Presentation on theme: "E ducational T echnology I ntegration & Implementation P rinciples to guide teachers in their instructional decision making Sara Dexter University of Virginia."— Presentation transcript:
E ducational T echnology I ntegration & Implementation P rinciples to guide teachers in their instructional decision making Sara Dexter University of Virginia
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.
ISTE: NETS-S Curriculum Series Science Units for Grades 9-12,Science Units for Grades 9-12, –$35 Online Supplement –Links and more to most examples provided here
Classroom Level Premise Educational technology does not possess inherent instructional value Teachers as instructional designers
Classroom Level 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
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 Starry Night Pro
Classroom Level 2. Technology use provides added value to teaching and learning For Teaching –individualizing instruction, making it more responsive to students 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
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
Added Value: Accessing Web sites and CD-ROMs –Multi-sensory –Greater amounts of data –Searching and mining capabilities –Timeliness and Relevance of the information EQ DB Climate DB Tidal DB DogpileEvaluatingEvaluating Web Pages
Added Value: Processing Drill and Practice / Tutorial Software –Self-paced –Remediation –Practice to the point of fluency Simulation Software –If, then conjecture –Visualization Molecular ExpressionsExploreLearningBrainPop
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
Classroom Level 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
School Level Premise Technology support facilitates integration. Technical and Instructional domains –Facilities –Staffing –Incentives –Opportunities to provide feedback
School Level 4. Ready access to supported hardware/software resources Ready access –Implications of configuration One computer, Classroom-based, Labs, Carts, 1:1 –Advocate for subject-specific resources Support response –Plan B Whole Class Inquiry
School Level 5. Professional development targeted at successful technology integration Frequent opportunities to learn –construct an understanding of technology as an instructional tool in SCIENCE Learn how to operate Learn how to integrate Lab Science PD NSTATeachers Domain Web-based Instruction
School Level 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
Formative Feedback Rubrics –Rubric provided at the start of the case assignment –Criteria emphasize decision making
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 schools web site.
Cases Appear as School Web Sites Cases Include –Supporting handouts, –Case intro & Question –Response page for submitting and receiving feedback on assigned short essays.
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.
Formative Feedback Automated essay scoring –Students submit essay drafts to receive predicted scores. –Students can revise and resubmit multiple drafts.