1. Post Mid-Term

2. Teacher Planning and Preparation for Technology use Teacher responsible for creating an environment in which technology can effectively enhance learning

3. Steps in planning 1.Need assessment-Matching Needs and technology resources  Topics that seem difficult involving complex concepts  Learning requires extensive individual/teacher corrected practice  Students find topics uninteresting /tedious  Material/equipment needed 2.Planning instruction-designing appropriate integration strategies  Will the instruction be sing/paired, small group, large group  Will the instruction be single subject or interdisciplinary  What activities would come before the introduction of the technology resource  What activities would come after the introduction of the technology resource  How will you assess students learning progress and.

4. 3.Logistics-Preparing the classroom environment  How many computers will be needed  For demonstration and learning station what will be needed  What equipment, media, software resources will be required  Over what period for how long will technology resources be required 4.Preparing the students to use resources 5.Evaluating and revising integration strategies

5. Direct instruction

6. Learning theories and integration models 1.Directed instruction : – Teaching methods based primarily on behaviorist and information- processing learning theories are included Characteristics: – Assure prerequisite skills-teacher must assure that students have all the requisite skills (learning hierarchy) to learn a new skill. – Supply instructional conditions-teachers must arrange for appropriate instructional conditions to support the internal processes involved in the learning-understand (process), remember (encode & store), transfer (retrieve) information and skills. – Determine type of learning-

7. Constructivist model

8. Constructivist model: – Constructivist goals calls for the students ability to solve real life practical problems and its methods call for students to construct knowledge themselves rather than to receive it directly form the knowledgeable teachers. Characteristics: – Problem solving activities: constructivist methods frequently combines problem posing, problem solving and persuasion of peers. How to develop an information package to help persuade classmates to stop littering the beach. – Visual format and mental models: constructivist methods allow students build mental models to solve the problems-especiallly helpful; for the at-risk students

9. – Rich environments -constructivist models are facilitated by combinations of 5 types of learning environments: Textbooks and electronic encyclopedias Notepad and laptops Construction kits/mechanos Phenomenaria-computer simulation Task managers-electronic tutors – Cooperative/collaborative learning: working in groups illustrate distributive intelligence at work. – Learning through exploration: discovery learning – Authentic assessment methods- Assessment more qualitative than quantitative-student portfolios.

10. Technology integration strategies-Directed Models Integration to remedy identified weaknesses- drill and tutorials Integration to promote fluency of requisite skills- drill and tutorials Integration to make learning efficient for highly motivated students- self instructional tutorials & simulations Integration to optimize scarce personnel and material resources. Drill and practice programs can replace worksheets Tutorial program can offer instruction in topics for which teachers are in short supply Simulation can let students repeat experiments without using chemicals Integration to remove logistical hurdles A video disc containing a set of pictures of sea life can let a teacher illustrate concepts about sea creatures more quickly

11. Integration strategies- Constructivist models Integration to generate motivation to learn- Highly visual and interactive qualities of videodisc and multimedia resources Integration to foster creativity- Logo, problem solving courseware, computer graphic tools Integration to facilitate self analysis and metacognition- Logo, problem solving courseware, computer graphic tools

12. Integration to increase transfer of knowledge to problem solving- problem solving materials in highly visual videodisc based formats allow students to build rich mental problems to be solved Integration to foster group cooperation- collobration Integration to allow multiple and distributed intelligence- Groups elevate self esteem and increase their willingness to spend more time on learning tasks Integration to foster technological and visual literacy

13. Graphic Organizer A graphic organizer is a visual communication tool that uses visual symbols to express ideas and concepts, to convey meaning. A graphic organizer often depicts the relationships between facts, terms, and or ideas within a learning task. It is often referred to as a “mind map" because it can help teachers and students "map out" their ideas in a visual manner.

14. Science, social studies, language arts, Math are the common areas where graphic organizers are frequently employed. Areas of Application

15. Creating Graphic Organizers:  Graphic organizers can be drawn free-hand or printed.  Adding color-coding and/or pictures to a graphic organizer further increases the utility and readability of the visual display.