Sara Dexter sdexter@virginia.edu

Educational Technology Integration & Implementation

Principles to guide teachers in their

instructional decision making

Sara Dexter

University of Virginia

Sara Dexter sdexter@virginia.edu

Copy of Presentation at http://sdexter.net

Sara Dexter sdexter@virginia.edu

• This PowerPoint at “The Very Latest” at http://sdexter.net

• Read more about the ETIPS at http://etips.info/handouts/index_etipX.html– Where X = 1, 2, 3, 4, 5, 6

– For example http://etips.info/handouts/index_etip1.html• Overview of all ETIPs and Overview of that ETIP

Resources

Sara Dexter sdexter@virginia.edu

Educational Technology Integration & Implementation Principles

Classroom level • 1. Learning outcomes drive

the selection of technology. • 2. Technology use provides

added value to teaching and learning.

• 3. Technology assists in the assessment of the learning outcomes.

School level • 4. Ready access to

supported technology is provided.

• 5. Professional development is targeted at successful technology integration.

• 6. Professional community enhances technology integration and implementation.

Sara Dexter sdexter@virginia.edu

Classroom Level Premise

• Educational technology does not possess inherent instructional value

• Teachers as instructional designers

Sara Dexter sdexter@virginia.edu

Classroom Level

1. Learning outcomes drive the selection of technology

• Consider Content and Cognitive Demand – lesson or unit's student learning outcomes– technologies available

• Matching both elements for both

Sara Dexter sdexter@virginia.edu

Software Types by their Cognitive Demand

Web sites, CD-ROMs

Drill and practice or other tutorial software

Simulation software

Tool software such as spreadsheets, databases, word processing, concept mapping, etc.

Knowledge, Comprehension

Knowledge, Comprehension, Application

Application, Analysis

Application, Analysis, Synthesis, Evaluation

Astronomy For Kids Starry Night Pro

Sara Dexter sdexter@virginia.edu

Classroom Level

2. Technology use provides added value to

teaching and learning• For Teaching

– individualizing instruction, making it more responsive to student’s questions and interests

– providing additional resources of information, so instruction is more real world, authentic or current

• For Learning – accessing data

– processing information

– communicating knowledge

Sara Dexter sdexter@virginia.edu

Software Types by their Added Value

Web sites, CD-ROMs

Drill and practice or other tutorial software

Simulation software

Tool software such as spreadsheets, databases, word processing, concept mapping, etc.

Access

Process

Process

Process, Communicate

Sara Dexter sdexter@virginia.edu

Added Value: Accessing

• Web sites and CD-ROMs– Multi-sensory – Greater amounts of data– Searching and “mining” capabilities– Timeliness and Relevance of the information

EQ DBClimate DBTidal DB Dogpile Evaluating Web Pages

Sara Dexter sdexter@virginia.edu

Added Value: Processing• Drill and Practice / Tutorial Software

– Self-paced – Remediation– Practice to the point of fluency

• Simulation Software– If, then conjecture– Visualization

Molecular Expressions ExploreLearning BrainPop

Molecular Expressions

ExploreLearning

BrainPop

BrainPop

Sara Dexter sdexter@virginia.edu

Added Value: Processing / Communication

• Tool Software – Visualizing information– Develop process or skill capabilities– Organize information so it is searchable, or

ready for sorting– Communicate findings and understanding to

others

Molecular Expressions ExploreLearning BrainPop

Sara Dexter sdexter@virginia.edu

Sara Dexter sdexter@virginia.edu

Classroom Level

3. Technology assists in the assessment of the

learning outcomes• Formative and summative data

• Software / hardware may – collect the data and help to analyze it, other – help students produce a product to show what

they know and can do

Sara Dexter sdexter@virginia.edu

School Level Premise

• Technology support facilitates teachers’ integration

• Technical and Instructional domains – Facilities– Staffing – Incentives – Opportunities to provide feedback

Sara Dexter sdexter@virginia.edu

Technology Support: Domains and Delivery Methods

Ronnkvist, Dexter, & Anderson, 2000

Sara Dexter sdexter@virginia.edu

School Level

4. Ready access to supported hardware/software resources

• Ready access – Implications of configuration

• One computer, Classroom-based, Labs, Carts, 1:1

– Advocate for subject-specific resources

• Support response– Plan B

Whole Class Inquiry

Whole Class Inquiry

Sara Dexter sdexter@virginia.edu

School Level

5. Professional development targeted at successful technology integration

• Frequent opportunities to learn – construct an understanding of technology as an

instructional tool in CONTENT AREA

• Learn how to operate

• Learn how to integrate

Lab Science PDNSTATeacher’s Domain Web-based Instruction

Sara Dexter sdexter@virginia.edu

School Level

6. Professional community enhances technology

integration and implementation• Reflect on the role of technology in the

school & support received

• Discuss educational technology and actively and systematically collect FB

• Utilize feedback to – plan educational technology use – improve the quality of technology support

http://www.etips.info

Sara Dexter sdexter@virginia.edu

Formative Feedback• Rubrics

– Rubric provided at the start of the case assignment

– Criteria emphasize decision making

Sara Dexter sdexter@virginia.edu

PlanMap Makes Critical Thinking Visible

• Before case, – PlanMap asks

students to consider their prior knowledge and the challenge presented to them to plan their search of the school’s web site.

Sara Dexter sdexter@virginia.edu

Cases Appear as School Web Sites

• Cases Include– Supporting

handouts, – Case intro &

Question – Response page for

submitting and receiving feedback on assigned short essays.

Sara Dexter sdexter@virginia.edu

PlanMap Makes Critical Thinking Visible

• During/After the case, – PlanMap visually

compares students’ search process to their planned exploration of the case and to the key items suggested by experts, shown in yellow.

Sara Dexter sdexter@virginia.edu

Formative Feedback• Automated

essay scoring – Students submit

essay drafts to receive predicted scores.

– Students can revise and resubmit multiple drafts.

Sara Dexter sdexter@virginia.edu

Copy of Presentation at http://sdexter.net

Sara Dexter sdexter@virginia.edu

• This PowerPoint at “The Very Latest” at http://sdexter.net• Read more about the ETIPS at

http://etips.info/handouts/index_etipX.html– Where X = 1, 2, 3, 4, 5, 6

– For example http://etips.info/handouts/index_etip1.html• Overview of all ETIPs and Overview of that ETIP

Resources