students are led
◦ Objectives are “through” a lesson –
meaningful and may not be actively
authentic engaged in their
learning
Lesson
7. NTeQ Traditional
◦ Students and Classroom
teachers work ◦ The teacher provides
together to solve for the students’
complex problems needs – students are
◦ The computer is passive observers
seen as a tool – but ◦ The computer is
is not the focal point used as a “center”
of the classroom or during free time
Environment
8. It is important to remember that the
NTeQ Model is not designed to be used for
every lesson.
Like other lesson models, the teacher
must weigh many factors into deciding
how to prepare and present the
information to the students.
The NTeQ Model can be successful when
implemented with integrity.
Conclusion
9. Morrison, G. R., & Lowther, D. L. (2005).
Integrating Computer Technology into the
Classroom (3rd ed.). Upper Saddle River,
NJ: Pearson Education, Inc.
References
