Educational Technology Integration

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Educational Technology Integration
Implementation Principles

• to guide teachers in their instructional
  decision making
• Sara Dexter
• University of Virginia

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Copy of Presentation at http//sdexter.net
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Resources

• This PowerPoint at The Very Latest at
  http//sdexter.net
• Read more about the ETIPS at http//etips.info/han
  douts/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

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Educational Technology Integration
Implementation Principles

• Classroom level
• 1. Learning outcomes drive the selection of
  technology.
• 2. Technology use provides added value to
  teaching and learning.
• 3. Technology assists in the assessment of the
  learning outcomes.

• School level
• 4. Ready access to supported technology is
  provided.
• 5. Professional development is targeted at
  successful technology integration.
• 6. Professional community enhances technology
  integration and implementation.

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Classroom Level Premise

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

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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
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Software Types by their Cognitive Demand

• Web sites, CD-ROMs
• Drill and practice or other tutorial software
• Simulation software
• Tool software such as spreadsheets, databases,
  word processing, concept mapping, etc.

• Knowledge, Comprehension
• Knowledge, Comprehension, Application
• Application, Analysis
• Application, Analysis, Synthesis, Evaluation

Starry Night Pro
Astronomy For Kids
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2. Technology use provides added value to
teaching and learning

• For Teaching
• individualizing instruction, making it more
  responsive to students 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

Classroom Level
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Software Types by their Added Value

• Web sites, CD-ROMs
• Drill and practice or other tutorial software
• Simulation software
• Tool software such as spreadsheets, databases,
  word processing, concept mapping, etc.

• Access
• Process
• Process
• Process, Communicate

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Added Value Accessing

• Web sites and CD-ROMs
• Multi-sensory
• Greater amounts of data
• Searching and mining capabilities
• Timeliness and Relevance of the information

EQ DB
Tidal DB
Climate DB
Dogpile
Evaluating Web Pages
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Added Value Processing

• Drill and Practice / Tutorial Software
• Self-paced
• Remediation
• Practice to the point of fluency
• Simulation Software
• If, then conjecture
• Visualization

ExploreLearning
BrainPop
Molecular Expressions
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Molecular Expressions
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ExploreLearning
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BrainPop
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BrainPop
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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

ExploreLearning
BrainPop
Molecular Expressions
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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
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School Level Premise

• Technology support facilitates teachers
  integration
• Technical and Instructional domains
• Facilities
• Staffing
• Incentives
• Opportunities to provide feedback

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Technology Support Domains and Delivery Methods
Ronnkvist, Dexter, Anderson, 2000
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4. Ready access to supported hardware/software
resources

• Ready access
• Implications of configuration
• One computer, Classroom-based, Labs, Carts, 11
• Advocate for subject-specific resources
• Support response
• Plan B

School Level
Whole Class Inquiry
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Whole Class Inquiry
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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

School Level
NSTA
Teachers Domain
Lab Science PD
Web-based Instruction
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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
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http//www.etips.info
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Formative Feedback

• Rubrics
• Rubric provided at the start of the case
  assignment
• Criteria emphasize decision making

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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 schools web site.

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Cases Appear as School Web Sites

• Cases Include
• Supporting handouts,
• Case intro Question
• Response page for submitting and receiving
  feedback on assigned short essays.

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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.

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Formative Feedback

• Automated essay scoring
• Students submit essay drafts to receive predicted
  scores.
• Students can revise and resubmit multiple drafts.

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Copy of Presentation at http//sdexter.net
48
Resources

• This PowerPoint at The Very Latest at
  http//sdexter.net
• Read more about the ETIPS at http//etips.info/han
  douts/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