Transcript Educational Technology Integration and

Educational Technology
Integration & Implementation
Principles
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.
ISTE: NETS-S
Curriculum Series
• Science Units for
Grades 9-12,
– $35
• Online Supplement
– Links and more to
most examples
provided here
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Classroom Level Premise
• Educational technology does not
possess inherent instructional value
• Teachers as instructional designers
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
Classroom Level
Software Types by their
Cognitive Demand
Web sites, CD-ROMs
Knowledge, Comprehension
Drill and practice or
other tutorial software
Knowledge, Comprehension,
Application
Simulation software
Application, Analysis
Tool software such as
spreadsheets,
databases, word
processing, concept
mapping, etc.
Application,
Analysis,
Synthesis,
Evaluation
Astronomy For Kids
Starry Night Pro
2. Technology use
provides added value to
teaching and learning
• For Teaching
– individualizing instruction, making it more responsive
to student’s 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
Classroom Level
Software Types by their Added
Value
Web sites, CD-ROMs
Access
Drill and practice or
other tutorial software
Process
Simulation software
Process
Tool software such as
spreadsheets,
databases, word
processing, concept
mapping, etc.
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
Tidal DB
Climate DB
EQ DB
Dogpile
Evaluating 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 Expressions
ExploreLearning
BrainPop
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
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
Classroom Level
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
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
School Level
Whole Class Inquiry
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
Teacher’s Domain
NSTA
Lab Science PD
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
School Level
http://www.etips.info
Formative Feedback
• Rubrics
– Rubric provided
at the start of the
case assignment
– Criteria
emphasize
decision making
• Before case,
– PlanMap asks
students to
consider their
prior
knowledge
and the
challenge
presented to
them to plan
their search of
the school’s
web site.
PlanMap Makes
Critical Thinking Visible
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.