Web 2.0 Tools: Illuminating the

Danielson Framework for Teaching and Technology

Putting the Pieces Together

Stephen B. Swan

University of Louisville

Agenda• Essential/Focus Questions• Five Domains of the Danielson

Framework for Teaching• Effective Teachrer Technology Use• What TPACK Says• Web 2.0 Tools• EXAMPLES

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Essential/Focus Questions

• How does Charlotte Danielson’s Framework for Teaching embrace technology integration into the classroom?

• How can you use the Framework to learn more about teaching and learning with technology?

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Purposes of Framework• Based on the Praxis III criteria

• Applies to experienced as well as novice teachers

• Creates a shared understanding of teaching, helps paint a picture of what “good” teaching looks like

But what does technology integration look like?

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Kentucky AdaptedDanielson Framework for Teaching

• Domain 1: Planning and Preparation• Domain 2: The Environment• Domain 3: Instruction/Delivery of Service• Domain 4: Professional Responsibilities

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Rubric for Effective Teacher Technology Use (Organized by the Five Domains of Danielson’s Framework for Teaching)

Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.Rubric coauthored by Doug Johnson (doug0077@gmail.com), director of media and Technology, Mankato Area Public Schools, Mankato, Minnesota, and Nathan Mielke (ndmielke@gmail.com), data coordinator and instructional technology integrator, Germantown Public School Germantown, Wisconsin

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Domain 1: Planning and Preparation

1.1 The teacher is aware of the characteristics of “net generation” learners and their relationship with technology and uses this information to design engaging activities.1.2. The teacher determines the technology skill level of students, knows the expected competencies for productivity and research, and finds means of remediation of individual students when needed.1.3. The teacher uses adaptive and adoptive technologies with students with special needs.1.4. The teacher establishes appropriate goals for technology applications for students.

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Domain 1: Planning and Preparation

1.5. The teacher knows, accesses, and uses digital resources provided by the state and district, including productivity tools, online teaching and reference materials, and textbook supplemental materials.1.6. The teacher designs learning activities that use the technology resources available.1.7. The teacher uses online resources to provide instructional materials at differing levels and subjects to meet individual student abilities, needs and interests.1.8. Assessment criteria of student work include qualitative indicators of effective technology production.

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Domain 2: The Classroom Environment

2.1. The teacher demonstrates an enthusiasm for educational technology and its uses.2.2. The teacher uses technology to provide a wider audience for student work. Appropriate safety and privacy efforts are made.2.3. The teacher helps students use technology in the revision process of their creative efforts.2.4. The teacher uses technology to facilitate peer editing of student work.

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Domain 2: The Classroom Environment

2.5. The teacher has rules and expectations for productive technology use in the classroom, including the use of personally owned technology devices.2.6. The teacher uses the student information system efficiently, resulting in minimum use of class time for management tasks.2.7. The teacher monitors student technology use and responds to misbehavior if it occurs.2.8. The teacher arranges the technology in the classroom for ease of monitoring and flexible use.

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 Domain 3: Instruction

•3.1. The teacher gives students alternate means of discussion and asking questions using technologies to bring out the ideas of all students.•3.2. The teacher allows students to initiate discussions in online forums such as classroom blogs, discussion lists, and social networking sites.•3.3. The teacher expects and reinforces appropriate student interaction when using online tools.•3.4. The teacher uses technology to create and project visual and auditory data that help explain content and concepts.

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 Domain 3: Instruction

•3.5. The teacher uses technologies such as interactive whiteboards, student response systems, and computer games to engage students.•3.6. The teacher encourages students to use online resources to answer questions and explore concepts during class and teaches search and information evaluation strategies.•3.7. The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.

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 Domain 4: Professional Responsibilities

 • 4.1. The teacher uses online grading and reporting system to 

maintain information on student completion rates and shares this information through student and parent portals in real time.

• 4.2. The teacher uses online grading system portal to inform students and parents of upcoming assignments, projects, and assessments.

• 4.3. The teacher uses the district website to provide a wide range of up-to-date information to students and parents.

• 4.4. The teacher uses online communication tools such as e-mail, blogging, and social networking to keep students and parents informed on a regular basis.

• 4.5. The teacher uses collaborative online tools to communicate and work with colleagues.

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 Domain 4: Professional Responsibilities• 4.6. The teacher volunteers to share effective uses of technology 

at staff meetings and inservice trainings, through professional writings and presentations, and through demonstrations to parent-teacher and community organizations.

• 4.7. The teacher participates in both organized and personal learning opportunities online.

• 4.8. The teacher honors and learns from students who have technology competencies and knowledge.

TPACK: the Easy Explanation

http://flickr.com/photos/nataliejohnson/237529176/

TPACK:the tools

http://flickr.com/photos/nataliejohnson/237529176/

“affordances that teachers create through playful interaction with their curriculum…” Punya and Koehler 2008

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EXAMPLEShttp://drmswonderfulwiki.wikispaces.com/

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Domain 1: Planning and Preparation

http://fhsts.wikispaces.com/home

Domain 2: The Environment

https://www.edmodo.com/home#/group?id=6578751

Domain 3: Instruction/Delivery of Service

http://dosshigh.wikispaces.com/Doss+Wiki+Home

Domain 4: Professional Responsibilities

https://www.edmodo.com/ress

EXAMPLES:

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• Please work with your content/position/grade level.

• Read the 2 domains assigned and then on chart paper complete the following tasks.– Summarize the key components of each

domain– Include an example– Create a nonlinguistic representation

NEARPOD Time

“The mediocre teacher tells.

The good teacher explains.

The superior teacher demonstrates.

The great teacher inspires.”- William Arthur Ward

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Reflect…How can we better make technology integration front and center in the Danielson FFT?

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Conclusion

• Please use the summarizing tool to help process your thoughts (Stoplight)

• Questions/Comments

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ResourcesOnline Resources:

Clip Art: http://schools.clipart.com

Literature:

Danielson, C. (2007). Enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.

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