Week 5

1. Week 5 Making Technology Integration Decisions

2. Goal of Lecture To provide you with a framework for making decisions about technology

3. Overview of Instructional Planning • Students • Gender • Socioeconomic status • Culture and ethnicity • Existing knowledge of the content • Motivation • Learning style • Special needs • Technology literacy • Diversity as an asset

5. Learning Environment • Environment • The setting or physical surroundings in which learning is expected to take place. • Size • Layout • Lighting • Seating • Setting (computer lab, science labs, playground, home)

6. Learning Environment • Questions to ask: • Where will learning occur? (e.g., classroom, lab, home, field trip) • What are the characteristics of those environments? (how large is the space, how are seat arranged, can seats be moved, noise levels, distractions, lighting) • How will these characteristics influence instruction? (can setting be modified, what constraints will setting impose on instruction)

7. Typical School Environment • Internet access (4.x to 1) • Computer lab • Etc…

8. Objectives • Conditions (What you give the students) • Performance (What the students will do) • Criteria (How you judge whether they have met the goal) • Given the ____, the students will be able to ____, based on _____.

10. G-R-A-D-E G-R-A-D-E • Goal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? • Requirements: What do you need in a resource or tool? • Grouping • Time • Resources • Media • Availability: What resources can you access that might address the problem? • Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity) • Explain decision: How does the tool you chose address… • Effectiveness? • Efficiency? • Enhancement?

11. CASE: Mr. Jackson Mr. Jackson teaches a high school social studies class. He wants his students to compare and select their preferred presidential candidate. Students are asked to research the candidates and make their selection based on the political platform on the issues. The project takes 3-4 weeks in order to allow enough time for students to research during and after school. During class, his students look through newspapers he’s collected, as well as candidate propaganda. His concern is that this information is filled with marketing and lacks the political content on issues his students tend to value. Students need to organize and synthesize the information into one argument identifying their candidate, the candidate’s stance on issues, and why they would vote for this candidate due to their stance on these issues. The unit concludes with a large “mock” presidential debate.

12. Mr. Jackson would like to improve this activity • First of all, Mr. Jackson would like to make students' time spent researching more efficient. They often have difficulties finding information on the specific issue they value the most and end up settling on the issues with the most information. This makes the concluding debate dull, focusing on only one or two issues. • In addition, he'd like students to get more involved in the activity; most students have been gathering information from the materials he brings to class. In order to gain access to a wider variety of resources, he's managed to reserve the computer lab for one week so that every student has access to a computer with an internet connection for five hours. However, Mr. Jackson doesn't know how to help students conduct research online or where to begin to help students collect resources.

13. GRADE in Action OBJECTIVE: Given research guidance and access to the Internet, the students will be able to research the candidates’ stances on selected issues and select the stance that best aligns with their ideals, based on the debate requirements. STUDENTS: • 25 students • 10th grade • 1 visually impaired student • SES ENVIRONMENT: • Classroom • 30 desks facing front of class • 1 Teacher computer (with Internet access) • Checked out LCD projector

14. G-R-A-D-E G-R-A-D-E • Goal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective) • Requirements: What do you need in a resource or tool? • Grouping (students, environment) • Time • Resources (environment) • Media (students) • Availability: What resources can you access that might address the problem? (environment) • Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity) • Explain decision: How does the tool you chose address… • Effectiveness? • Efficiency? • Enhancement?

15. G-Goal • What is the standard or learning goal of the lesson? • Standard x.x • What is the problem that specifically needs to be addressed? (objective) • Given research guidance and access to the Internet, the students will be able to research the candidates’ stances on selected issues and select the stance that best aligns with their ideals, based on the debate requirements.

16. R-Requirements • Requirements: What do you need in a resource or tool? • Grouping (students, environment) • Time • Resources (environment) • Media (students)

17. A-Availability • Availability: What resources can you access that might address the problem? (environment) • 1 Teacher computer • 1 checked out projector (from media center)

18. D-Decide • Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

19. E-Explain decision • Explain decision: How does the tool you chose address… • Effectiveness? • Efficiency? • Enhancement?

20. Possible Influences • Students (possible influences) • Gender • Socioeconomic status • Culture and ethnicity • Existing knowledge of content • Motivation • Learning style • Special needs • Technology literacy • Learning Environment (possible influences) • Physical • Technology

21. GRADE in Action OBJECTIVE: Given research guidance and access to the Internet, the students will be able to research the candidates’ stances on selected issues and select the stance that best aligns with their ideals, based on the debate requirements. STUDENTS: • 30 students • 12th grade • 1 visually impaired student • SES ENVIRONMENT: • Computer lab • 30 student computers (with Internet access) • 1 Teacher computer (with Internet access) • LCD projector

22. G-R-A-D-E G-R-A-D-E • Goal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective) • Requirements: What do you need in a resource or tool? • Grouping (students, environment) • Time • Resources (environment) • Media (students) • Availability: What resources can you access that might address the problem? (environment) • Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity) • Explain decision: How does the tool you chose address… • Effectiveness? • Efficiency? • Enhancement?

23. G-Goal • What is the standard or learning goal of the lesson? • Standard x.x • What is the problem that specifically needs to be addressed? (objective) • Given research guidance and access to the Internet, the students will be able to research the candidates’ stances on selected issues and select the stance that best aligns with their ideals, based on the debate requirements.

24. R-Requirements • Requirements: What do you need in a resource or tool? • Grouping (students, environment) • Time • Resources (environment) • Media (students)

25. A-Availability • Availability: What resources can you access that might address the problem? (environment) • 30 student computers • 1 teacher computer • 1 LCD projector

26. D-Decide • Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)

27. E-Explain decision • Explain decision: How does the tool you chose address… • Effectiveness? • Efficiency? • Enhancement?

28. Lecture Worksheet How do different students impact technology integration decisions? How do different environments impact technology integration decisions? Do objectives change with different technology integration decisions?

29. Teachers Describing Technology Integration Decisions Provide videos of teachers discussing how they make technology integration decisions.

30. Coming Soon... Unit 2 Provide an overview of Unit 2 and how we will proceed.