Classroom Level 1. Learning outcomes drive the selection of technology. First clarify your lesson or unit's student learning outcomes. Then, determine.
Presentation on theme: "ETIPs Educational Technology Integration Principles: A set of principles to guide teachers in their instructional decision making about integrating educational."— Presentation transcript:
eTIPs Educational Technology Integration Principles: A set of principles to guide teachers in their instructional decision making about integrating educational technology into their K12 classroom.
Classroom Level Premise Technology integration requires the time and attention of teachers in the role of instructional designers. Educational technology does not possess inherent instructional value; rather, the value that is added to the teaching and learning processes is designed into those processes by a teacher.
Classroom Level 1. Learning outcomes drive the selection of technology. First clarify your lesson or unit's student learning outcomes. Then, determine what technologies are available and if they support these learning outcomes. Also consider the cognitive demands of the available technologies.
Software Types by their Cognitive Demand (generalized for typical uses) Web sites, CD-ROMs Drill and practice or other tutorial software Tool software such as spreadsheets, databases, word processing, concept mapping, etc. Knowledge, Comprehension Knowledge, Comprehension, Application Application, Analysis, Synthesis, Evaluation
Classroom Level 2. Technology use provides added value to teaching and learning. For Teaching adding value might mean individualizing instruction or making it more responsive to students questions and interests, or providing additional resources of information so instruction is more real world, authentic or current. For Learning adding value might mean accessing data, processing information or communicating knowledge that without technology would be impossible or less viable to do.
Added Value by Software Types Web sites, CD-ROMs Drill and practice or other tutorial software Tool software (such as spreadsheets, databases, word processing, concept mapping, etc.) ACCESS PROCESS PROCESS, COMMUNICATE
Added Value: Accessing Web sites and CD-ROMs Multi-sensory Greater amounts of data Searching and mining capabilities Timeliness and Relevance of the information
Added Value: Processing Drill and Practice and Tutorial Software Self-paced Individual attention Remediation Practice to the point of fluency
Added Value: Processing and Communication Tool Software Visualizing information Develop process or skill capabilities Organize information so it is searchable, or ready for sorting Communicate findings and understanding to others
Classroom Level 3. Technology assists in the assessment of the learning outcomes Technology can assist teachers in collecting formative and summative data about student learning. Whereas some software or hardware may actually collect the data and help to analyze it, other software may help students produce a product to show what they know and can do.
School Level Premise Technology support facilitates integration. Technology support encompasses both technical and instructional domains. Teachers need facilities, and staffing for technical and instructional support, as well as incentives and opportunities to provide feedback in both of these domains.
4. Access to appropriate hardware/software resources is necessary. Teachers must have ready access to hardware and software resources in order for them to utilize it in the instructional process. School Level
5. Professional development is targeted at successful technology integration. Teachers must have frequent opportunities to construct an understanding of technology as an instructional tool, which will begin with simply learning how to operate the educational technology but also extend to learning opportunities that address more than these basic skills. School Level
6. Professional Community enhances technology integration and implementation Teachers are asked to reflect on the role of technology in the school and the support they receive. They discuss educational technology with their peers and these thoughts are actively and systematically collected; this feedback is used to plan for future educational technology use and to improve the quality of technology support.