1. Designing and Planning Technology-Enhanced Instruction
Teaching and Learning
with Technology
Chapter 3
Designing and Planning Technology-Enhanced Instruction
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2. Instructional Planning
Teachers need to determine what needs to occur in the classroom and during lessons
Set of focused questions provides a framework and systematic process to create effective instruction
Planning ensures best possible approach to learning 3

3. Instructional Planning System
Effective instruction is planned by skillful and creative educators
Systems Approach - carefully planned, step- by-step process to design, create, evaluate, and revise
The Design-Plan-Act! (D-P-A) three-step system addresses all needed planning steps 4

4. The D-P-A System 5

5. Instructional Planning
The Design Phase
Teacher looks comprehensively and strategically at the targeted curriculum
An instructional design template helps ensure that no step is missed
The Dynamic Instructional Design (DID) model assists you in creating your instructional design 6

6. Lesson Planning The PLAN Phase
Essential components of the daily lesson plans:
Ready the learners
Target specific daily objectives
Systematically prepare the lesson
Prepare the classroom
Detail the steps of the pedagogical cycle
Identify technologies and materials
Check for success 7

7. Action Planning The ACT Phase Review your lesson plan
The Instructional Action Plan (IAP) is your lesson plan to-do list
Your IAP details everything to be done as a series of steps
Then you are ready to implement 8

8. The DID Model Gagné’s DID, comprehensive model of instructional design
Focuses on dynamic design supporting continuous adjustment and change
DID model built around continuous internal/external feedback loop
Continuous improvement is core of high-quality instruction
Formative feedback occurs during every step of the learning process
Summative feedback is returned at end of the learning process 9

9. The DID Model 10

10. The DID Model Step 1 - Know the Learner What are the learners’:
Physical and cognitive developmental stage(s)?
Cultural and language differences?
Incoming skills and current knowledge base?
Individual characteristics (learning and cognitive styles, intelligences, etc.)?
Group similarities and differences?
How will the above affect the design? 11

11. The DID Model Step 2 – State Your Objectives
Use Performance Objectives
State what the learner will do after the instructional event
Focus objectives on skills and competencies of students
Objectives should be clear, reasonable, and measurable 12

12. The DID Model Performance Objectives contain four components: Example:
Stem
Target performance
Assessment method
Criterion for success
Example:
The student will be able to identify the subject and verb in a sentence written on the board with 95% accuracy. 13

13. The DID Model Consider Bloom’s taxonomy when articulating objectives
Bloom’s Levels of Cognition
Knowledge – recall of facts
Comprehension – interpreting facts
Application – applying information to new situations
Analysis – recognizing components within data
Synthesis – creating new ideas for the data provided
Evaluation – making thoughtful value judgments 14

14. The DID Model
Objective
action verbs
based on
Bloom’s
Taxonomy 15

15. The DID Model Step 3 - Establish the Learning Environment
Adjust the physical space to support learners
Provide a positive nurturing environment
Keep learners active and engaged
Prepare well-organized and articulated lesson plans 16

16. What is the Learning Environment?
Includes all conditions affecting learners, physical and nonphysical
Physical space
Classroom climate
Attitude of teacher
Dunn and Dunn’s research
Different aspects of physical space affect different learning styles
Simple changes can often enhance the learning environment 17

17. The DID Model Step 4 - Identify Teaching and Learning Strategies
Teaching strategies = methods you use to help your students obtain objectives
Learning strategies = techniques and activities you require for your students to master content
Combined, they are referred to as pedagogy or the pedagogical cycle 18

18. The DID Model
Utilize the steps of the pedagogical cycle to help determine your teaching strategies 19

19. The DID Model The pedagogical cycle steps:
Provide preorganizers to focus attention
Use motivators to help learners focus and engage
Bridge to prior knowledge
Share objectives and expectations
Introduce new knowledge using selected methods and media
Reinforce knowledge acquisition with demonstrations, modeling, and feedback
Provide practice experiences
Include culminating verbal, visual, and auditory reviews 20

20. Methods vs. Media
Methods = strategies you use to achieve lesson objective
Media = all audio, visual, video, and digital resources you use to present learning
Methods include:
Teacher-centered strategies
Presentation, lecture, demonstration, and class discussion
Student-centered strategies
Research projects, oral reports, learning groups, simulations, role playing, and games
Media include:
Nonprojected visuals
Projected visuals
Audio
Video
Digital 21

21. The DID Model Step 5 - Identify and Select Support Technologies
Select tools to support teaching and learning strategies
Once strategies have been mapped out, tools to build experience should be evident
Identify the technology tools you need
Select from those available to you
Be competent in their use 22

22. The DID Model
Available Support Technologies 23

23. The DID Model Step 6 – Summative Evaluation and Revision Plan
Formative feedback continues throughout all steps of the DID model
Summative feedback is evaluation at the end of the design
Final evaluation and revision ensure continuous improvement of design 24

24. Lesson Planning The PLAN Phase
The DID model provides the instructional big picture and a blueprint for the teaching-learning process
Once design is completed, you can PLAN your daily lessons
Lesson plans provide day-to-day snapshots of what will happen 25

25. Action Planning The ACT Phase The Instructional Action Plan includes:
Identify learner preparation activities
Ready the classroom
List teaching and learning activities
Create your personal prompts
Identify support technologies
List feedback tools
Detail follow-up activities 26

26. Planning for Technology in Teaching and Learning
Remember that technology…
Is a tool that may support your design and plans
Enhanced teaching and learning must be well thought out
Should help you do something new or do it better
Has many options; choose wisely 27