Transcript document

eTIPs
Educational Technology Integration Principles:
A set of principles to guide teachers in their instructional
decision making about integrating educational
technology into their K12 classroom.
Classroom Level Premise
Technology integration requires the time
and attention of teachers in the role of
instructional designers.
Educational technology does not possess
inherent instructional value; rather, the
value that is added to the teaching and
learning processes is designed into those
processes by a teacher.
1. Learning outcomes drive
the selection of technology.
First clarify your lesson or unit's student
learning outcomes. Then, determine what
technologies are available and if they
support these learning outcomes.
Also consider the “cognitive demands” of
the available technologies.
Classroom Level
Software Types by their
“Cognitive Demand”
(generalized for typical uses)
 Web sites, CD-ROMs
 Drill and practice or other
tutorial software
 Tool software such as
spreadsheets,
databases, word
processing, concept
mapping, etc.
Knowledge,
Comprehension
Knowledge,
Comprehension,
Application
Application,
Analysis,
Synthesis,
Evaluation
2. Technology use provides
added value to teaching and
learning.
For Teaching adding value might mean
individualizing instruction or making it more
responsive to student’s questions and interests,
or providing additional resources of information
so instruction is more real world, authentic or
current.
For Learning adding value might mean
accessing data, processing information or
communicating knowledge that without
technology would be impossible or less viable to
do.
Classroom Level
Added Value by
Software Types
 Web sites, CD-ROMs
ACCESS
 Drill and practice or other
tutorial 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
Added Value:
Processing
Drill and Practice and Tutorial Software




Self-paced
Individual attention
Remediation
Practice to the point of fluency
Added Value: Processing and
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
Technology can assist teachers in
collecting formative and summative data
about student learning. Whereas some
software or hardware may actually collect
the data and help to analyze it, other
software may help students produce a
product to show what they know and can
do.
Classroom Level
School Level Premise
Technology support facilitates
integration.
Technology support encompasses both
technical and instructional domains.
Teachers need facilities, and staffing for
technical and instructional support, as
well as incentives and opportunities to
provide feedback in both of these
domains.
Technology Support: Domains
and Delivery Methods
Ronnkvist, Dexter, & Anderson, 2000
4. Access to appropriate
hardware/software resources is
necessary.
Teachers must have ready access to
hardware and software resources in order
for them to utilize it in the instructional
process.
School Level
5. Professional development is
targeted at successful
technology integration.
Teachers must have frequent
opportunities to construct an
understanding of technology as an
instructional tool, which will begin with
simply learning how to operate the
educational technology but also extend to
learning opportunities that address more
than these basic skills.
School Level
6. Professional Community
enhances technology
integration and implementation
Teachers are asked to reflect on the role
of technology in the school and the
support they receive. They discuss
educational technology with their peers
and these thoughts are actively and
systematically collected; this feedback is
used to plan for future educational
technology use and to improve the quality
of technology support.
School Level