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WHY TECHNOLOGY ?

The Big Question… Why Technology? Value-Added Services - What does it take to get people to spend $50 per day to visit an amusement park? Value-Added Technology - What does it take to make technology worth the time and effort? The Learning Experience E’s of the Learning Experience Excite Enhance Engage Experiment Exchange Explore Excite WebQuests Inquiry-based learning Fun, meaningful activities Real-world information Good use of Internet resources Enhance Scenarios Interdisciplinary Connections Multiple Intelligences Real-world Applications Visualize Vocabulary Multiple Examples

Enhance Combine text, audio, visuals Combine content areas:Language Arts, Fine Arts, Science Gopher Up Your Sleeve by Tony Johnston Engage What if - Spreadsheets Budgets, Endangered Animals Interactive Projects Simulations Experiment Identify problems Brainstorm ideas Discuss the possibilities Test out ideas Draw conclusions Exchange Ideas Understandings Experiences Perspectives Interests Cultural Celebrations - Saint Francis of Assisi’s Day - Mexico, US, World Blanca’s Feathers, Antonio Hernandez Madrigal Latino-Hispanic Heritage - Books, Web Resources, Exchanges, Oral History Videos - Great Depression, Cultural Esperanza Rising, Pam Munoz Ryan

Explore Real Field Trips Virtual Visits - People, Places, Things Island of the Blue Dolphins, Scott O’Dell, 1961 Combine Traditional Activities & New Approaches Virtual Trips: Museums Science Museums Art Museums History Museums Virtual Trips: Time and Place Other Times - The Pyramids, Oregon Trail Other Places - Moon, Planets, Beyond Virtual Trips: Interaction & Act Collaboration, Combine local efforts, global efforts Mindfulness Passively - negative impact Actively - negative impact Actively - positive impact Passively - positive impact

DESIGN MODEL INCORPORATING YOUR TOOLS

The ADDIE Instructional Design Model The ADDIE Instructional Design Model The ADDIE Instructional Design Model The ADDIE (analyze, design, develop, implement, and evaluate) instructional design model is a basic model that holds true for any type of learning, including Web-based (Hall, 1997, p. 81). The ADDIE model is comprised of the following phases: The Analysis phase Who is the audience? What do they need to learn? What is the budget? What are the delivery options? What constraints exist? When is the project due? What will the students do to determine competency (Powers, 1997)?

The Design phase Select the most appropriate Web-based environment by examining the kinds of cognitive skills required to achieve your goal (Driscoll, 1998, p. 50). Write the instructional objectives; select an overall approach and the program's look and feel; outline units, lessons, and modules (Hall, 1997, p. 231). Design course content specifically for use with an interactive, electronic medium (Porter, 1997, p. 127).

The Development phase Obtain and/or create the required media. Use the Internet's strength to present information in many different multimedia formats so that the learners' preferences can be met (Porter, 1997, p. 196). Determine the appropriate interactions. They should be creative, innovative, and encourage learners to explore further (Porter, 1997, p. 200). Plan activities that allow for student group work to help construct a supportive social environment (Simonson et al, 2000, p. 115).

The Implementation phase Duplicate and distribute materials. Install and maintain the course. Be prepared in the event that technical problems occur and discuss alternative plans with the students ahead of time (Simonson et al, 2000, p. 115).

The Evaluation phase Test for instructional standards. Test for criterion-related referenced items and also test through evaluation of research papers, class participation, and completion of competency skills (Powers, 1997). Continually evaluate -- relying on one midterm and a final paper puts students at a serious disadvantage (Schrum, 1998). Plan several points during the course when students can provide anonymous feedback so that the instructor is aware of student confusion and misunderstanding (Schrum, 1998). Conduct formative evaluations to improve the course and summative evaluations to judge the effect of the course (Bourne et al, 1997).

Creating a school that is… technologically balanced