Teaching And Learning With Technology

Teaching and Learning with Technology Allyn and Bacon 2002

Designing and Planning Technology Enhanced Instruction

Chapter 2

Teaching and Learning with Technology


What is the Learning Environment?

• The learning environment includes all conditions that impact the learner

• Physical space and its characteristics can impact learning

• Dunn and Dunn’s research suggests different aspects of the physical space appeal to different learning styles


What is the Learning Environment?

• Non physical aspects of the learning environment include:• Teaching strategies selected by teachers • Technologies selected to support instruction• Plan for interaction among students• Assessment strategies• Attitude and role of the teacher in the learning

process


Why Is Planning Important?

• To build the best possible learning environment, all aspects of it must be planned

• A systems approach to planning calls for a step-by-step process that designs, creates, evaluates and revises all aspects of instruction

• The Design-Plan-Act! (D-P-A) system ensures all necessary steps are addressed


Instructional Planning

The DESIGN Phase• The Design phase allows the teacher to take

a strategic look at the delivery of instruction• In this phase, the broad steps necessary are

considered and refined• An instructional design model is often used in

this phase to ensure no steps are missed• The Dynamic Instructional Design (DID)

model will assist you in creating your design


The DID Model

KNOW THE LEARNER

ESTABLISH THE

LEARNING ENVIRONMENT

STATE YOUR

OBJECTIVES

IDENTIFY AND

SELECT TECHNOLOGIES

SUMMATIVE EVAULATION

IDENTIFY TEACHING AND

LEARNING STRATEGIES


The DID Model

Know the Learner• To identify the instruction necessary, you must

first know the people you are teaching• You should consider:

• Physical and cognitive developmental stage• Cultural and language differences• Incoming skills and current knowledge base• Personal characteristics (learning styles,

dominant intelligences, etc)• Group characteristics and dynamics


The DID Model

Articulate your Objectives• Performance objectives state what the student

will be able to DO at the conclusion of instruction• Performance objectives have 4 components:

• The Stem• The Target Performance• The Measurement Conditions• The Criterion for Success

• Example: The student will be able to identify the subject and verb in a sentence written on the board with 95% accuracy.


The DID Model

• Objectives should address different levels of thinking• Blooms Taxonomy offers a guide for six levels of

cognition• Knowledge – Recall of facts• Comprehension – Interpreting facts• Application – Apply information to new situations• Analysis – Recognizing components within data• Synthesis – Creating new ideas for the data

provided• Evaluation – Making thoughtful value judgments


The DID Model

Establish the Learning Environment• Adjust the physical space to support learners• Encourage and support a positive climate that

includes a feeling of safety, confidence, and positive attitude

• Prepare to keep learners active and engaged• Prepare well organized and articulated lesson

plans


The DID Model

Identify Teaching and Learning Strategies• Decide upon the methods that are most likely to

help the stated objectives• Utilize the steps of the Pedagogical Cycle to help

determine strategies• The steps of the Pedagogical Cycle include

• Providing pre-organizers• Using motivators• Bridging to past knowledge• Sharing objectives and expectations


The DID Model

Identify Teaching and Learning Strategies• The steps of the Pedagogical Cycle also

include• Introducing new knowledge via varied teaching

methods• Reinforcing knowledge• Providing practice experiences• Offering a culminating review


The DID Model

Identify and Select Support Technologies• Determine which technology tools will build

the desired learning environment • Examine technology options• Evaluate appropriateness of the technologies

under consideration• Experiment with the technologies selected


The DID Model

Evaluate and Revise the Design• You have already adjusted continually

throughout the DID model in response to formative feedback

• Summative feedback is the evaluation that occurs at the end of the process

• Using the feedback from this final evaluation, revise the design to make it even better



The PLAN Phase• Once you have completed your design, it is

now time to PLAN your lessons• Lesson Plans provide day-to-day snapshot of

what will happen in the classroom• Each component of the lesson plan grows out

from a component of the design so they will parallel each other



The PLAN PhaseThe essential components of the Lesson Plan

include• Readying the Learners• Target specific daily objectives• Prepare the lesson

Prepare the classroomDetail the steps of the Pedagogical CycleIdentify technologies and materialsCheck for success



The ACT Phase• Once you have completed your lesson plan, it

is now time to take ACT to get ready to teach• The Instructional Action Plan (IAP) is your

lesson’s To-Do list• The IAP will detail everything you need to do

in order to carry out your planned lesson successfully



The ACT Phase• The Instructional Action Plan includes

• Identifying learner preparation activities• Getting the classroom ready• Preparing all teaching and learning materials• Creating your personal prompts• Practice with your support technologies• Preparing your formative and summative

feedback tools• Preparing follow-up activities


Planning for Technology in Teaching and Learning

Remember…• Technology is a tool that supports your design

and your plans• Technology should make it possible to

something done before better or make it possible to do something that wasn’t previously possible

• Many technologies are available, choose wisely and well


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Teaching And Learning With Technology

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