1 / 13

Chapter 5

Chapter 5. A Guide for Integrating Technology. Standards to Guide Your Preparation. Developing a Learning Unit. This instructional design process is based on: What students need to know How they will learn by using technology How their understanding will be measured.

zurina
Download Presentation

Chapter 5

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 5 A Guide for Integrating Technology

  2. Standards to Guide Your Preparation

  3. Developing a Learning Unit • This instructional design process is based on: • What students need to know • How they will learn by using technology • How their understanding will be measured. • Technology does not drive the process. • Decisions about technology are based on: • learners’ needs • the learning environment • standards that define what learners are expected to know and be able to do.

  4. Figure 5.1: The Technology and Learning Continuum Model

  5. The Continuum of Activities • The initiating activity introduces students to what they’ll be doing. • Simple problem or as long as a lecture on a particular concept. • The guided learning activities, the longest part of the continuum, engage students in exploring and making sense of the new ideas and skills. • The culminating performance is the final outcome—where students have an opportunity to demonstrate their new knowledge and understandings.

  6. The Backward Design Process • Though it may seem counterintuitive, we promote a reverse, or “backward,” design process. In other words, we suggest beginning the design process by focusing on the culminating performance (Wiggins & McTighe, 2001). • The culminating performance embodies your goals for the learner—what you intend for the learner to know and be able to do by the end of the learning unit. From that, you work backward to the guided learning and the initiating activity.

  7. Designing Instruction • Objectives • Instructional strategies • Possible technologies • Assessment

  8. Figure 5.3: Student Actions Associated with Each Instructional Strategy

  9. Figure 5.4: Instructional strategies matched with the continuum of learning activities

  10. Figure 5.6: Aligning instructional strategies with appropriate technology

  11. Figure 5.7: Bloom's taxonomy aligned with technology choices for assessment

  12. Resources • Bookbinders: Fusing Technology, Image, and Literature http://www.mmischools.com • Design in the Classroom: Backward Designhttp://ditc.missouri.edu/designProcess/designCases/backDesign.html • InTime: Find a Videohttp://www.intime.uni.edu/video.html • The Technology Applications Center for Educator Development: Assessmenthttp://www.tcet.unt.edu/START/assess/tools.htm

  13. Meet the Standards • Using the backward design process, think about a specific example of instructional events in your classroom. • How did the teacher determine (and demonstrate!) what students should know and be able to do by the end of the learning unit (or class)? • As a general rule, it takes three lessons for students to develop their knowledge and skills sufficiently to meet the expected outcomes of the unit. Identify a teacher that explicitly used three classes to develop a specific knowledge/skill. What was the structure of those three classes? • What instructional strategies and/or technologies did the the teacher use in to help facilitate students’ knowledge and understanding? • What did the teacher do to help determine if the students are making progress toward the unit’s (or class) expected outcomes? Did the teacher adjust instructional strategies because activities were inappropriate (too hard or too easy)?

More Related