Presentation on theme: "Section I: Preparing to Use Technology"— Presentation transcript:
1Section I: Preparing to Use Technology Chapter 1: Preparing
2Frameworks: What we know. . . Are teachers using technology?NEA in collaboration with AFT(2008) studyInvolved approximately 2000 educators76% used computers for administrative tasks32% used computers for instructional purposeFindings support earlier studiesVery little has changed in the last decade
3Frameworks: What we know. . . Why are teachers NOT using technology?Lack of access to computersMost are not located in the classroomLack of access to high-speed InternetLack of access to appropriate softwareLack of technical assistance and supportLack knowledge and skillsLack of professional development that is appropriate for teachers to integrate technology.
4Frameworks: What we know. . . Should Teachers Use Technology?Increases student motivationIncreases time on taskIncreases productivityProvides unique instructional capabilitiesSupports new learning environmentsSupports required skills for students who must be able to work in a global economy.Supports critical thinking, communication, and collaboration.
5Frameworks: What we know. . . Is there support for technology integration?Professional organizations: ISTENational StandardsNETS•S6 broad standards with 4 indicatorsProfiles for gradesPK-2; 3-5; 6-8; 9-12NETS•TNETS•A
6Frameworks: What we know. . . What conditions must be in place for tech integration?A shared visionConsistent and adequate fundingEquitable accessSkilled educators and support staffOngoing professional developmentTechnical supportCurriculum frameworkStudent centered learningContinuous assessmentPartnership with communitySupport policiesSupportive external context
7Basics: Planning The types of plans that teachers work with are Unit PlanSeries of lesson plans on related informationArranged across the yearly calendarLesson PlanGuide followed during implementationComposed of sections of informationNo widely accepted modelAll have standard components
8Basics: The Lesson Plan What are the sections of a lesson plan?Descriptive InformationLesson goalStandards (Curriculum; technology)Instructional ObjectivesMaterials, Resources, and Technology neededInstructional ProceduresSupplemental ActivitiesAdaptations for Special LearnersAssessment and Evaluation
9Lesson Plan: Descriptive Information What is the descriptive information in a plan?Educators’ NameLesson TitleContent areaGrade levelShort description of the lessonTime allotted for the lesson
10Lesson Plan: Lesson Goals What is the lesson goal and how is it written?Broad statement of intentWritten in very general termsMay come from unit plan or standardsExamplesTo promote student-student negotiation.To increase understanding of patterns and functional relationshipsTo increase knowledge of world history.
11Lesson Plan: Standards What are the standards that I will follow in a plan and how do I find them?State Curriculum StandardsTennesseeTechnologyNETS•S
12Lesson Plan: Lesson Objectives What are instructional objectives and how are they written?Describe learning outcomesWritten in very specific termsExplain the teacher’s expectations to the studentForm the basis for assessmentContain A, B, C, DExamplesAt the conclusion of the lesson, TSW be able to correctly identify proper clothing to wear when in the sun.After instruction, TLW be able to identify six characteristics of special learners with 100% accuracy.
13Lesson Plan: Materials, Resources What are materials, resources and technology that I will list in a plan?MaterialsAny materials such as worksheets, markers, scissors, etc that are needed for the lessonResourcesAny resources such as the textbook, Web sites, maps, etc that will be needed for the lesson.TechnologyHardware and software needed for the lesson
14Lesson Plan: Supplemental Activities What is remediation and how do I plan for it?How will you reteach the content?Can you present the content in other ways? (digital)Differentiate by content. Are there alternate content materials, that accommodate variations inReadiness (e.g. virtual math manipulatives)Level of difficulty (such as reading levels)Level of support needed (step by step directions)Learning styles (Teacher Tube, podcasts)Differentiate by process.Flexible groups; learning strategies
15Lesson Plan: Supplemental Activities What is enrichment and how do I plan for it?How will you extend the content for more advanced learners?Are there alternate content materials?adjust for advanced levels of difficulty (see NASA’s Starchild project)give options for expressing learning, choices in the product (assignment) using a variety of media; (such as blogs, concept mapping software, multimedia presentations)allow choices of tools (such as websites, web 2.0 software, that would pique their interest, motivation, or engagement)
16Lesson Plan: Adapting for Special Learners What information goes in this section of the plan?Modifications made to the lessonELL StudentsAlternative acquisitionStudents who struggle academicallyContent enhancementAlternate response modesIncludes any assistive technology used
17Lesson Plan: Assessment How do I discover if the student has mastered the learning objectives?Formative assessmentProvides information on the progress of studentsTeacher may adjust instructionObservation, class discussion, quizzes, homeworkSummative assessmentUsed at end of chapter, unit, semester, yearProvides feedback for final decision about assigning a grade, promotion/retention, pass/failTests, performance, demonstrations and projects
18Basics: Example Lesson Plan Getting to Know Your Supreme Court (page 31)Bob KirklandMaryville High SchoolSocial SciencesIn this lesson, Bob Kirkland explains that student groups use Web resources to research current Supreme Court justices to determine personal demographic data, professional experiences, important cases the judge has ruled on and other interesting facts. Following research, each group presents their conclusions with a slideshow.
19Basics: Preparing for Special Learners What types of students fit into this category?Different backgrounds and challengesPoverty/affluenceCultural/languagePhysical abilitiesCognitive abilitiesEmotional needs
20Basics: Preparing for Special Learners Is there assistance for special learners to be able to participate in the regular curriculum?Assistive technology devices (AT)Any item, piece of equipment, or product system (not implanted) that is used to increase, maintain or improve functional capabilities of individuals with disabilitiesBroad range of software, hardware and servicesMust be considered for every student with an IEP
21Basics: Preparing to Manage How do I manage the classroom when using technology?Managing equipmentAccess and layoutEquityManaging timeStudents must understand expectationsMuch can be completed at deskPrerequisite skillsManaging student behaviorAUPAvoid linesAdditional supervision
22Voices in the Classroom The Technology CoordinatorLance Wilhelm, PhDAmes IowaDirector of Technology for Ames Community SchoolsIn this Voice, Lance Wilhelm, former teacher and teacher educator, discusses integrating technology into teaching and learning. He tells of Iowa elementary students who created a CD that illustrated the history of their hometown. Further, he gives pointers of how to overcome the barriers that teachers face with technology. He suggests that technology teams be established at schools and stresses out that most technology coordinators are “friendly folks” who want you to use technology.
23For more information Go to the textbook companion website: Or