Teaching and Learning with Technology Chapter 3 Planning for Technology Integration

Chapter 3 Planning for Technology Integration Learning Outcomes Describe the components of a systematic instructional design process Identify, describe, and use the most common steps in lesson planning Analyze the role of technology in the implementation of effective planning for 21st century instruction Describe the challenges and opportunities inherent in planning for technology integration

Designing Quality Instruction Chapter 3 Planning for Technology Integration Designing Quality Instruction The Design-Plan-Act (D-P-A) system produces comprehensive, quality plans Design – Use the Dynamic Instructional Design model to plan the overall content and sequence in a unit of instruction Plan – The Lesson Planner details the specific daily lesson plans to complete your unit Act – The Action Planner helps create a daily action plan to ensure lesson plans work effectively and efficiently

Chapter 3 Planning for Technology Integration Designing Quality Instruction Dynamic Instructional Design (DID) model steps Know the Learner Articulate Standards-Aligned Objectives Identify Teaching and Learning Strategies Select Support Technologies Assess and Revise

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 1 Know the Learner To design instruction to meet learner needs, learner characteristics must first be articulated. Identify: Socioeconomic characteristics that may impact learning Styles (learning and cognitive) Multiple intelligences Cultural and language diversity Special needs Describing the learners you will be teaching helps focus planning on them rather than on content

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 2 Articulate Standards-Aligned Performance Objectives Performance objectives focus instruction on outcomes Objectives are typically written in a 4 part format Stem Target performance Assessment method Criterion for success Example: The student will be able to identify the subject and verb in sentences contributed by peers and shared on the Smartboard with 95% accuracy.

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 2 Articulate Standards-Aligned Performance Objectives Bloom’s Taxonomy recognizes multiple levels of cognition, from simple to complex Remembering Understanding Applying Analyzing Evaluating Creating Performance objectives should be written for all levels of Bloom’s Taxonomy

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 2 Articulate Standards-Aligned Performance Objectives Objectives should be aligned to applicable standards NETS-S Common Core Content Area National Standards State Standards District Standards Many online lesson tools offer standard alignment as a convenience for educators

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 3 Identify Teaching and Learning Strategies Teaching Strategies – what you will do to assist your students in achieving targeted outcomes Learning Strategies – what you will have your students do to achieve targeted outcomes All strategies should be mindful of meeting the needs of the diverse students you described in the first step of the DID model

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 3 Identify Teaching and Learning Strategies Strategies should reflect the sound processes inherent in the pedagogical cycle Provide preorganizer Use motivators Bridge to prior knowledge Share objectives Introduce new knowledge Reinforce knowledge Provide practice experiences Offer culminating review

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 4 Select Support Technologies Technology should support teaching and learning strategies, not drive them First determine the best strategy to achieve student outcomes, then consider and select the best available technology to help you implement the strategy Examples of strategies and technology supports: Formative assessment supported by clickers Collaboration supported by blogs Remediation supported by educational games

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 5 Assess and Revise Every instructional plan can be improved Assessments compare performance to targeted objectives Formative assessment assess as instruction is in process Summative assessments assess when instruction is completed Rubrics help to evaluate achievement of outcomes Authentic assessments allow all learners to demonstrate competencies but in accordance with their own learner characteristics (e.g. portfolio assessment with artifacts)

Chapter 3 Planning for Technology Integration Dynamic Instructional Design – Step 5 Assess and Revise A systematic process for continuous improvement should be built into the DID Design should end with process for revision as assessments are completed Revision includes Alternative strategies if formative assessment suggests the plan is not working Remediation plan if objectives not achieved as demonstrated by summative assessment

Chapter 3 Planning for Technology Integration From Designing to Planning The DID plans a unit of instruction Daily lesson plans create the day-to-day instructional plan to carry out the unit as defined by the DID Lesson Plans: Target one or two unit objective(s) Articulate the daily lesson using 4 descriptive steps (Ready the learner, Identify target objectives, Prepare the lesson, Check for success)

Chapter 3 Planning for Technology Integration From Designing to Planning Ready the Learner – Review learner characteristics and entry skills to ensure all are ready for the lesson Target specific unit objective(s)-select the DID objectives for this lesson Prepare the Lesson Prepare the classroom Summarize daily plan using steps of the pedagogical cycle Identify technologies and materials Check for Success – Identify the lesson assessments

Chapter 3 Planning for Technology Integration Create an Action Plan An action plan is your daily lesson “to-do” list Action Plans may include Necessary learner preparation activities Steps to get the classroom ready Teaching and learning activity requirements and materials Personal prompts to help you implement the lesson Support technologies you need Feedback and follow up materials and instruments

Chapter 3 Planning for Technology Integration Planning Technology Infusion for 21st Century Instruction Technology integration may add some complexity but it is essential to prepare 21st century learners Technology should make it possible for something that needs to be done to be done better or for something that could not have been done before to happen Technology should not be added for technology’s sake – instead only within the framework of a good instructional plan Many online tools can help educator’s plan and can suggest quality technology infusion

Chapter 3 Planning for Technology Integration Opportunities and Challenges Planning maximizes opportunity to: Achieve objectives and stay student focused Enable educators to prepare 21st century learners Keep teachers organized and instruction efficient Planning has its challenges: Planning is time intensive for busy teachers Correlating objectives and standards can be complex Planning requirements vary in schools and districts