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Educational Technology Integration _ Implementation Principles

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									                   Educational Technology
        Integration & Implementation
                                        Principles
                                     to guide teachers in their
                                   instructional decision making

                                           Sara Dexter
                                       University of Virginia
Sara Dexter sdexter@virginia.edu
                                   Copy of Presentation at
                                         http://sdexter.net




Sara Dexter sdexter@virginia.edu
                                                        Resources
• This PowerPoint at “The Very Latest” at
  http://sdexter.net
• Read more about the ETIPS at
  http://etips.info/handouts/index_etipX.html
          – Where X = 1, 2, 3, 4, 5, 6
          – For example http://etips.info/handouts/index_etip1.html
                    • Overview of all ETIPs and Overview of that ETIP




Sara Dexter sdexter@virginia.edu
            Educational Technology Integration &
                       Implementation Principles
Classroom level                    School level
• 1. Learning outcomes drive       • 4. Ready access to
   the selection of technology.      supported technology is
                                     provided.
• 2. Technology use provides
                                   • 5. Professional development
   added value to teaching and       is targeted at successful
   learning.                         technology integration.
• 3. Technology assists in the     • 6. Professional community
   assessment of the learning        enhances technology
   outcomes.                         integration and
                                     implementation.




Sara Dexter sdexter@virginia.edu
                           Classroom Level Premise

• Educational technology does not
  possess inherent instructional value
• Teachers as instructional designers




Sara Dexter sdexter@virginia.edu
                   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
Sara Dexter sdexter@virginia.edu
                                    Software Types by their
                                         Cognitive Demand
Web sites, CD-ROMs                               Knowledge, Comprehension

Drill and practice or                            Knowledge, Comprehension,
    other tutorial software                        Application

Simulation software                              Application, Analysis

Tool software such as                            Application,
   spreadsheets,                                   Analysis,
   databases, word                                 Synthesis,
   processing, concept                             Evaluation
   mapping, etc.
 Sara Dexter sdexter@virginia.edu
                                           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
Sara Dexter sdexter@virginia.edu                     Classroom Level
                                    Software Types by their
                                              Added Value
Web sites, CD-ROMs                          Access

Drill and practice or                       Process
    other tutorial software

Simulation software                         Process

Tool software such as                       Process, Communicate
   spreadsheets,
   databases, word
   processing, concept
   mapping, etc.
 Sara Dexter sdexter@virginia.edu
                                   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
Sara Dexter sdexter@virginia.edu
                             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
Sara Dexter sdexter@virginia.edu
Molecular Expressions
ExploreLearning
BrainPop
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


   Molecular Expressions           ExploreLearning   BrainPop
Sara Dexter sdexter@virginia.edu
Sara Dexter sdexter@virginia.edu
                                       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
Sara Dexter sdexter@virginia.edu
                                   School Level Premise
• Technology support facilitates
  teachers’ integration
• Technical and Instructional domains
          –     Facilities
          –     Staffing
          –     Incentives
          –     Opportunities to provide feedback


Sara Dexter sdexter@virginia.edu
 Technology Support: Domains
        and Delivery Methods




Sara Dexter sdexter@virginia.edu
            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


Whole Class Inquiry
                                                               School Level
       Sara Dexter sdexter@virginia.edu
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 CONTENT AREA
    • Learn how to operate
    • Learn how to integrate


Teacher’s Domain                       NSTA   Lab Science PD   Web-based Instruction
                                                                                       School Level
    Sara Dexter sdexter@virginia.edu
     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
Sara Dexter sdexter@virginia.edu
http://www.etips.info
                                    Formative Feedback
• Rubrics
      – Rubric provided
        at the start of the
        case assignment
      – Criteria
        emphasize
        decision making




 Sara Dexter sdexter@virginia.edu
                                              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
     school’s web
     site.




   Sara Dexter sdexter@virginia.edu
                                    Cases Appear as
                                    School Web Sites
• Cases Include
          – Supporting handouts,
          – Case intro & Question
          – Response page for
            submitting and
            receiving feedback on
            assigned short
            essays.




Sara Dexter sdexter@virginia.edu
                                              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.


   Sara Dexter sdexter@virginia.edu
                                     Formative Feedback
• Automated
  essay scoring
  – Students submit
    essay drafts to
    receive
    predicted
    scores.
  – Students can
    revise and
    resubmit
    multiple drafts.
  Sara Dexter sdexter@virginia.edu
                                   Copy of Presentation at
                                         http://sdexter.net




Sara Dexter sdexter@virginia.edu
                                                            Resources
• This PowerPoint at “The Very Latest” at http://sdexter.net
• Read more about the ETIPS at
  http://etips.info/handouts/index_etipX.html
          – Where X = 1, 2, 3, 4, 5, 6
          – For example http://etips.info/handouts/index_etip1.html
                    • Overview of all ETIPs and Overview of that ETIP




Sara Dexter sdexter@virginia.edu

								
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