Integrating Technology into Teaching and Lesson

Planning

Prepared by Carla Piper, Ed. D.

Educational Values Based on Vision of Society

What do you believe is worth knowing?

What do you know about the learners and their development?

What do you know about subject matter?

What is the best way to promote student learning?

Feeny, Christensen, Moravick

What is Curriculum?

Experienced Curriculum “Curriculum is what happens.” What the student experiences and

perceives during the day Planned or unplanned

Planned Curriculum Planned learning experiences Know what to teach – CONTENT Know how to teach it - PEDAGOGY

Feeny, Christensen, Moravick

Three Elements of Curriculum

“WHO?” The Learner

“WHAT?” The Content Subject Matter

“HOW?”The Process of InstructionKinds of Planned Learning Opportunities

WHO?

WHAT? HOW?

From “Who Am I in the Lives of Children?”

Feeny, Christensen, Moravick

What is Teaching?

CurriculumWhat do you teach?

CurriculumWhat do you teach? Instruction

How should you teach it?

Instruction How should you teach it?

AssessmentHow do you determine if you’ve taught it successfully?

If learning is not the result, adjust instruction

AssessmentHow do you determine if you’ve taught it successfully?

If learning is not the result, adjust instruction

Results inStudent

Learning!

History of Educational Reform

Old SchoolTeacher directed

Teacher dispenses knowledge

Students work individually

Students grouped by ability

Students assessed on knowledge of facts

Students memorize and test recall

Students read and answer questions at the end of the chapter

Traditional ClassroomsEvery student learns the same materials

Teachers use the identical instructional delivery mode

Students learn by listening and reading – and very little by doing authentic tasks

Lecture based method does not accommodate all learners. Aimed at:Verbal-linguistic learnersLogical-mathematical learners

History of Instructional Media

Primary physical means of instruction prior to the 20th CenturyThe teacherThe chalkboardThe textbook

Influence of technology the use of media for instructional purposes the use of systematic instructional design

procedures or instructional design

Objectivism and Behaviorism

Knowledge exists as absolute truthTransfer knowledge from outside to inside the learnerArrange conditions to promote specific goalsTeacher directed, learner receivingGoals predeterminedObjectives definedActivities, materials, assessment is teacher drivenHand in products for teacher assessment

World War II

Psychologists and Educators

Conducted experimental research

Developed training materials for the military

Influenced the types of training materials that were developed

Based on their work on instructional principles

Examined research and theory on instruction, learning, and human behavior

Programmed InstructionBehaviorism: 1960s

Data regarding the effectiveness of the materials were collected

Instructional weaknesses were identified

Materials were revised accordingly

Trial and revision procedure provided formative evaluation

Still found in current instructional design models.

B.F. Skinner’sTeaching

Machine for Programmed Instruction

Computer-Based Instruction – 1980s

Applied principles of cognitive psychologyIncreasing interest in the use of microcomputers for instructional purposesNew sequential models of instructional design Accommodate the interactive capabilities

Why Teach with Technology?

Do we really need to know how to use technology?What was good enough for me ought to be good enough for my students!

Stage 1: Use technology to do things we can already do but more convenient: Typing vs. word processingCalculator vs. spreadsheets

Stage 2: Use technology to improve on tasks we already do: Track student progressCreate more professional looking products

How do Teachers Decide to Use New Technologies?

Stage 3: Use technology to do things that

were not previously possible

Real-time manipulation of data - graphs/charts

Professional publishing and graphics

Multi-media presentations

Instant global communication

Help with students who have special needs

Used as a tutor - Student answers questions or solves problems in sequenced learning

Used to explore - Student discovers through interactive information, demonstration, or simulation

Applied as a tool for accomplishing tasks and expressing creativity

Used to communicate - Student retrieves and sends information electronically

Classifications of Educational Technologies

Barbara Means

New School

Students explore

Teacher facilitates

Students work collaboratively

Students grouped heterogeneously

Students assessed on performance according to standards - criterion based

Students complete authentic tasks

Students solve problems and create products

Constructivism – Building on Prior Knowledge and Experiences

Students create knowledge through bringing meaning to their own experiences.

Individuals have different meanings attached to the same experience

Knowledge is tentative and incomplete because humans are constantly undergoing new experiences

Understanding becomes greater when new experience tests itself with previous knowledge

Brahler & Johnson

Instructional Planning

Learners must have ability to transfer knowledge and skills beyond the initial learning situationFlexible learning environments help to develop cognitively flexible processing skillsKnowledge must be presented in a variety of different ways and for a variety of different purposes

Brahler & Johnson

InstructionHow do you plan your lessons?

Planning Curriculum Instruction Steps to Lesson Planning

What content standard will be met?What are your learning objectives?What is the activity?What is the sequence or timing.Who will participate?What is the overall purpose of the lesson?How will you measure student learning?

Planning Instruction

What do you need to teach this lesson? Materials Space Time Resources

What do you do? How? When? Introduction – How do you get them interested? Procedure – What will you do and say (step-by-

step guide) Closure – How will you help students make a

transition to the next activity?

Using Instructional Software

How will you structure your class so students can use this software effectively? (Classroom Management, Schedule, Time Frame) Whole class? One computer displayed on LCD or TV? Computer lab or library? Cooperative groups? Small computer learning center? Work on computer at home?

Is using this software a good use of instructional time?Will using this software result in student learning?Is there a better way to teach these concepts than through technology?

Using Technology in Lesson Planning

How is this technology going to help students meet subject matter content standards?When will you use an electronic learning resources of website in your lesson plan? Anticipatory Set

“The Hook” to get students interested, curious, motivated. Setting the stage - providing frame of reference Scaffolding – tapping in to previous knowledge

The Instruction – Step by Step Learning of Concept Guided Practice – Individualized? Drill? Part of Assessment Process Closure – Transition to New Topic

Writing Measurable Instructional Objectives

Learning objectives connect instructional planning with curriculum content as measured by assessment.By participating in this activity students will: Learn about…? Gain greater understanding of…? Practice…? Develop an awareness of…? Express understanding of…? Develop skill in…? Begin to be able to…

How will you measure learning outcomes?

Learning Objectives Must Include:

A measurable verb

The important condition (if any) under which the performance is to occur and

The criterion of acceptable performance.

The MagicTriangle

Learning Activities

Objectives

Evaluation

ABCD's of Learning Objectives

Audience - Who will be doing the behavior?

Behavior - What should the learner be able to do?

Condition - Under what conditions do you want the learner to be able to do it?

Degree - How well must it be done?

Writing Learning Objectives for your Lesson Plan

Audience: The learners Who is doing the performance? (not the instructor).

Behavior (Performance): What the learner will be able to do? Can this performance be seen or heard?

Condition: The conditions under which the learners must demonstrate their mastery of the objective: What will the learners be allowed to use? What won't the learners be allowed to use?

Degree (or criterion): Common degrees include: Speed, Accuracy, Quality HOW WELL the behavior must be done?

Benjamin Bloom

Taxonomy of Educational Objectives (1956)Learning outcomes within the cognitive domain Objectives reflect learner

behavior Hierarchical relationship Lower to Higher Level

Thinking Domains

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Kinds of Lesson Objectives

Cognitive Thought or knowledgeObjectives describe: "what the student is

able to do" (an observable)

Affective Feelings or choicesObjectives describe: "how the student

chooses to act"

Psychomotor Physical skills Objectives describe: "what the student can

perform"

Bloom’s Learning Taxonomy

Higher order thinking – critical thinkingThree overlapping domainsCognitive – Knowledge, recall,

comprehension, analyzing/synthesizing data, problem solving, etc.

Psychomotor – physical skills, fine or gross motor skills, coordination, dexterity

Affective – attitudes of awareness, interest, attention, concern, responsibility, respect, enjoyment, appreciation, motivation

Bloom’s TaxonomyHigher Level Thinking

KNOWLEDGE: define, list, name, memorize

COMPREHENSION: identify, describe, explain

APPLICATION: demonstrate, use, show, teach

ANALYSIS: categorize, compare, calculate

SYNTHESIS: design, create, prepare, predict

EVALUATION: judge, assess, rate, revise

Ask Students to:

Know - recall information in original form

Comprehend - show understanding

Apply - use learning in a new situation

Analyze - show s/he can see relationships

Synthesize - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new

Evaluate - assess and criticize on basis of standards and criteria

Understanding

Applying

Analyzing

Evaluating

Creating• Creating – designing, constructing, planning,

producing, inventing, devising, making

• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring

• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

• Applying – implementing, carrying out, using, executing

• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding

Action Verbs from Bloom’s Revised Taxonomy

Remembering

Assessment and ReflectionAssessment What will students say or do to show you objectives were

met? What will you collect to show student’s learning (portfolios,

observations, work samples, photographs, etc.)

Reflection on your teaching How will your assessment guide your teaching practice? What needs to be “re-taught” and how can you teach it

differently when assessment demonstrates that some students did not learn the material?

Is there a better way to teach this material? What will you do differently next time? How could you extend this activity for another lesson? Was your instruction effective in promoting student learning?

References“Pedagogy: A Primer on Education Theory for Technical Professionals” – Brahler & Johnson. Washington State University – Download from Microsoft Higher Education Website

“Multiple Intelligences and Technology” – Edwards (no longer available)

Bloom’s Digital Technology - http://www.techlearning.com/techlearning/archives/2008/04/AndrewChurches.pdf

Constructivism - http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Bloom’s Taxonomy - http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm