Making Technology Integration Decisions

To provide you with a framework for making decisions about technology

StudentsGenderSocioeconomic statusCulture and ethnicityExisting knowledge of the contentMotivationLearning styleSpecial needsTechnology literacyDiversity as an asset

EnvironmentThe setting or physical surroundings in

which learning is expected to take place.SizeLayoutLightingSeatingSetting (computer lab, science labs,

playground, home)

Questions to ask:Where will learning occur?

e.g., classroom, lab, home, field tripWhat are the characteristics of those

environments? how large is the space, how are seat arranged,

can seats be moved, noise levels, distractions, lighting

How will these characteristics influence instruction? can setting be modified, what constraints will

setting impose on instruction?

Internet access (4.5 students:1 computer)

Computer lab

Let’s see what your field placement schools will look like…

Conditions (What you give the students) Performance (What the students will do) Criteria (How you judge whether they

have met the goal)

Given the ____, the students will be able to ____, based on _____.

Use verbs such as:CompareTranslateConstructCreateDescribeExplainMeasure IdentifyDefineDraw

Avoid verbs such as:UnderstandAppreciateThinkKnowBelieveRecognizeBecome familiar

with

Write your own objectiveConditionsPerformanceCriteria

Given the (conditions), The students will be able to

(performance) based on the following desired level of

performance (criteria)

G-R-A-D-EGoal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed?Requirements: What do you need in a resource or tool?

Grouping Time Resources Media

Availability: What resources can you access that might address the problem?Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)Explain decision: How does the tool you chose address…

Effectiveness? Efficiency? Enhancement?

Mr. Jackson teaches a high school social studies class.

With the election coming up, he wants his students to compare and select their preferred presidential candidate.

He teaches 9th – 12th grade social studies courses, so trying to figure out ways to address this topic in each class can be difficult.

GOAL: Students need to learn about the electoral process and visually see the significance of voting. They need to gain insight into why people vote for a particular candidate, and learn the importance of statistics in the election process, while developing their skills in this area.

STUDENTS:25 students (15 boys, 10 girls)9th gradeSpecial needs: 1 student with visual impairmentsLack of prior knowledge on democratic processMotivation – low (intrinsic and extrinsic)Learning style: visual and auditoryCulture/ethnicity: Very diverseTechnology literacy: medium to low (strong with entertainment)

ENVIRONMENT:Classroom30 desks facing front of class1 Teacher computer (with Internet access)Checked out LCD projector

G-R-A-D-EGoal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective)Requirements: What do you need in a resource or tool?

Grouping (students, environment) Time Resources (environment) Media (students)

Availability: What resources can you access that might address the problem? (environment)Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)Explain decision: How does the tool you chose address…

Effectiveness? Efficiency? Enhancement?

What is the standard or learning goal of the lesson? USG.3.13 Explain the electoral process in

terms of election laws and election systems on the national, state and local level.

Example: Voter registration, primary elections and campaign finance laws

What is the problem that specifically needs to be addressed? (objective) Given the content on the electoral process

delivered by Mr. Jackson, the students will be able to explain the electoral process. Student explanations will need to include the number of total electoral votes available, how many are needed to become president, and the relationship between individual people’s votes and electoral votes.

Requirements: What do you need in a resource or tool? Grouping (students, environment)

Lecture style Individual and whole group instruction Home and classroom

Time One full 50 minutes class period (plus two nights of homework)

Resources (environment) 1 teacher computer 1 checked out projector Map Chalkboard

Media (students) Visual and auditory learners Text for complicated ideas Video for further explanation and understanding Images

Availability: What resources can you access that might address the problem? (environment) 1 Teacher computer 1 checked out projector (from media center)

Chalkboard to show electoral process Compare states:

http://www.pbs.org/newshour/vote2008/primaries/states/index_primaries.html

Review electoral process: Grolier Encyclopedia Common Craft United Streaming

Create your map and enter content: http://projects.washingtonpost.com/2008/pick-your-president/

Scholastic: You’re the president

You Tube summary: Example

Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

Explain decision: How does the tool you chose address… Effectiveness? Efficiency? Enhancement?

Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

Read through Grolier Encyclopedia United Streaming Video Scholastic Game Homework

Write the description

Explain decision: How does the tool you chose address… Effectiveness Enhancement

Text is important for background knowledge Video reviews concepts, incorporates visual and

audio Game is interactive with whole group, increased

motivation Homework

Individual requirements to assess student learning

Goal:To encourage students to participate intelligently in the democratic process

STUDENTS:30 students12th grade3 ADD/ADHDExisting knowledge of the contentTechnology literacy: highLearning style: Visual, kinestheticCulture/ethnicity: diverseMotivation: med intrinsic

ENVIRONMENT:Computer lab30 student computers (with Internet access)1 Teacher computer (with Internet access)LCD projector

Goal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective)

Requirements: What do you need in a resource or tool? Grouping (students, environment) Time Resources (environment) Media (students)

Availability: What resources can you access that might address the problem? (environment)

Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

Explain decision: How does the tool you chose address… Effectiveness? Efficiency? Enhancement?

What is the standard or learning goal of the lesson? USH.8.5 Describe social, economic and political

issues and how they impact individuals and organizations. (Government; Economics; Geography; Individuals, Society and Culture)

What is the problem that specifically needs to be addressed? (objective) Given research guidance and access to the

Internet, the students will be able to research the candidates’ stances on selected issues and select the stance that best aligns with their ideals. Students will create a document that identifies a specific issue, describes the candidates’ position, and summarize why this position is a good choice.

Requirements: What do you need in a resource or tool? Grouping (students, environment)

Can be grouped or individual Computer lab

Time One full week (although part of an ongoing unit) 50 minute sessions

Resources (environment) Computer lab Helpful to have own computers for research purposes

Media (students) Text to understand positions of candidates Graphic representations or charts to compare/contrast issues Video to get full understanding of candidates’ knowledge

Availability: What resources can you access that might address the problem? (environment) 30 student computers 1 teacher computer Computer lab (LCD projector)

Newspapers, magazines, propaganda Watch debates:

http://www.c-span.org/Politics/ Review issues:

http://www.c-spanclassroom.org/campaign_issues.aspx Scholastic:

If I were president President Election Comparison chart Who am I?

Political cartoons Example

Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

Explain decision: How does the tool you chose address… Effectiveness? Efficiency? Enhancement?

Between these two examples:

4. How did different students impact technology integration decisions?

5. How did different learning environments impact technology integration decisions?

6. Did the objectives change with different technology integration decisions?

Unit 1 Test13 QuestionsMultiple choice, short answer, and essay30 minutesDuring this week’s labCheck out Unit 1 Test Review

Unit 2- Using GRADEProductivityCommunicationsContent ExplorationProductionData Collection/Analysis