Week 5 Making Decisions
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Week 5 Making Decisions

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Week 5 Lecture - End of Unit 1 - Describes GRADE framework for making technology integration decisions

Week 5 Lecture - End of Unit 1 - Describes GRADE framework for making technology integration decisions

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Week 5 Making Decisions Week 5 Making Decisions Presentation Transcript

  • Making Technology Integration Decisions
    • To provide you with a framework for making decisions about technology
    • Outline a process for instructional planning page 70
    • Identify the important characteristics of a group of students and how those characteristics may influence your use of instructional technology pages 71 - 76
    • Describe how diversity can be used as an asset in instructional planning pages 76 - 79
    • Specify the objectives for a lesson of your choice pages 79 - 83
    • Identify the relevant characteristics of a learning environment pages 83 - 84
    • Students
      • Gender
      • Socioeconomic status
      • Culture and ethnicity
      • Existing knowledge of the content
      • Motivation
      • Learning style
      • Special needs
      • Technology literacy
      • Diversity as an asset
  •  
    • 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)
    • 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?
    • Internet access (4.5 students:1 computer)
    • Computer lab
    • Let’s see what your field placement schools will look like…
    • 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 _____.
    • Use verbs such as:
      • Compare
      • Translate
      • Construct
      • Create
      • Describe
      • Explain
      • Measure
      • Identify
      • Define
      • Draw
    • Avoid verbs such as:
      • Understand
      • Appreciate
      • Think
      • Know
      • Believe
      • Recognize
      • Become familiar with
    • Write your own objective
      • Conditions
      • Performance
      • Criteria
    • Given the (conditions),
    • The students will be able to (performance)
    • based on the following desired level of performance (criteria)
    • G-R-A-D-E
    • G oal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed?
    • R equirements: What do you need in a resource or tool?
      • Grouping
      • Time
      • Resources
      • Media
    • A vailability: What resources can you access that might address the problem?
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • E xplain decision: How does the tool you chose address…
      • Effectiveness?
      • Efficiency?
      • Enhancement?
    • Mr. Jackson teaches a high school social studies class.
    • With the election coming up, he wants his students to compare and select their preferred presidential candidate.
    • He teaches 9 th – 12 th grade social studies courses, so trying to figure out ways to address this topic in each class can be difficult.
    • 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.
    • GOAL:
    • Students need to learn about the electoral process and visually see the significance of voting. They need to gain insight into why people vote for a particular candidate, and learn the importance of statistics in the election process, while developing their skills in this area.
    • STUDENTS:
    • 25 students (15 boys, 10 girls)
    • 9 th grade
    • Special needs: 1 student with visual impairments
    • Lack of prior knowledge on democratic process
    • Motivation – low (intrinsic and extrinsic)
    • Learning style: visual and auditory
    • Culture/ethnicity: Very diverse
    • Technology literacy: medium to low (strong with entertainment)
    • ENVIRONMENT:
    • Classroom
    • 30 desks facing front of class
    • 1 Teacher computer (with Internet access)
    • Checked out LCD projector
    • G-R-A-D-E
    • G oal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective)
    • R equirements: What do you need in a resource or tool?
      • Grouping (students, environment)
      • Time
      • Resources (environment)
      • Media (students)
    • A vailability: What resources can you access that might address the problem? (environment)
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • E xplain decision: How does the tool you chose address…
      • Effectiveness?
      • Efficiency?
      • Enhancement?
    • What is the standard or learning goal of the lesson?
      • USG.3.13 Explain the electoral process in terms of election laws and election systems on the national, state and local level.
      • Example: Voter registration, primary elections and campaign finance laws
    • What is the problem that specifically needs to be addressed? (objective)
      • Given the content on the electoral process delivered by Mr. Jackson, the students will be able to explain the electoral process. Student explanations will need to include the number of total electoral votes available, how many are needed to become president, and the relationship between individual people’s votes and electoral votes.
    • R equirements: What do you need in a resource or tool?
      • Grouping (students, environment)
        • Lecture style
        • Individual and whole group instruction
        • Home and classroom
      • Time
        • One full 50 minutes class period (plus two nights of homework)
      • Resources (environment)
        • 1 teacher computer
        • 1 checked out projector
        • Map
        • Chalkboard
      • Media (students)
        • Visual and auditory learners
        • Text for complicated ideas
        • Video for further explanation and understanding
        • Images
    • A vailability: What resources can you access that might address the problem? (environment)
      • 1 Teacher computer
      • 1 checked out projector (from media center)
      • Chalkboard to show electoral process
      • Compare states:
        • http://www.pbs.org/newshour/vote2008/primaries/states/index_primaries.html
      • Review electoral process:
        • Grolier Encyclopedia
        • Common Craft
        • United Streaming
      • Create your map and enter content:
        • http://projects.washingtonpost.com/2008/pick-your-president/
      • Scholastic:
        • You’re the president
      • You Tube summary:
        • Example
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • E xplain decision: How does the tool you chose address…
      • Effectiveness?
      • Efficiency?
      • Enhancement?
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • Read through Grolier Encyclopedia
    • United Streaming Video
    • Scholastic Game
    • Homework
      • Write the description
    • E xplain decision: How does the tool you chose address…
      • Effectiveness
      • Enhancement
    • Text is important for background knowledge
    • Video reviews concepts, incorporates visual and audio
    • Game is interactive with whole group, increased motivation
    • Homework
      • Individual requirements to assess student learning
    • Goal:
    • To encourage students to participate intelligently in the democratic process
    • STUDENTS:
    • 30 students
    • 12 th grade
    • 3 ADD/ADHD
    • Existing knowledge of the content
    • Technology literacy: high
    • Learning style: Visual, kinesthetic
    • Culture/ethnicity: diverse
    • Motivation: med intrinsic
    • ENVIRONMENT:
    • Computer lab
    • 30 student computers (with Internet access)
    • 1 Teacher computer (with Internet access)
    • LCD projector
    • G oal: What is the standard or learning goal of the lesson? What is the problem that specifically needs to be addressed? (objective)
    • R equirements: What do you need in a resource or tool?
      • Grouping (students, environment)
      • Time
      • Resources (environment)
      • Media (students)
    • A vailability: What resources can you access that might address the problem? (environment)
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • E xplain decision: How does the tool you chose address…
      • Effectiveness?
      • Efficiency?
      • Enhancement?
    • What is the standard or learning goal of the lesson?
      • USH.8.5 Describe social, economic and political issues and how they impact individuals and organizations. (Government; Economics; Geography; Individuals, Society and Culture)
    • 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. Students will create a document that identifies a specific issue, describes the candidates’ position, and summarize why this position is a good choice.
    • R equirements: What do you need in a resource or tool?
      • Grouping (students, environment)
        • Can be grouped or individual
        • Computer lab
      • Time
        • One full week (although part of an ongoing unit)
        • 50 minute sessions
      • Resources (environment)
        • Computer lab
        • Helpful to have own computers for research purposes
      • Media (students)
        • Text to understand positions of candidates
        • Graphic representations or charts to compare/contrast issues
        • Video to get full understanding of candidates’ knowledge
    • A vailability: What resources can you access that might address the problem? (environment)
      • 30 student computers
      • 1 teacher computer
      • Computer lab (LCD projector)
      • Newspapers, magazines, propaganda
      • Watch debates:
        • http://www.c-span.org/Politics/
      • Review issues:
        • http://www.c-spanclassroom.org/campaign_issues.aspx
      • Scholastic:
        • If I were president
        • President
        • Election
        • Comparison chart
        • Who am I?
      • Political cartoons
        • Example
    • D ecide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • E xplain decision: How does the tool you chose address…
      • Effectiveness?
      • Efficiency?
      • Enhancement?
    • Between these two examples:
    • 4. How did different students impact technology integration decisions?
    • 5. How did different learning environments impact technology integration decisions?
    • 6. Did the objectives change with different technology integration decisions?
    • Unit 1 Test
      • 13 Questions
      • Multiple choice, short answer, and essay
      • 30 minutes
      • During this week’s lab
      • Check out Unit 1 Test Review
    • Unit 2- Using GRADE
      • Productivity
      • Communications
      • Content Exploration
      • Production
      • Data Collection/Analysis