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.

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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

Technology Support: Domains and Delivery Methods Ronnkvist, Dexter, & Anderson, 2000

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.