MIDDLE TO HIGH SCHOOLTECHNOLOGYFOR EDUCATORSLYNN MILLARD

ALLOW TEACHERS TO USE HIGHER LEVEL THINKING

SKILLS TO CREATE WHAT WORKS FOR THEIR STUDENTS.

Modification

Common tasks are performed using

technology to supplement the

lesson-bring the outside world in.

Redefinition

Technology allows for new tasks

that were previously

inconceivable—create a

documentary video etc.

No computer =

no lesson

Student/Teacher’s

world expands

beyond the classroom

Technology acts as a tool

to perform the same task

as before

Substitution

Technology offers an

effective tool to perform

common tasks

Augmentation

Student

Questions

Teacher

Questions

Enhancement

Transformation

Same Old- Same Old

With a computer

Technology makes

it easier, better

TECHNOLOGY MATRIX

GETTING STUDENTS TO WORK TOGETHER

PROBLEM BASED LEARNING

PROBLEM BASED LEARNING

• Instructional approach that anchors the curriculum in

ill-structured, authentic problems (Hmelo-Silver,

2004); Savery 2006)

•Meaning it has multiple solutions, multiple paths to

the solution(s) Jonnassen (2000).

• PBL units tend to be complex, challenging and open-

ended, engaging students in choice-driven inquiry

(Barrell, 2007)

REASONS TO TRY IT

• Covers more learning standards than planned

• Covers more ELS requirements in one assignment

• Fosters interdisciplinary approaches

• Pull in from all seven areas of the standards

• Students are generally more engaged

• Students get to be creative

• It is relevant to them.

PLANNINGCHALLENGES RECOMMENDED STRATEGIES

Develop a good question Adapt previous unites. Use questions

embedded in local events and issues.

Anticipate students’ questions and

learning needs.

Use backward-planning process:

Revise units for the subsequent year.

Dealing with complexity embedded in

real-world problems

Start small, introduce complex

concepts via teacher-directed lessons:

provide feedback

Gathering appropriate resources Create web-lists of relevant resources

(a few hard copy topical notebooks)

IMPLEMENTATIONSCHALLENGES RECOMMENDED STRATEGIES

Managing small group work Use multiple grouping strategies

depending on the task.

Allowing students to take responsibility for

their own learning

Provide supports that address the students

needs- mini lessons, web-lists of relevant

links, rubrics to clarify expectations.

Allow students to struggle.

Integrating less capable students in the

PBL Method

Use homogenous groups, provide

alternative projects, provide additional

assistance (worksheets and templates)

Integrating effective use of technology

tools and resources

Make sure you know your technology.

Have a plan B, find relevant websites

ahead of time.

ASSESSMENTCHALLENGES RECOMMENDED STRATEGIES

Measuring individual learning during

group work and from group products

Use a variety of methods (self-

evaluation, teacher evaluation, peer

evaluation.)

Measuring learning outcomes from

open-ended activities

Use ongoing methods to assess

progress and identify problems early

on. Provide feedback on early drafts

and require revisions.

YOUR TURN

• Divide into groups. Plan a PBL using

everything you have learned from all the

seminars this week.

• Choose a leader to share the idea

• Choose a reporter to document the plan on

the index card

• Index card ideas will be shared on the

comments page of the blog.

REFERENCES

• Developed by Lynn M. Millard, lmillar@bmtisd.edu or lynn.millard@waldenu.edu or lynnmillard@gmail.com. For a copy of

the research paper, please email or call Lynn Millard, 409-550-2575

• This research based development has utilized the following references:

References:

• Florida State Technology Matrix, (2016) The Technology Integration Matrix, Retrieved from: http://fcit.usf.edu/matrix/

• Technology is learning: SAMR Model (2014) Retrieved from: https://sites.google.com/a/msad60.org/technology-is-

learning/samr-model

• Ertmer, P. A., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., & Kocaman, A. (2009). Facilitating

technology-enhanced problem-based learning (PBL) in the middle school classroom: An examination of how and why teachers

adapt. Journal of Interactive Learning Research, 20(1), 35-54. Retrieved from

http://search.proquest.com.ezp.waldenulibrary.org/docview/211264801?accountid=14872

• SEC 2401 (2001) Part D Enhancing Education Through Technology Act of 2001. US Department of Education Retrieved from:

http://www2.ed.gov/policy/elsec/leg/esea02/pg34.html

• Barrell, J. (2007). Problem-based learning: An inquiry approach (2nd ed.). Arlington Heights, IL: Skylight.

• Jonnasse, D.H. (2000) Toward a design theory of problem solving. Educational Technology Research & Development 48(4), 63-

85.

• Hmelo-Silver, C.E. & Barrows, H.S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary

Journal of Problem-based Learning, 1(1), 22-40.

• Savery, J. (2006). Overview of PBL: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-21.