1. Section I: Preparing to Use Technology
Chapter 1: Preparing

2. Frameworks: What we know. . .
Are teachers using technology?
NEA in collaboration with AFT(2008) study
Involved approximately 2000 educators
76% used computers for administrative tasks
32% used computers for instructional purpose
Findings support earlier studies
Very little has changed in the last decade

3. Frameworks: What we know. . .
Why are teachers NOT using technology?
Lack of access to computers
Most are not located in the classroom
Lack of access to high-speed Internet
Lack of access to appropriate software
Lack of technical assistance and support
Lack knowledge and skills
Lack of professional development that is appropriate for teachers to integrate technology.

4. Frameworks: What we know. . .
Should Teachers Use Technology?
Increases student motivation
Increases time on task
Increases productivity
Provides unique instructional capabilities
Supports new learning environments
Supports required skills for students who must be able to work in a global economy.
Supports critical thinking, communication, and collaboration.

5. Frameworks: What we know. . .
Is there support for technology integration?
Professional organizations: ISTE
National Standards
NETS•S
6 broad standards with 4 indicators
Profiles for grades
PK-2; 3-5; 6-8; 9-12
NETS•T
NETS•A

6. Frameworks: What we know. . .
What conditions must be in place for tech integration?
A shared vision
Consistent and adequate funding
Equitable access
Skilled educators and support staff
Ongoing professional development
Technical support
Curriculum framework
Student centered learning
Continuous assessment
Partnership with community
Support policies
Supportive external context

7. Basics: Planning The types of plans that teachers work with are
Unit Plan
Series of lesson plans on related information
Arranged across the yearly calendar
Lesson Plan
Guide followed during implementation
Composed of sections of information
No widely accepted model
All have standard components

8. Basics: The Lesson Plan
What are the sections of a lesson plan?
Descriptive Information
Lesson goal
Standards (Curriculum; technology)
Instructional Objectives
Materials, Resources, and Technology needed
Instructional Procedures
Supplemental Activities
Adaptations for Special Learners
Assessment and Evaluation

9. Lesson Plan: Descriptive Information
What is the descriptive information in a plan?
Educators’ Name
Lesson Title
Content area
Grade level
Short description of the lesson
Time allotted for the lesson

10. Lesson Plan: Lesson Goals
What is the lesson goal and how is it written?
Broad statement of intent
Written in very general terms
May come from unit plan or standards
Examples
To promote student-student negotiation.
To increase understanding of patterns and functional relationships
To increase knowledge of world history.

11. Lesson Plan: Standards
What are the standards that I will follow in a plan and how do I find them?
State Curriculum Standards
Tennessee
Technology
NETS•S

12. Lesson Plan: Lesson Objectives
What are instructional objectives and how are they written?
Describe learning outcomes
Written in very specific terms
Explain the teacher’s expectations to the student
Form the basis for assessment
Contain A, B, C, D
Examples
At 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.

13. Lesson Plan: Materials, Resources
What are materials, resources and technology that I will list in a plan?
Materials
Any materials such as worksheets, markers, scissors, etc that are needed for the lesson
Resources
Any resources such as the textbook, Web sites, maps, etc that will be needed for the lesson.
Technology
Hardware and software needed for the lesson

14. Lesson 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 in
Readiness (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

15. Lesson 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)

16. Lesson Plan: Adapting for Special Learners
What information goes in this section of the plan?
Modifications made to the lesson
ELL Students
Alternative acquisition
Students who struggle academically
Content enhancement
Alternate response modes
Includes any assistive technology used

17. Lesson Plan: Assessment
How do I discover if the student has mastered the learning objectives?
Formative assessment
Provides information on the progress of students
Teacher may adjust instruction
Observation, class discussion, quizzes, homework
Summative assessment
Used at end of chapter, unit, semester, year
Provides feedback for final decision about assigning a grade, promotion/retention, pass/fail
Tests, performance, demonstrations and projects

18. Basics: Example Lesson Plan
Getting to Know Your Supreme Court (page 31)
Bob Kirkland
Maryville High School
Social Sciences
In 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.

19. Basics: Preparing for Special Learners
What types of students fit into this category?
Different backgrounds and challenges
Poverty/affluence
Cultural/language
Physical abilities
Cognitive abilities
Emotional needs

20. Basics: 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 disabilities
Broad range of software, hardware and services
Must be considered for every student with an IEP

21. Basics: Preparing to Manage
How do I manage the classroom when using technology?
Managing equipment
Access and layout
Equity
Managing time
Students must understand expectations
Much can be completed at desk
Prerequisite skills
Managing student behavior
AUP
Avoid lines
Additional supervision

22. Voices in the Classroom
The Technology Coordinator
Lance Wilhelm, PhD
Ames Iowa
Director of Technology for Ames Community Schools
In 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.

23. For more information Go to the textbook companion website: Or