Lecture #6Making Technology Integration Decisions

Goal of LectureUNIT ONE--Why should I use technology (shift?)--How do I learn to use technology (PD)?--What are some ways that teachers use technology (T&L, admin, assessment, class management)UNIT TWO--Why should I use technology? (3 e’s)--How do I decide what technology to use and when (today)?--What technology tools are out there (rest)?

Lecture Worksheet #1What were some of the technological tools presented for your content area.Bullet 2-3 tools mentioned in your reading.Now that you are aware of these tools, how would you decide when to use them and when not to? Select one of these toolsDescribe how you would decide when to use this tool.

Making Technology Integration decisionsHow do I decide what technology to use and when?

The Plan for todayWhat is an observable objective and how do I write a good one?Model: The instructional decision making processStandard(s)NeedsOptionsWhatwhY

Observable objectivesStarting With the End in Mind

ObjectivesConditions (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 _____.

PerformanceYou need to use verbs that are observable.

Use observable Action VerbsUse verbs such as:CompareTranslateConstructCreateDescribeExplainMeasureIdentifyDefineDraw

Use observable Action VerbsAvoid verbs such as:UnderstandAppreciateThinkKnowBelieveRecognizeBecome familiar with

ObjectivesConditions (What you give the students)Given the ____,

ObjectivesConditions (What you give the students)Performance (What the students will do)Given the ____, the students will be able to ____,

ObjectivesConditions (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 _____.

Good or bad Objective?Given access to illustration template in KidPix below, the students will illustrate and describe the water cycle.

Good or bad objective?Given the Manipulating Sentences handout, the students will understand the parts of speech within a sentence and the meaning of a sentence based on the context.

Good or bad objective?Given the Manipulating Sentences handout, the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the context. The handout will be evaluated using the Sentence Manipulation Rubric.Conditions: Given the Manipulating Sentences handout Performance: the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the contextCriteria: Sentence Manipulation Rubric

Good or bad objective?Students will correctly identify the volume of an irregular solid within 10 mL.

Good or bad objective?Given the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.Conditions: Given the appropriate scientific toolsPerformance: the students will correctly identify the volume of an irregular solidCriteria: within 10 mL

Lecture Worksheet#2Write your own objective for a lesson that would involve a tool found in your reading assignmentConditionsPerformanceCriteriaGiven the (conditions),the students will be able to (performance)based on the following desired level of performance (criteria)

The Plan for todayWhat is an observable objective and how do I write a good one?Model: The instructional decision making processStandard(s)NeedsOptionsWhatwhY

S-n-o-w-yS-N-O-W-Y is a scaffold for helping you to choose the best tools for your lesson, considering all the important features.S-N-O-W-Y is NOT a lesson plan. Its just a way to think about making decisions and considering all the necessary elements.StandardNeedsOptionsWhat?whY?

CASE: Mr. JacksonMr. Jackson teaches a high school social studies. One thing he notices is that student opinions are often formed by media propaganda and parent perceptions, in particular, terrorism and 9/11. He wants his students to understand the role of past historical events on more recent terrorism efforts. He decides to use this content to address several of his social studies objectives. He teaches 9th and 12th grade social studies courses, so trying to figure out ways to incorporate this topic in each class can be difficult.

snowy in Action – 9thgradeWorld HistoryGOAL: Historical events that influenced 9/11STUDENTS:25 students (15 boys, 10 girls)9th gradeSpecial needs: 1 student with visual impairmentsLack of prior knowledge on democratic processMotivation – low (intrinsic and extrinsic)Learning style: visual and auditoryCulture/ethnicity: Very diverseTechnology literacy: medium to low (strong with entertainment)ENVIRONMENT:Classroom30 desks facing front of class1 Teacher computer (with Internet access)Checked out LCD projectorLets turn to the “SNOWY” process…

s-standardWhat is the standard being addressed in the lesson? WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.

N-needsWhat do you need from a resource or tool?Environment – Single classroom w/ one computer + projectorLectureSmall groupIndividualHome and classroomTimeOne full 50 minutes class period (plus two nights of homework)Students1 visually impairedMotivation increases with entertainmentLittle Background knowledgeContentGoal: Historical events that influenced 9/11

o-optionsAvailability: What resources can you access that might address the problem? (environment)ChalkboardLecture/DiscussionText & websitesThree natives discuss Taliban riseAfghanistan, Taliban, and the U.S.Radio-Free EuropeWikipedia: 9/11, War on Terrorism, TalibanHistory CommonsTimeline: Fox News (see videos)MediaUnited Streaming Video of Taliban & 9/11Google Earth Embedded Tour of AfghanistanTaliban Threat Afghanistan MapExpress your feelings – Writing promptActivitiesWebQuestWebQuest 2: The BreadwinnerWebQuest 3: Terrorist or Freedom Fighter?Google Earth – locating terroristsGoogle Earth – mapping the timeline activityBeing Muslim in America Quiz9/11 Truth?Student productsEssayStudent artActivistInspirationTimeliner

Activities

WebQuest

WebQuest 2: The Breadwinner

WebQuest 3: Terrorist or Freedom Fighter?

Google Earth – locating terrorists

Google Earth – mapping the timeline activity

Being Muslim in America Quiz

9/11 Truth?

Student products

Essay

Student art

Activist

Inspiration

Timeliner

Lecture Worksheet (#3 & #4)What? Which of the tools you identified should be used? How should these tools be used? Briefly describe the lesson (First…, then…, at home…)Why? How do the tools you chose address…The standard?Effectiveness?Efficiency?Enhancement?

s-standardWhat is the standard being addressed in the lesson?WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.

W-whatDecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)Read through Wikipedia and BBCUnited Streaming VideoGroup WebQuest 3Create a timeline using Timeliner

Y-whyExplain decision: How does the tool you chose address…EffectivenessEnhancementText is important for background knowledgeVideo reviews concepts, incorporates visual and audioWebQuest is interactive with groups, increased motivationIndividual requirements to assess student learning

Don’t forget – Objective!Lecture Worksheet #5Write an instructional objective for the lesson you decided in the SNOWY process (part of the ‘what’).

Lecture Worksheet #5Conditions (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 _____.STANDARD: WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.

STANDARD:

snowy in Action – 12th gradeGoal:To decide whether the U.S. should supply Afghanistan with more troopsSTUDENTS:30 students12th grade3 ADD/ADHDAP GovernmentExisting knowledge of the contentTechnology literacy: highLearning style: Visual, kinestheticCulture/ethnicity: diverseMotivation: intrinsicENVIRONMENT:Computer lab30 student computers (with Internet access)1 Teacher computer (with Internet access)LCD projector

s-standardWhat is the standard or learning goal of the lesson?USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world. (Core Standard) Example: Use technology to gather and present information about globalization, immigration, global climate change, terrorism and ethnic cleansing.Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples

N-needsRequirements: What do you need in a resource or tool?EnvironmentCan be grouped or individualComputer labTimeOne full week (although part of an ongoing unit)50 minute sessionsStudentsSome ADD issuesSeniors have some background knowledge, more tech skillsMedium motivationContentDecide on whether to send more troops to Afghanistan

O-optionsAvailability: What resources can you access that might address the problem? (environment)30 student computers, 1 teacher computer, LCD projectorNewspapers, magazines, propagandaStudent textbooks (not likely to be helpful)Watch debates:http://www.c-span.org/Politics/TextCNN – ArticlesBBC – Topics – Afghanistan & Taliban & UK TroopsGoogle SearchPBS – More TroopsMediaPolitical cartoonsInteractive mapsStudent productFormal debatePersuasive letterInspirationCongress

W-what (Lecture Worksheet #6) a. What: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity) b. Now that you have decided what you’ll do and use, write an OBJECTIVE for the lesson.

Lecture Worksheet #6bConditions (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 _____.STANDARD: USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world.Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples

STANDARD:

Y-why(Lecture Worksheet #7)Explain decision: How does the tool you chose address…The standard?Effectiveness?Efficiency?Enhancement?

Lecture Worksheet #8 - #10Between these two examples:8. How did different STUDENTS impact technology integration decisions?9. How did a different ENVIRONMENT impact technology integration decisions?10. Did the objectives change with different technology integration decisions?

Unit 2 OverviewUnit 2- Technology for Teaching and LearningMaking Decisions: SNOWYContent Explorations ToolsProduction ToolsCommunication ToolsData Collection and Analysis ToolsProductivity Tools

For Lab this week…You will go through another case and make a decision…InspirationGoogle DocsArtifact ProposalsCase Artifacts

For lecture next weekThere is no lecture next week…HOWEVER  complete:Pre-lecture #7 podcastOnCourse >> iTunes UComplete lecture worksheet #7 (bring to lab)OnCourse >> Resources >> Lecture Resources >> Lecture #7Complete blog postLab sections will provide more detail.Example: Secondary Social Studies teachers, learn Google Earth, bring kmz file, post tutorial links