1. Teaching and Learning with Technology
Chapter 3
Planning for Technology Integration

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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)

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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