Recesso/Orrill, Integrating Technology into Teaching Chapter 5 A Guide for Integrating Technology.

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Recesso/Orrill, Integrating Technology into Teaching

Chapter 5A Guide for Integrating Technology

Standards to Guide Your Preparation

ISTE NETS OTHER RELEVANT STANDARDS

• Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

• Prospective teachers plan and teach student-centered learning activities and lessons in which students apply technology tools and resources.

National Board for Professional Teaching Standards: Early and Middle Childhood/Literacy:

Reading–Language Arts Standards (2002) Teachers are committed to fairness and equity with regard to technology use. They create learning experiences for all students that include technology tools and resources in instruction and applications.National Council for Accreditation of Teacher

Education: Unit Standards (2002) The new professional teacher who graduates from a professionally accredited school, college, or department of education should be able to integrate technology into instruction effectively.

Developing a Learning Unit • This instructional design process is based

on: – What students need to know– How they will learn by using technology– How their understanding will be measured.

• Technology does not drive the process. • Decisions about technology are based on:

– learners’ needs– the learning environment– standards that define what learners are

expected to know and be able to do.

Figure 5.1: The Technology and Learning Continuum Model

The Continuum of Activities • The initiating activity introduces students to

what they’ll be doing. – Simple problem or as long as a lecture on a

particular concept.• The guided learning activities, the longest part

of the continuum, engage students in exploring and making sense of the new ideas and skills.

• The culminating performance is the final outcome—where students have an opportunity to demonstrate their new knowledge and understandings.

The Backward Design Process

• Though it may seem counterintuitive, we promote a reverse, or “backward,” design process. In other words, we suggest beginning the design process by focusing on the culminating performance (Wiggins & McTighe, 2001).

• The culminating performance embodies your goals for the learner—what you intend for the learner to know and be able to do by the end of the learning unit. From that, you work backward to the guided learning and the initiating activity.

Designing Instruction

• Objectives

• Instructional strategies

• Possible technologies

• Assessment

Figure 5.3: Student Actions Associated with Each Instructional Strategy

Figure 5.4: Instructional strategies matched with the continuum of learning

activities

Figure 5.6: Aligning instructional strategies with appropriate technology

Figure 5.7: Bloom's taxonomy aligned with technology choices for

assessment

Resources

• Bookbinders: Fusing Technology, Image, and Literature http://www.mmischools.com

• Design in the Classroom: Backward Designhttp://ditc.missouri.edu/designProcess/designCases/backDesign.html

• InTime: Find a Video http://www.intime.uni.edu/video.html

• The Technology Applications Center for Educator Development: Assessmenthttp://www.tcet.unt.edu/START/assess/tools.htm

Meet the Standards • Using the backward design process, think about a specific

example of instructional events in your classroom. – How did the teacher determine (and demonstrate!) what

students should know and be able to do by the end of the learning unit (or class)?

– As a general rule, it takes three lessons for students to develop their knowledge and skills sufficiently to meet the expected outcomes of the unit. Identify a teacher that explicitly used three classes to develop a specific knowledge/skill. What was the structure of those three classes?

– What instructional strategies and/or technologies did the the teacher use in to help facilitate students’ knowledge and understanding?

– What did the teacher do to help determine if the students are making progress toward the unit’s (or class) expected outcomes? Did the teacher adjust instructional strategies because activities were inappropriate (too hard or too easy)?

Recesso/Orrill, Integrating Technology into Teaching Chapter 5 A Guide for Integrating Technology.

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