Educational Technology Integration & Implementation Principles to guide teachers in their instructional decision making Sara Dexter University of Virginia Thank you My job Premise is schema Sara Dexter sdexter@virginia.edu

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Resources This PowerPoint at “The Very Latest” at http://sdexter.net Read more about the ETIPS at http://etips.info/handouts/index_etipX.html Where X = 1, 2, 3, 4, 5, 6 For example http://etips.info/handouts/index_etip1.html Overview of all ETIPs and Overview of that ETIP Sara Dexter sdexter@virginia.edu

Educational Technology Integration & Implementation Principles Classroom level 1. Learning outcomes drive the selection of technology. 2. Technology use provides added value to teaching and learning. 3. Technology assists in the assessment of the learning outcomes. School level 4. Ready access to supported technology is provided. 5. Professional development is targeted at successful technology integration. 6. Professional community enhances technology integration and implementation. Overview of topics Sara Dexter sdexter@virginia.edu

Classroom Level Premise Educational technology does not possess inherent instructional value Teachers as instructional designers Sara Dexter sdexter@virginia.edu

1. Learning outcomes drive the selection of technology Consider Content and Cognitive Demand lesson or unit's student learning outcomes technologies available Matching both elements for both Classroom Level Sara Dexter sdexter@virginia.edu

Software Types by their Cognitive Demand Web sites, CD-ROMs Drill and practice or other tutorial software Simulation software Tool software such as spreadsheets, databases, word processing, concept mapping, etc. Knowledge, Comprehension Knowledge, Comprehension, Application Application, Analysis Application, Analysis, Synthesis, Evaluation Astronomy for kids website has lots of things to look at. It can support learners’ comprehension of basic knowledge through its text and graphics. Learners can read about the reasons for the seasons, for example. Starry Night is a simulation software that can let kids investigate what the sky looks like from different locations on the earth at different points in the year and hypothesize about the position of the sun in the sky, based upon what they comprehend about the reasons for the seasons. Discovery is possible, but some background knowledge would guide the application and analysis. Sara Dexter sdexter@virginia.edu Astronomy For Kids Starry Night Pro

2. Technology use provides added value to teaching and learning For Teaching individualizing instruction, making it more responsive to student’s questions and interests providing additional resources of information, so instruction is more real world, authentic or current For Learning accessing data processing information communicating knowledge Classroom Level Sara Dexter sdexter@virginia.edu

Software Types by their Added Value Web sites, CD-ROMs Drill and practice or other tutorial software Simulation software Tool software such as spreadsheets, databases, word processing, concept mapping, etc. Access Process Process, Communicate Sara Dexter sdexter@virginia.edu

Added Value: Accessing Web sites and CD-ROMs Multi-sensory Greater amounts of data Searching and “mining” capabilities Timeliness and Relevance of the information Tidal DB Climate DB EQ DB Dogpile Evaluating Web Pages Sara Dexter sdexter@virginia.edu

Added Value: Processing Drill and Practice / Tutorial Software Self-paced Remediation Practice to the point of fluency Simulation Software If, then conjecture Visualization Molecular Expressions ExploreLearning BrainPop Sara Dexter sdexter@virginia.edu

Molecular Expressions

ExploreLearning

BrainPop

BrainPop

Added Value: Processing / 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 Molecular Expressions ExploreLearning BrainPop Sara Dexter sdexter@virginia.edu

Sara Dexter sdexter@virginia.edu

3. Technology assists in the assessment of the learning outcomes Formative and summative data Software / hardware may collect the data and help to analyze it, other help students produce a product to show what they know and can do Classroom Level Sara Dexter sdexter@virginia.edu

School Level Premise Technology support facilitates teachers’ integration Technical and Instructional domains Facilities Staffing Incentives Opportunities to provide feedback Sara Dexter sdexter@virginia.edu

Technology Support: Domains and Delivery Methods Sara Dexter sdexter@virginia.edu Ronnkvist, Dexter, & Anderson, 2000

4. Ready access to supported hardware/software resources Implications of configuration One computer, Classroom-based, Labs, Carts, 1:1 Advocate for subject-specific resources Support response Plan B School Level Whole Class Inquiry Sara Dexter sdexter@virginia.edu

Whole Class Inquiry

5. Professional development targeted at successful technology integration Frequent opportunities to learn construct an understanding of technology as an instructional tool in CONTENT AREA Learn how to operate Learn how to integrate School Level Teacher’s Domain NSTA Lab Science PD Web-based Instruction Sara Dexter sdexter@virginia.edu

6. Professional community enhances technology integration and implementation Reflect on the role of technology in the school & support received Discuss educational technology and actively and systematically collect FB Utilize feedback to plan educational technology use improve the quality of technology support School Level Sara Dexter sdexter@virginia.edu

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Formative Feedback Rubrics Rubric provided at the start of the case assignment Criteria emphasize decision making Sara Dexter sdexter@virginia.edu

PlanMap Makes Critical Thinking Visible Before case, PlanMap asks students to consider their prior knowledge and the challenge presented to them to plan their search of the school’s web site. Sara Dexter sdexter@virginia.edu

Cases Appear as School Web Sites Cases Include Supporting handouts, Case intro & Question Response page for submitting and receiving feedback on assigned short essays. Sara Dexter sdexter@virginia.edu

PlanMap Makes Critical Thinking Visible During/After the case, PlanMap visually compares students’ search process to their planned exploration of the case and to the key items suggested by experts, shown in yellow. Sara Dexter sdexter@virginia.edu

Formative Feedback Automated essay scoring Students submit essay drafts to receive predicted scores. Students can revise and resubmit multiple drafts. Sara Dexter sdexter@virginia.edu

Copy of Presentation at http://sdexter.net Retrieve presentation from Sara Dexter sdexter@virginia.edu

Resources This PowerPoint at “The Very Latest” at http://sdexter.net Read more about the ETIPS at http://etips.info/handouts/index_etipX.html Where X = 1, 2, 3, 4, 5, 6 For example http://etips.info/handouts/index_etip1.html Overview of all ETIPs and Overview of that ETIP Sara Dexter sdexter@virginia.edu