Chapter 1: Preparing

1. Section I: Preparing to Use Technology Chapter 1: Preparing

2. Are teachers using technology? NEA in collaboration with AFT(2008) study Involved approximately 2000 educators 76% used computers for administrative tasks 32% used computers for instructional purpose Findings support earlier studies Very little has changed in the last decade Frameworks: What we know. . .

3. Frameworks: What we know. . . • Why are teachers NOT using technology? • Lack of access to computers • Most are not located in the classroom • Lack of access to high-speed Internet • Lack of access to appropriate software • Lack of technical assistance and support • Lack knowledge and skills • Lack of professional development that is appropriate for teachers to integrate technology.

4. Frameworks: What we know. . . • Should Teachers Use Technology? • Increases student motivation • Increases time on task • Increases productivity • Provides unique instructional capabilities • Supports new learning environments • Supports required skills for students who must be able to work in a global economy. • Supports critical thinking, communication, and collaboration.

5. Frameworks: What we know. . . • Is there support for technology integration? • Professional organizations: ISTE • National Standards • NETS•S • 6 broad standards with 4 indicators • Profiles for grades • PK-2; 3-5; 6-8; 9-12 • NETS•T • NETS•A

6. Frameworks: What we know. . . • What conditions must be in place for tech integration? • A shared vision • Consistent and adequate funding • Equitable access • Skilled educators and support staff • Ongoing professional development • Technical support • Curriculum framework • Student centered learning • Continuous assessment • Partnership with community • Support policies • Supportive external context

7. Basics: Planning • The types of plans that teachers work with are • Unit Plan • Series of lesson plans on related information • Arranged across the yearly calendar • Lesson Plan • Guide followed during implementation • Composed of sections of information • No widely accepted model • All have standard components

8. Basics: The Lesson Plan • What are the sections of a lesson plan? • Descriptive Information • Lesson goal • Standards (Curriculum; technology) • Instructional Objectives • Materials, Resources, and Technology needed • Instructional Procedures • Supplemental Activities • Adaptations for Special Learners • Assessment and Evaluation

9. Lesson Plan: Descriptive Information • What is the descriptive information in a plan? • Educators’ Name • Lesson Title • Content area • Grade level • Short description of the lesson • Time allotted for the lesson

10. Lesson Plan: Lesson Goals • What is the lesson goal and how is it written? • Broad statement of intent • Written in very general terms • May come from unit plan or standards • Examples • To promote student-student negotiation. • To increase understanding of patterns and functional relationships • To increase knowledge of world history.

11. Lesson Plan: Standards • What are the standards that I will follow in a plan and how do I find them? • State Curriculum Standards • Tennessee • Technology • NETS•S

12. Lesson Plan: Lesson Objectives • What are instructional objectives and how are they written? • Describe learning outcomes • Written in very specific terms • Explain the teacher’s expectations to the student • Form the basis for assessment • Contain A, B, C, D • Examples • At the conclusion of the lesson, TSW be able to correctly identify proper clothing to wear when in the sun. • After instruction, TLW be able to identify six characteristics of special learners with 100% accuracy.

13. Lesson Plan: Materials, Resources • What are materials, resources and technology that I will list in a plan? • Materials • Any materials such as worksheets, markers, scissors, etc that are needed for the lesson • Resources • Any resources such as the textbook, Web sites, maps, etc that will be needed for the lesson. • Technology • Hardware and software needed for the lesson

14. Lesson Plan: Supplemental Activities • What is remediation and how do I plan for it? • How will you reteach the content? • Can you present the content in other ways? (digital) • Differentiate by content. Are there alternate content materials, that accommodate variations in • Readiness (e.g. virtual math manipulatives) • Level of difficulty (such as reading levels) • Level of support needed (step by step directions) • Learning styles (Teacher Tube, podcasts) • Differentiate by process. • Flexible groups; learning strategies

15. Lesson Plan: Supplemental Activities • What is enrichmentand how do I plan for it? • How will you extend the content for more advanced learners? • Are there alternate content materials? • adjust for advanced levels of difficulty (see NASA’s Starchildproject) • give options for expressing learning, choices in the product (assignment) using a variety of media; (such as blogs, concept mapping software, multimedia presentations) • allow choices of tools (such as websites, web 2.0 software, that would pique their interest, motivation, or engagement)

16. Lesson Plan: Adapting for Special Learners • What information goes in this section of the plan? • Modifications made to the lesson • ELL Students • Alternative acquisition • Students who struggle academically • Content enhancement • Alternate response modes • Includes any assistive technology used

17. Lesson Plan: Assessment • How do I discover if the student has mastered the learning objectives? • Formative assessment • Provides information on the progress of students • Teacher may adjust instruction • Observation, class discussion, quizzes, homework • Summative assessment • Used at end of chapter, unit, semester, year • Provides feedback for final decision about assigning a grade, promotion/retention, pass/fail • Tests, performance, demonstrations and projects

18. Basics: Example Lesson Plan • Getting to Know Your Supreme Court (page 31) • Bob Kirkland • Maryville High School • Social Sciences • In this lesson, Bob Kirkland explains that student groups use Web resources to research current Supreme Court justices to determine personal demographic data, professional experiences, important cases the judge has ruled on and other interesting facts. Following research, each group presents their conclusions with a slideshow.

19. Basics: Preparing for Special Learners • What types of students fit into this category? • Different backgrounds and challenges • Poverty/affluence • Cultural/language • Physical abilities • Cognitive abilities • Emotional needs

20. Basics: Preparing for Special Learners • Is there assistance for special learners to be able to participate in the regular curriculum? • Assistive technology devices (AT) • Any item, piece of equipment, or product system (not implanted) that is used to increase, maintain or improve functional capabilities of individuals with disabilities • Broad range of software, hardware and services • Must be considered for every student with an IEP

21. Basics: Preparing to Manage • How do I manage the classroom when using technology? • Managing equipment • Access and layout • Equity • Managing time • Students must understand expectations • Much can be completed at desk • Prerequisite skills • Managing student behavior • AUP • Avoid lines • Additional supervision

22. Voices in the Classroom • The Technology Coordinator • Lance Wilhelm, PhD • Ames Iowa • Director of Technology for Ames Community Schools • In this Voice, Lance Wilhelm, former teacher and teacher educator, discusses integrating technology into teaching and learning. He tells of Iowa elementary students who created a CD that illustrated the history of their hometown. Further, he gives pointers of how to overcome the barriers that teachers face with technology. He suggests that technology teams be established at schools and stresses out that most technology coordinators are “friendly folks” who want you to use technology.

23. For more information • Go to the textbook companion website: • http://www.pearsonhighered.com/obannon2e • Or http://web.utk.edu/~bobannon/preparing