ECT 642Spring, 2010

Daryl Diamond, Ph.D.

Instructional Strategies for Technology Integration

Did You Know?

What does research say about using Technology effectively?

Research exists now that helps define where technology can most effectively impact student learning.

Students should be motivated, engaged and learning actively Learning should be authentic Learning should be collaborative Students should be the explorers and producers of knowledge Instruction and learning should be integrated across curriculum Students should be proficient in digital age literacy skills Assessments should be performance based

What you need to know before you start

How do I engage students?

To actually have students engaged: You need to frame projects differently We no longer need students to just locate facts

and spit them back to usIn this digital age it's too easy to copy and

paste the answersThe way to frame projects differently is to

create an Essential Question for students to answer that involves the desired skills of higher-level thinking

Characteristics of Engaging Work

Novelty Examples: Working in cooperative groups or pairsA new way of doing a book reportWorking with outside sources or expertsUsing novel resources such as a digital microscope or

Excel spreadsheetChoice

Examples: Choose two of three essay questions to answerChoice of essential question and/or project type

Product Focus Something that has meaning to the studentFor an authentic audience

Authenticity Real-world

ResourceIndicators of Engaged Learning (NCREL) Indicators of Engaged Learning (NCREL) – a different

format

How do I know if a lesson is a good example of

integrating technology?

For examples of engaging tasks that employ technology, check out:

Curriculum Portal eMints National Center Intel Designing Effective Projects Microsoft Innovative Teachers Network Oracle Education Thinkquest Apple Continuity of Learning Focus on Effectiveness Kent School District K-6 Integrated Units   Broward County Public Schools:

Broward Enterprise Education Portal (BEEP)

 

Scoring Guides

Many scoring guides also exist that highlight the elements to look for within technology integrated units. Check out the guide below:

http://www.ncrtec.org/tl/sgsp/lpsg.htm Try using the scoring guide above to

evaluate this lesson: Sample Lesson

The ASSURE Model of Instruction for Effective Use of Technology

Analyze the LearnerState Objectives and Expectations Select the Materials and Media Utilize the Materials and Media Require Student Participation Evaluation and Feedback Go to

http://www.unca.edu/education/edtech/techcourse/assure.htm

Review the following information for common themes and best practices of

technology use. 4 Teachers http://www.4teachers.org/ Video and Website A School of One, New York City  

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2inter.htm and the links to learning and technology indicators

A Meta-Analysis of the Effectiveness of Teaching and Learning with Technology on Student Outcomes http://www.ncrel.org/tech/effects2/waxman.pdf

Teacher Education and Technology Planning Guide http://www.learningpt.org/pdfs/tech/guide.pdf

Using Technology to Improve the Literacy Skills of Students with Disabilities http://www.learningpt.org/pdfs/literacy/disability.pdf

Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm

Technology in School: What the Research Says www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf

Technology in Education http://www.newhorizons.org/strategies/technology/front_tech.htm

Technology Integration Made Easy http://www.educationworld.com/a_tech/tech/tech146.shtml

Marzano’s High Yield Strategies http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html

Identify Content Essential Learning:

What do I want students to know and be able to do?A. Review Learning Objectives: Florida Sunshine State Standards -

http://www.fldoe.org/bii/curriculum/SSS/ Access Points - expectations written for students with

significant cognitive disabilities to access the general education curriculum http://www.floridastandards.org/index.aspx

B. Define specific learning goals for the unit One format for goals (from Classroom Instruction that Works) 

uses statements about what students will know and be able to do at the end of a unit

C. Define where technology can be incorporated effectively; Where can technology add to the building of student knowledge or engagement.? How are you teaching now?

Try using Learning with Technology Profile Tool http://www.ncrtec.org/capacity/profile/profwww.htm - from NCREL

What learning do I assess?

Consider assessment of one or more of the following: Content learning Skills and processes Application of technology skills Final product Evidence of learning can also be informal. This could consist of teacher observation or

notes. For more information on assessment, check out:

Kent School District's Classroom Assessment Guidelines Kent School District's Staff Development Class-Rethinking the Research Report-

Evidence of Learning Scoring Student Projects (not rubrics) from NRTEC

The following rubrics might be adapted for the assessment of the application of a specific technology skills: Camera Work Multimedia Project or Web Page Grading Rubric for PowerPoint Presentation Rubric for Evaluating WebQuests Presentation Rubric Project-Based Learning Multimedia Presentation Checklist (grades 9-12) Project-Based Learning Multimedia Presentation Checklist (grades 5-8) Project-Based Learning Multimedia Presentation Checklist (grades 2-4)

The following site is a great place to view multiple rubrics and to create your own. RubiStar - design your own rubrics or alter an existing one

Design the Activity

A. What activities will engage students and form knowledge? Think of activities that: Require students to answer a How?, Which?, or Why? question allowing students to create new knowledge or information

Pertain to the real world, ideally students' personal interests

Allow for student creativity and choice; and Present a high but acceptable level of challenge For more information, check out:Learning TaxonomiesQuestioning Strategies that generate Essential

Questions –http://ozpk.tripod.com/0000000EQ

What strategies and technolog(ies) would best enable students to

complete the task/activity?

How will I scaffold student learning and the tasks required? Which pieces make sense to have as technology scaffolds; which pieces don't? For more information on techniques to scaffold learning using

technology, check out the Kent School District's website on Scaffolds for Student Learning

For more information on what technology standards exist for each grade level, check out http://www.iste.org/AM/Template.cfm?Section=NETS

For more information on potential technology applications specific to the disciplines of science, English/language arts, math, or social studies, consider the ideas discussed in: Integrating Technology into the Curriculum. Using Technology Effectively Tools for TEKS Transforming Teaching Through Technology Kathy Schock Guide for Educators

Design the Process

What steps, related to the content and the technology skills, will the teacher and students go through to reach the intended outcomes? (Taking on the process in smaller chunks will help students succeed!)

A. Identification of instructional resources and materialsRelated to the use if instructional technology, teacher preparation might include: identifying appropriate electronic resources or websites,

then organizing them for students using bookmarks or hyperlinks within an instructional document

developing graphic organizers for student use (ex. for student note taking while conducting online research; for development of storyboard plans for a multimedia or digital video presentation). See samples.

creating templates (Word, Excel, PowerPoint, Publisher) to guide student work

Inspiration/Kidspiration

Design the ProcessB. Selection of instructional strategies

for content and technology goals:direct instruction,guided practiceModelingproviding examplescooperative learning

For more ideas on instructional strategies, check out:

Designing the Process

C. Identification of matching student activities

D. Identification of a calendar of student activities. This will help you determine which days you will need equipment or personnel support and give you a general guideline of how long the unit will be.

E. Determination of how, and to whom, students will publish, present or share their learning.

Plan for Classroom Management Related to the

Use of Technology

How will the available technology to student ratio be managed?

Check out the Managing Classroom Technology Resources website, particularly the pieces on: Managing Grouping Thinkfinity Classroom Configuration Chart

Verizon Thinkfinity

Verizon Thinkfinity Powerpoint Verizon Thinkfinity

Thinkfinity Hotlinks Guiding Questions for Partner Sites Integration Plan Overview Integration Plan Checklist Integration Plan Template (Blank) Sample Integration Plan Sample Integration Plan Sample Integration Plan Sample Integration Plan

Link to NETS-S standards: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Link to 21st century skills: http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120

Go!

Give your lesson plan one final look  Try going over your unit as if you as a student. Evaluate it through their eyes.

You can also go over your with a Scoring Guide for Lesson Plans using Technology Resources

For further development of your skills, try:Webquests Rethinking the Research Report

Some information retrieved from http://www.kent.k12.wa.us/curriculum/tech/proj_plan.html

Other Resources Consulted:

Powerful Learning. Brandt, Ron. Association for Supervision and Curriculum Development, Alexandria, VA, 1998.

Plugging In: Choosing and using educational technology. Jones, B., Valdez, G., Nowakowski, J., Rasmussen, C. NEKIA Communications - North Central Regional Education Laboratory, 1995.

Planning Good Change with Technology and Literacy. McKenzie, Jamie Ed.D. FNO Press, Bellingham, WA, 2001.

Classroom Instruction that Works,  Marzano, Norford, Paynter, Pickering and Gaddy. Association for Supervision and Curriculum Development, Alexandria, VA, 2001.