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eTIPs

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.

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eTIPs

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  1. 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.

  2. Classroom Level PremiseTechnology 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.

  3. 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

  4. 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 Software Types by their “Cognitive Demand” (generalized for typical uses)

  5. 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

  6. Web sites, CD-ROMs Drill and practice or other tutorial software Tool software (such as spreadsheets, databases, word processing, concept mapping, etc.) ACCESS PROCESS PROCESS,COMMUNICATE Added Value by Software Types

  7. Added Value: Accessing • Web sites and CD-ROMs • Multi-sensory • Greater amounts of data • Searching and “mining” capabilities • Timeliness and Relevance of the information

  8. Added Value: Processing • Drill and Practice and Tutorial Software • Self-paced • Individual attention • Remediation • Practice to the point of fluency

  9. 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

  10. 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

  11. School Level PremiseTechnology 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.

  12. Technology Support: Domains and Delivery Methods Ronnkvist, Dexter, & Anderson, 2000

  13. 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

  14. 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

  15. 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

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