Integrating Technology into the Classroom

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Integrating Technology into the Classroom

• Design Team The Design Divas

Kristen Sabo, Kelly Neville, Candi Chandler,
Leigh Davis Instructional Design EDIT 6170 Dr.
Lloyd Rieber Summer 2005
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Needs Analysis

• Madison County High School
• The target audience is teachers who have a
  personal comfort level using technology, but are
  not using technology to its fullest potential in
  classroom instruction.

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Needs AnalysisDescription of Instructional Needs

• Research
• -Madison County High School met AYP for the
  2003-2004 school year, however, 22 of their
  students did not meet state standards and the
  graduation rate was only 57.5.
  (http//www.doe.k12.ga.us)

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Needs AnalysisDescription of Instructional Needs

• Teacher Survey
• Madison County teachers were surveyed and
  findings indicate that while teachers are on
  average somewhat comfortable when using
  technology for personal reasons, transferring use
  of technology to direct classroom instruction is
  more difficult for these teachers. See results of
  survey at right.

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Problem Statement

• Teachers at Madison County High School are
  underutilizing the technology resources available
  to them.

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Goal Statement

• The goal for this course is for the teachers of
  Madison County High School to incorporate
  technology in engaging and effective ways into
  their daily teaching.

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Learner Analysis

• Teachers who range in subject area expertise.
• Have experience from 2-20 years in the teaching
  profession.
• Have at least a basic level of computer skills
  and are able to navigate Microsoft Office
  programs such as Word, PowerPoint, and Excel.

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Course ICM
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Unit ICM
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Lessson OneIntroduction to Webquests

• Instructional Goal The teacher will be able to
  evaluate three given webquests according to
  quality by using a given rubric.
• Overview Teachers will explore webquests and
  discuss their usefulness. They will then use a
  rubric to focus their attention on what makes a
  quality webquest.

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Lesson OneAssessment

• Pre-Assessment Teachers will discuss the
  obstacles they face in integrating technology.
  They will also have a chance to share any
  knowledge they have of WebQuests in group
  discussion as well.
• Post-Assessment The teachers will evaluate 3
  WebQuests using the rubric provided to them. They
  will then rank the 3 according to the rubric. A
  discussion of the results will allow each teacher
  to share their rationale in the evaluation
  process and further demonstrate their
  understanding of the process.

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Lesson Two

• Instructional Goal The teacher will be able to
  compile a list of web resources that will be used
  to create a webquest.
• Overview The lesson begins with a brief group
  discussion of what the teachers already know
  about different web resources. The group as a
  whole will compile a brainstorm list of web
  resources already known to the teachers. The
  instructor presents a PowerPoint on the projector
  concerning the process of searching online for
  resources. Additionally, a list of starter
  places to look for web resources will be handed
  out, along with a copy of the presented
  PowerPoint. An example of using a search engine
  will be demonstrated online via the projector for
  the teachers to see. The teachers will choose a
  general topic for their research, and will
  compile a list of web resources that they have
  found online. The teachers will share their
  findings with the group, and will email their
  topic and list of resources to the instructor.

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Lesson Two, Assessment

• Pre-Assessment
• A brief group discussion concerning what web
  resources teachers are already familiar with
• A brainstorm list will be created as both a
  starting point for the teachers and as a measure
  of the level of familiarity the teacher have in
  term of online research.
• Post-Assessment
• -The teachers will participate in a group
  discussion that shares their findings with the
  group.
• -The teachers will compile a list of web
  resources found online during this session, along
  with the teachers chosen topic, and email it to
  the instructor.

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Lesson Three

• Instructional Goal
• - Given prior knowledge from previous lessons
  teachers will appropriately generate and
  facilitate a webquest that includes an
  introduction, process, task, evaluation,
  conclusion, and teacher page.
• Overview
• -After a quick review over prior knowledge is
  given teachers will begin to work on their own
  webquest given a PowerPoint template. As
  teachers begin to fill in each category in the
  PowerPoint template, the facilitator will
  circulate around the room. Teachers will be
  given a helpful hints worksheet to use during
  webquest creation. After webquests are created
  teachers will evaluate their own and their peers
  based on a given rubric.

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Lesson Three, Assessment

• Pre-Assessment
• -A brief review over the 6 categories in a
  webquest, pros/cons of a webquest, and making
  sure topic and resources were determined.
• Post-Assessment
• - Creation of Webquest that contains all six
  categories.

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Formative Assessment

• Subject Matter Expert The Technology Specialist
  Technician for Madison County High School will
  review lessons based on content, accuracy, and
  quality of instruction.
• One-on-One The instructors will assis t and
  observe the three participating teachers as they
  work through the lesson, taking note of what was
  in need of improvement. Each teacher will also
  complete an interview to discuss their
  experiences with the lesson.
• Small Group Follow up interviews and written
  evaluations will help the instructors determine
  if changes made after the first stages have been
  beneficial.
• Field Trial Written evaluations, checklists,
  interviews will be conducted with participants,
  observations made during instruction, and course
  evaluations completed by the participating
  teachers.