lecture 7 integrating icts into your teaching

Planning for teaching. Effective technology integration

Dr Megan PooreMegan.Poore@canberra.edu.au

6705 Enhanced Learning in Professional Contexts

Overview

• Principles of effective integration

• TPACK

• Online considerations

• Educational design

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PART I

A MODEL FOR TECHNOLOGY INTEGRATION

Technology integration

I.Foundation of learning theories

II.Technological Pedagogical and Content Knowledge (TPACK)

III.Technology Integration Planning (TIP)

IV.Essential conditions for integration

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston

I. Theoretical foundations

Two models

•Directed

•Constructed

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. Ch 2.

Directed (stimulus-response)

•Knowledge exists outside the human mind

•Learning happens when knowledge is transmitted to people and then stored in their heads

•Learning can only be inferred by observed behaviours

•Behaviour is shaped by ‘reinforcement’Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. p. 35

Applications for teaching

•Appropriate when students need guidance and structure (as opposed to minimal supervision) to direct their learning

•Designed to address accountability and quality assurance

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. pp. 38, 43

1.State objectives and break them down into steps

2.Provide hints or cues that guide students to desired behavior.

3.Use consequences to reinforce the desired behavior.

Anon. n.d. Instructional development timeline. Learning theory. Available at http://my-ecoach.com/project.php?id=12152&project_step=30139 Accessed 10 March 2010.

Constructed (experience)

•Knowledge is constructed by humans

•Learning is a process of constructing new ideas based on prior knowledge or experience

•Learning is therefore a change in understanding or meaning; it is a cognitive process

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. p. 35

•Abstract or complex concepts

•Appropriate when you want to encourage collaboration or to allow alternative ways of showing competence

•Good for hands-on, problem-solving activities

•Help students to think on their ownRobyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. pp. 42, 43

1.Pose ‘good’ problems, i.e., realistically complex and personally meaningful

2.Create group learning activities

3.Model and guide the knowledge construction process

McGovern, Charlotte. n.d. Instructional development timeline. Learning theory. Available at http://my-ecoach.com/project.php?id=12152&project_step=30139 Accessed 10 March 2010.

DIRECTED CONSTRUCTIVIST

Teaching and learning methods

• Individualised work•Goals and objectives same for all•Transmission of knowledge•Structured sequences of activities•Traditional materials, e.g., lectures,

skills, worksheets

•Group-based, co-operative work•Global goals: problem-solving, critical

thinking•Different for each student•Learners generate own knowledge

through experiences•Non-traditional materials

Assessment •Traditional (e.g., multiple-choice, short-answer tests) with expected responses

•Non-traditional (e.g., wikis, blogs, group products, videos, portfolios) with self-grading, rubrics

Instructional needs

•Accountability•Quality assurance• Individualisation•Convergent thinking

•Higher-level skills•Co-operation• Increase relevancy•Divergent thinking

Criticisms •Topics taught in isolation•Learning is repetitive/predicatable•Students don’t solve novel

problems

•Different demonstrations of understanding make accountablility difficult

•Time-consuming•Students may not transfer skills to

real-life

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston. pp. 44

Anyone want to share or comment?

II. TPACK

... is an understanding of the interactions of

•Knowledge about technology

•Knowledge about pedagogy

•Knowledge about content

You need to understand these things in isolation and together to design effective learning experiences

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston, p. 49

III. Technology Integration Planning

6 Phases:1.What is my TPACK?2.Detemine relative advantage: why?3.Skills, learning outcomes4.Best teaching strategies, methods, activities

5.Essential conditions for this to work6.Evaluate, revise, improve

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston, p. 50-62

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston, p. 51

1. What is my TPACK?

1.What is my TK, PK and CK?

2.Where do I sit on the TPACK continuum?

2. Relative advantage

1.What is the problem I am addressing?

2.Focus on edcational purpose, not technologies

3.Is there a sufficient relative advantage?

3. Outcomes and assessment

1.What do I want my students to achieve?

2.What are the best ways for them to achieve that?

4. Teaching methods

1.Directed or constructivist?

2.Group work or individual?

3.Single subject or interdisciplinary?

5. Educational environmet

1.Equipment, media, software, materials

2.Special needs of students

3.Time

4.Support materials

5.Privacy, safety

6.Policies

6. Evaluate and improve

1.Were the objectives achieved?

2.What do students say?

3.What will improve results? Technical skills, scheduling, teaching methods?

IV. Essential conditions

•Shared vision for technology integration (planning, budgets, PD, curriculum, currency)

•Empowered leaders

•Standards and curriculum support

•Required policies (internet use, ethical use, equity policies, copyright)

Robyler, Margaret D. and Aaron H. Doering. 2010. Integrating Educational Technology into Teaching. Fifth edition. Allyn and Bacon: Boston, pp 62-66

•Access to hardware, software for sustainability (funding, facilities, sustainability)

•Skilled personel and PD (training, modelling, mentoring)

•Technical assistance

•Appropriate teaching and assessment (matching teaching strategy with assessment)

•Engaged communities

PART II

ONLINE CONSIDERATIONS

3 ways of doing online

•Administration

•Content delivery

•Education

Where online succeeds

•Interactivity •Collaboration•Multi-media resources•Just-in-time learning•Problem-solving•Administration •Embedded learning support•Resource collections

Online teaching strategies

•Student-centred tasks

•Facilitation and moderation

•Problem-based learning

•Collaborative learning

•Peer review and evaluation

Kearsley, Greg and Robert Blomeyer. 2004. Preparing K-12 teachers to teach online. Available at http://home.sprynet.com/~gkearsley/TeachingOnline.htm. Accessed: 14 October 2008.

Considerations

•When to run online classes

•When to combine online with face-to-face

•When to use specific media

•When to use tech in the classroom, but not remotely

Considerations

•Time (often underestimated; start with smaller projects)

•Access to support•Student internet access and skill levels•Student willingness•Students’ bandwidth and download restrictions

•How will this add real value?University of Tasmania. n.d. Going online. Available at http://tlo.calt.utas.edu.au/about/whatis_otl.aspx. Accessed 14 October 2008.

Requirements of you

•Technical skills

•Sound educational reasons

•Sound pedagogy

•Copyright and IP compliance

•Commitment

University of Tasmania. n.d. What's required of you. Available at http://tlo.calt.utas.edu.au/about/requirements.aspx. Accessed 14 October 2008.

Facilitation

You will need to:

•Give timely and meaningful feedback

•Construct engaging learning tasks

•Provide motivation

•Ensure students interact

•Encourage critique and reflection

Your role

•Team-player•Instructor•Co-ordinator•Teacher•Educational designer•Graphic designer•Tech support

Hanna, Donald E., Michelle Glowacki-Dudka, and Simone Conceição-Runlee. 2000. 147 Practical Tips for Teaching Online Groups: Essentials of Web-based Education. Atwood Publishers

Student requirements

•Quality/speed of computer access

•Browsers, plug-ins, software

•Print-outs: download time, printing costs

•Consider making alternative formats available

•Positive attitude towards all forms of learning

University of Tasmania. n.d. Student needs and requirements. Available at http://tlo.calt.utas.edu.au/about/student_requirements.aspx. Accessed 14 October 2008.

Design principles and strategies

1.Choose meaningful learning contexts

•i.e., connection between the learning and the purpose for which the learning was intended

Oliver, Ron. 2000. When teaching meets leaning: Design principles and strategies for web-based learning environments that support knowledge construction. Conference Paper, ASCILITE 2000 conference, Coffs Harbour. Available at www.ascilite.org.au/conferences/coffs00/papers/ron_oliver_keynote.pdf. Accessed: 14 October 2008.

2. Choose learning activities ahead of the content

•i.e., the context demands a purpose and the purpose demands a learning task

•How can you replicate a real- life activity?

•The content is not an end in itselfOliver, Ron. 2000. When teaching meets leaning: Design principles and strategies for web-based learning environments that support knowledge construction. Conference Paper, ASCILITE 2000 conference, Coffs Harbour. Available at www.ascilite.org.au/conferences/coffs00/papers/ron_oliver_keynote.pdf. Accessed: 14 October 2008.

3. Choose open-ended and ill-structured tasks

•i.e., capacity to explore, inquire, reflect

•Tasks should have different interpretations and solution processes

4. Make the resources plentiful

•Allow students to explore, inquire, derive own meaning

•Provide different perspectives

5. Provide supports for learning

•Scaffolding

•Peer support, collaborative and co-operative settings

•FAQs, web links, info

6. Use authentic assessment tasks

•Tasks must relate to assessment

•Also, provides more accurate measure of performance

IT considerations

•Bandwidth

•Access

•Platform (Mac or PC?)

•Download limits

•Back-up options

•Terms of service

•Privacy

Screen design considerations

•Use only basic fonts

•Do not use textured backgrounds

•Make essential links available from any page

•Limit the amount of text on the screen

•Better to ‘chunk’ material than have long scrolls

PART III

EDUCATIONAL DESIGN

Educational design basics

•Learning outcomes

•Constructive alignment

•Assessment rubrics

Constructive alignment

1.Determine learning outcomes. Use active verbs.

2.Learning activities to help students achieve the learning outcomes.

3.Resources that will help students complete the activities successfully.

4.Assess the learning outcomes

Learning outcomes

•Inform your teaching design, strategies, and methods

•Link directly to your assessment tasks

•Help determine teaching content

•Guide students in their study

Learning outcomes

•Bloom’s taxonomy is really useful in helping you develop learning outcomes

Assessment rubrics

•Essential tool for communicating to students exactly what it takes for them to succeed at different grade ranges.

•They are formative and used ahead of the task

Reference

Advantages of rubrics

•Lay out expectations

•Students become better judges of own work

•Force you to clarify your criteria

•Promote student awareness

•Provide students with more informative feedback about their strengths and areas in need of improvement.

Kennesaw State University. n.d. Assessment rubrics. Available at http://edtech.kennesaw.edu/intech/rubrics.htm. Accessed 13 March 2010.

Let’s check our Twitter feed! yay!

Summing up

•You need a sound pedagogy before integrating ICT into your teaching

•Use the TPACK model to help you plan, integrate and refine

•Use good educational design basics: constructive alignment, learning outcomes, assessment rubrics

Thanks for coming!

Image referencesConnecting puzzle. http://www.sermonators.com/wp-content/uploads/connecting_puzzle_11_30_08_pc_pro_me.jpg

Keyboard http://sustainabilityninja.com/wp-content/uploads/2008/11/feature-images/sustainable-technology-gadgets.jpg

Nickolodeon monsters http://maximum1.files.wordpress.com/2009/10/aaahh-real-monsters-aaahh-real-monsters-1486196-1024-768.jpg

Constructive alignment http://elearning.heacademy.ac.uk/weblogs/pathfinder/wp-content/uploads/ConstructiveAlignment1.JPG

Online http://www.reputationmanagementfirm.com/iStock_000005808627Small.jpg

Bloom’s taxonomy http://blogs.wsd1.org/etr/files/blooms_taxonomy.jpg

Learning outcomes http://ctl.byu.edu/wp-content/uploads/2008/11/learningoutcomes.gif

Compass http://wpcontent.answers.com/wikipedia/commons/thumb/f/f8/Compass_Rose_English_North.svg/300px-Compass_Rose_English_North.svg.png

Smiley face http://southernfriedblog.files.wordpress.com/2009/09/smiley-face.jpg

All other images are copyright- and royalty-free

lecture 7 integrating icts into your teaching

educational technology

technology integrationi

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constructed robyler

learning theory

learning goals

reinforcement robyler

group learning activities

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