Pratiwi Wini Artati    EDCT 601 2008


                              PROJECT INTENT STATEMENT
                            ...
Pratiwi Wini Artati    EDCT 601 2008


styles and experience with computers and technology, which will allow for a broader...
Pratiwi Wini Artati    EDCT 601 2008


and addresses these functions in the content of a problems-based approach to classr...
Pratiwi Wini Artati    EDCT 601 2008


Why:
        In this globalization era, learning has transformed its face that requ...
Pratiwi Wini Artati    EDCT 601 2008


PROJECT STATEMENT
        The ICTbLT is a four - week workshop, providing a valuabl...
Pratiwi Wini Artati      EDCT 601 2008


IDENTIFIED NEEDS/BENEFIT
Teachers will be trained to provide and create better le...
Pratiwi Wini Artati    EDCT 601 2008


                        PROJECT INTENT STATEMENT - PHASE 2
                        ...
Pratiwi Wini Artati    EDCT 601 2008


THE PERFORMANCE PROBLEMS
        Based on current depiction of technology integrati...
Pratiwi Wini Artati   EDCT 601 2008


Resources and Constraints
                 Resources                                ...
Pratiwi Wini Artati   EDCT 601 2008


Some of the teachers have had basic        Even though some teachers have already ha...
Pratiwi Wini Artati     EDCT 601 2008


Learning goals
        Because teachers learn at different rates and have individu...
Pratiwi Wini Artati    EDCT 601 2008


                        PROJECT INTENT STATEMENT - PHASE 3
              LESSON SEQ...
Pratiwi Wini Artati     EDCT 601 2008


From here, this approach in this training will be developed into NTeQ problem solv...
Pratiwi Wini Artati       EDCT 601 2008


         specific achieved-outcome for technology use).
     •   Explore, concep...
Pratiwi Wini Artati        EDCT 601 2008


                                         and practice),           Research,    ...
Pratiwi Wini Artati     EDCT 601 2008


As for the task/instructional analysis, training topics in week one is extracted t...
Pratiwi Wini Artati       EDCT 601 2008


  I     SmartBoard    •   Key Topics     •   SmartBoard
        Basic         • ...
Pratiwi Wini Artati   EDCT 601 2008




                                      PROJECT - PHASE 4
                         T...
Pratiwi Wini Artati         EDCT 601 2008


Within National IT framework and the strategic use of NTeQ design model in thi...
Pratiwi Wini Artati       EDCT 601 2008


                                          every subject/topic
                  ...
Pratiwi Wini Artati    EDCT 601 2008


                                       learner’s skill of
                         ...
Pratiwi Wini Artati    EDCT 601 2008


            •    Exploring, conceptualize, and collaborate specified training conte...
Pratiwi Wini Artati       EDCT 601 2008


                                                              Online short-     ...
Pratiwi Wini Artati    EDCT 601 2008


        Classroom         150    Technology         NTeQ design         Providing c...
Pratiwi Wini Artati    EDCT 601 2008




                                       PROJECT - PHASE 6
                        ...
Pratiwi Wini Artati        EDCT 601 2008


Lesson Goals:

    •   Exploring, conceptualize, and collaborate SmartBoard Bas...
Pratiwi Wini Artati            EDCT 601 2008


                                 Prerequisite Quiz (Pre-quiz)        •   St...
Pratiwi Wini Artati        EDCT 601 2008


                             Guided Drill and practice,    •   Students practic...
Pratiwi Wini Artati           EDCT 601 2008


 problem solving activities     activities with NTeQ                implemen...
Pratiwi Wini Artati        EDCT 601 2008


                                                           •   Instructor facil...
Pratiwi Wini Artati   EDCT 601 2008


                                                  overview will help
               ...
Pratiwi Wini Artati        EDCT 601 2008




MEDIA SELECTION OF INSTRUCTION
In terms of media use, provincial board of edu...
Wini's Technology Project Design for Education
Wini's Technology Project Design for Education
Wini's Technology Project Design for Education
Wini's Technology Project Design for Education
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Wini's Technology Project Design for Education

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Wini's Technology Project Design for Education

  1. 1. Pratiwi Wini Artati EDCT 601 2008 PROJECT INTENT STATEMENT PHASE 1 BACKGROUND Who: This project is designated for provincial board of education (Dinas Pendidikan Propinsi) in Indonesia. The provincial board of education has recently received a large injection of grant money through ICT Grants of technology improvements for public high schools. To assure that the grant money is put to best use, the provincial board of education has decided to implement National Information and Technology Framework (guidelines and regulations constructed and regulated by Department of Communication and Informatics in collaboration with Department of National Education). One of the objectives of this grant is focusing on providing classroom teachers with proper training and assistance including a Technology Team in each school. This technology team consists of full-time, professional staff that will train and support the classroom teachers in the use of new technologies on an on-going basis. To meet the objective of National IT Framework, the provincial board of education has hired a team of three full-time technology team positions, including an Instructional Technology Facilitator, a School Library Media Coordinator, and a Technology Assistant/Technician from respective educational-based institution from within the country and overseas whose expertise is unquestionable. This team will work closely with each of the teachers to provide individualized instruction in the mechanical use of technology as well as instruction in best practices for integration. As the grant incorporates the building of technology team in schools, it also pays for substantial improvements to the school’s technology infrastructure. This includes the purchase of a personal laptop computer and associated software accessories for each member of the teaching staff. The grant pays for the introduction of an interactive whiteboard system into each classroom and software compatible with the teacher laptops. The grant pays for desktop computers (and associated software and up-keep costs) for each classroom with the ratio of three students per computer. In addition, the grant also pays for upgrades to the school’s Media and Technology Center (computer lab) and TV Production Studio to promote their integration. In addition, teachers comprising the classroom teaching staff of the school have a broad range of teaching 1
  2. 2. Pratiwi Wini Artati EDCT 601 2008 styles and experience with computers and technology, which will allow for a broader exploration of the technology training curriculum. As it relates to the most important foundation in learning society, technology (ICT) has inevitable impact education in the 21st century. The integration of technology (ICT) for learning is the key to the successful and meaningful learning – engaged learning. Yet, some high school teachers are not implementing technology in a fully integrated manner. Therefore, provincial board of education has elaborated its vision into a three week workshop-based project named ICT-based Learning for Teachers (ICTbLT)” to assist high school teachers implementing technology (ICT) in a fully integrated manner. What: The ICTbLT is a four-week intensive workshop conducted on July before new school year begins. This workshop is intended for high school teachers to integrate technology (ICT) as the part of their best practices in classroom practices. This workshop is also beneficial to harnessing the effective use of ICT in the process of teaching and learning. The overview of the workshop is providing a valuable opportunity to prepare high school teachers for capacity building improvement in the area of ICT-based learning and its application for educational best practices. Through this workshop, high school teachers are expected to be more literate in implementing the ICT-best learning practices in the educational setting. High school teachers will find themselves learning excellent resources and materials about SmartBoard Basics, Wikis, Word Processor, Blogging (Week 1); PowerPoint, Photoshop/Graphics, Internet Research, Google Maps (Week 2); Spreadsheet, Google Earth and GPS, Database, Digital Camera Basics (Week 3); Webquests (use), YouTube/Vide, Webquests (design), Subject Area Educational, Technology topics (Week 4). Regarding this, This training implements NTeQ (iNtegrating Technology for inQuiry NTeQ model) from Morrison and Lowther’s design of a 10-step instructional design approach that integrates specific content and subject area standards and ties them together with the developing technology standards (2005, p. 9). This design considers not only the content standards but also closely examines the real-world uses for various technologies such as word processing, spreadsheets, databases Internet search tools, and so forth as they are used in adult work settings 2
  3. 3. Pratiwi Wini Artati EDCT 601 2008 and addresses these functions in the content of a problems-based approach to classroom instruction. The NTeQ model is focused on a Constructivist, student-centered, collaborative and problem-based approach which address both technology and teacher pedagogy at the same time. As to implement NTeQ design, this training also adopts and implements UNESCO’s ICT Competency Standards for Teachers where it addresses 6 components of the educational system: policy, curriculum and assessment, pedagogy, the use of technology, school organization and administration, and teacher professional development. Within these 6 components, the training’s objective will have focus more on the use of technology as major component to address in this training. In this training, teachers will recognize that not every single lesson is going to be addressing learning that works well with what computers do best (the gathering, managing, manipulating, synthesis, and analysis of information resources), and part of the training will entail recognizing the times when best to not attempt technology integration for a given lesson. Sessions in this training will cover daily meeting for meet daily for 8 hours, consist of each teacher-learner meeting one-on-one with his or her technology mentor for 4 hour-long sessions. These sessions are to provide the teacher-learner with hands-on instruction in the use of various technologies, and offers mentor-guided instruction on ways to integrate that technology into the classroom using the NTeQ method. These sessions are focused on how to use the identified technology within the teacher’s specific physical classroom setting, and are centered in exploring the use of technology within the teacher’s own content subject area while addressing both proper use of the technology as well as the content standards dictated by identified state and federal standards. Another 4 hour-long session will focus on classroom experiences. The teacher- learner will conduct 4 hour session to be held in the school’s computer lab, media library or other technology facilities such as the video production studio, during which the teacher-learner’s technology mentor will provide direct support for the teacher-learner to integrate materials and content from the Internet or other electronic sources and will assist the teacher-learner in technologically integrated collaborative classroom activities. The technology mentor provides direct support for the teacher-learner in technologically integrated classroom activities 3
  4. 4. Pratiwi Wini Artati EDCT 601 2008 Why: In this globalization era, learning has transformed its face that requires competitive skills and competencies from all the stakeholders. Among those stakeholders, teachers have become the most influential transformers for the success of teaching and learning. As the most influential transformer, teachers are expected to be able to not just teach but also facilitate learners to learn at their best. With the use of ICT to both teach and facilitate learners along with the excellent skill of elaborating, implementing and managing the use of ICT for learning will strongly believed to be the success key for educators and their best practices in the 21st century. Furthermore, the implementation of ICT in education and particularly for learning is the actualization of multiple-based learning because technology (say ICT) enables all materials and content for learning to be able to obtain from many different resources instantly - from around the globe instantly. In other words, new technology can be an appropriate vehicle for promoting meaningful, engaged learning in which it can engage the flow of student learning and motivates student achievement. It allows students to work on authentic, meaningful, and challenging problems, similar to tasks performed by professionals in various disciplines; to interact with data in ways that allow student-directed learning; to build knowledge collaboratively; and to interact with professionals in the field. What is more, technology can also be used to promote the development of higher-order thinking skills and allow opportunities for teachers to act as facilitators or guides and often as a co-learner with the students. Furthermore, the problems of perceived lack of time to integrate computers into the class and the requirements that many high school teachers face today in regard to addressing the content-driven standards-based assessments are both addressed by proper attention to the integration process. Therefore, some high school teachers are not implementing technology in a fully integrated manner. In addition to this, the development of technology is clearly potential to assist learning process to be more accessible and obtainable. To be able to give best service in an optimum level, the need for prepared-human resources in terms of skill and competency to implement best practices in the area of ICT-based learning is inevitably needed. Consequently, as a provincial board of national education, there is a responsibility to address this issue by creating a visionary project to provide a way in preparing educators to develop their skills and competencies to maximize and integrate the potentials of technology (ICT) for their best practices. 4
  5. 5. Pratiwi Wini Artati EDCT 601 2008 PROJECT STATEMENT The ICTbLT is a four - week workshop, providing a valuable opportunity to prepare high school teachers for capacity building improvement in the area of ICT-based learning integration and its application for educational best practices. PROBLEM IDENTIFICATION Often time educators find difficulties and confusion in teaching with technology. The lack of experiences and self confidence sometimes lead to the hesitation in using technology as potential instrument to transform knowledge and convey ideas in teaching process. There is a need to create fun and energized learning in the way that educators need to enrich their learning methodology and content resources by the use of media as the way to boost up the learning environment. Students often find learning is boring and uninteresting and that leads to a less active participation in class or losing interest in which it will significantly affect their academic performance. Therefore, high school teachers have to find a way to retain student’s interest in learning by the effective use of technology (ICT) in their best practices. Through this training, teachers are expected to create a better and stronger skill on how to integrate technology (ICT) into classroom setting. With better and stronger skill in integrating technology in the classroom, technology will serve as a catalyst for change, providing opportunities for teachers to grow in knowledge and professional practice by helping the individual teacher to see how constructivist teaching methods can be used to improve student learning of the specific subject matter in his or her own classroom. TARGET AUDIENCE Teachers from public high schools within all discipline and field of study in public 5
  6. 6. Pratiwi Wini Artati EDCT 601 2008 IDENTIFIED NEEDS/BENEFIT Teachers will be trained to provide and create better learning opportunity environment as in the following: • Preparing educators for capacity building improvement in the area of ICT- based learning and its application for educational best practices • Integrating technology for classroom practices in the most effective manner. • Harnessing the use of Information, Communication, and Technology (ICT) in the process of teaching and learning. • Learning to implement and integrate excellent resources and materials about SmartBoard Basics, Wikis, Word Processor, Blogging (Week 1); PowerPoint, Photoshop/Graphics, Internet Research, Google Maps (Week 2); Spreadsheet, Google Earth and GPS, Database, Digital Camera Basics (Week 3); Webquests (use), YouTube/Video, Webquests (design), Subject Area Educational, Technology topics (Week 4). • Teaching and facilitating learners along with the excellent skill of elaborating, implementing and managing the use of ICT for learning • Developing digital and technology literacy and improving the ability to effectively utilize, implement, and manage educational – related software and hardware application • Creating a better and stronger teamwork within a good frame of communication to work together on how technology (ICT) can be best implemented in school/educational setting. BUY-IN This training program can also be expanded, implemented, and customized for any education personnel in colleges/university, community learning group/institution or any educational-based institution. Tutors and instructors of this training are very competent in their fields from within country and overseas who will share their expertise in implementing and integrating technology for teaching and learning purposes. 6
  7. 7. Pratiwi Wini Artati EDCT 601 2008 PROJECT INTENT STATEMENT - PHASE 2 NEEDS ASSESSMENT IDEAL VISION Teachers (participants of this training) will develop a myriad of technology-supported engaged learning projects that enable students to solve real-world problems, retrieve information from online resources, and connect with experts. This training will provide great opportunity for teachers to learn the new roles and ways of teaching that go hand-in-hand with technology integration. This learning requires active participate in an extended process of professional development as teachers need time to acquire technology skills and develop new teaching strategies for integrating technology into the classroom. Accordingly, teachers will be able to go beyond basic computer functions to use technology as a springboard to engaged learning in every classroom. Within this training, teachers will be given a chance to engage with others in ongoing reflection about what they learned about the instructional use of technology so that they are more likely to critically evaluate their own pedagogical practice and redesign their instruction. This training also serve as a good modeling project to encourage teachers who have successfully used a technology-enhanced activity where to model the activity for their peers; they can emphasize how the specific piece of software helped achieve the goals and objectives of the curriculum. Modeling can be used when teachers visit each other's classrooms, at staff meetings, and at professional development workshops. It enables teachers to observe expert performance and broadens their awareness of what is possible. This training will also help reducing some of the problems that teachers encounter by understanding the performance of the users within their work environment as well as describing the essential elements and conditions for technology to be successfully designed, implemented, and integrated in school environments. Teachers will learn how to encourage usage, efficient performance, and positive attitudes toward technology use and integration in classroom best practices. Thereby, rather than using technology for technology's sake, teachers can develop a vision of how technology can improve teaching and learning such as word processing and e-mail promote communication skills; modeling software promotes the understanding of science and mathematical concepts; database and spreadsheet programs promote organizational skills; CD- ROMs and the Internet promote inquiry skills. 7
  8. 8. Pratiwi Wini Artati EDCT 601 2008 THE PERFORMANCE PROBLEMS Based on current depiction of technology integration in schools, several research highlight on the same prominent finding – it is that not all teachers are motivated to use technology. Teachers may resist for many reasons, including the fear that technology threatens their role as expert, and the feeling of inadequacy resulting from lack of prior mastery of technology skills. Most teachers have heard horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration. Adding to that, creating technology- enhanced learning environments is a particularly challenging task when the environment includes a complex set of actual and virtual features. The challenge is readily evident in teacher education programs attempting to prepare future educators to use technology in their teaching. Unfortunately, most of these attempts have been marginally successful. What factors are restraining teacher education programs in terms of creating and implementing technology- enhanced learning environments for preparing tomorrow's teachers to use technology? Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, and new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. To put it another way, there are major pitfalls in integrating technology in education: 1) resistance to change) especially from policy makers (mostly principals and teachers); 2) ICT literacy and teacher's competence; 3) The availability of ICT infrastructures; 4) the availability of qualified multiple-based learning resources; 5) sustainability. Fortunately, these obstacles can be addressed and overcome. This training provides practical guides for implementing and promoting technology integration in schools. 8
  9. 9. Pratiwi Wini Artati EDCT 601 2008 Resources and Constraints Resources Constraints The use of basic digital technology form The pace of technological evolution today such as power point, Microsoft words, makes it increasingly difficult for the Microsoft Excel in the classroom classroom teacher to keep up with it. Given all the duties they must attend to, little time remains to explore the options that all the various new technologies might offer such as incorporating SmartBoard, the use of Wiki, Webquests, YouTube, Digital Library, Virtual Classroom, etc. The schools have already had internet The connection is still limited as well as the connection established. bandwidth and networking issue. The downloading process cannot run as smooth as it has been expected. The infrastructures (computers and Computers and technology in general have technology) have mostly been set up and been implemented in ways that were focused ready to use such as PC (computer lab), on the technology use itself and was not tied webcam, laptop, and LCD. into student-centered classroom strategies. Technology training should include not only technology-based integration topics but also should integrate student-based learning topics. 9
  10. 10. Pratiwi Wini Artati EDCT 601 2008 Some of the teachers have had basic Even though some teachers have already had knowledge about technology and basic knowledge about technology and computers. computer, there are more teachers who don’t have basic knowledge at all. This gap has created certain obstacle in implementing and integrating technology fully because it doesn’t give any reinforcement. Teachers at novice or apprenticeship stages of technology integration may need guidance in locating multimedia software and Internet sites to support the school's learning goals, either because they are unfamiliar with these media or because they feel overwhelmed by the profusion of software on the market and sites on the Internet. Lack of time and experience to make good decisions about what particular products or sites have the potential of fostering learning goals can make technology integration a frightening prospect Some schools have already had “contact This contact person mostly part time and not person” whenever they need to trouble fully dedicated to school (mostly not very shoot certain problems. qualified too). Schools need to build teamwork between a fulltime/qualified technology coordinator and teachers to work together in integrating technology. Schools, Community Partners are open for Community members often are not aware of support technology use in the schools or what is involved in the implementation and integration of technology into the curriculum. Schools need to implement better strategy to educate and inform community members and businesses to gain their support. These strategies may include speaking to the school board and parent groups, developing partnerships with businesses and organizations in the community, and developing a model school as a showcase for what can be achieved 10
  11. 11. Pratiwi Wini Artati EDCT 601 2008 Learning goals Because teachers learn at different rates and have individual needs when mastering new skills, technology training should be flexible yet cover a comprehensive set of skills. Before professional development is designed, each teacher’s current level of technology skills should be determined by using appropriate instruments from National IT Framework. These standards can be used to determine the skill level of individual teachers and their needs for professional development. Self-assessment directly related to the technology learning goals set by the school also is appropriate and effective. After the teachers' skill levels are identified, administrators, teachers, and the technology specialist can brainstorm to determine what support and resources teachers need to advance to the next stage. Within this training, teachers will develop personal plans for professional development that include goals for using technology. These professional development plans can be competency driven, identifying specific areas where technology can be used effectively; they can specify outcomes to be achieved using technology, such as implementing specific projects with students; and they can list software applications that should be mastered by specific dates. Furthermore, this training provides great opportunities for teachers to explore, conceptualize, and collaborate to translate new ideas and strategies into practical classroom lessons and unit plans and integrate them with technology for classroom best practices. References Morrison, G., & Lowther, D. (2005). Integrating Computer Technology into the Classroom (Third Edition). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall. National IT Framework (http://202.182.166.134/wwwbappenas/itf/Workshop/kebijakan.htm) retrieved on September 27, 2008 UNESCO ICT Competency Standards for Teacher (ICT-CST) (http://www.oei.es/tic/competencias_tic_docentes_unesco._ingles.pdf) retrieved on September 25, 2008 11
  12. 12. Pratiwi Wini Artati EDCT 601 2008 PROJECT INTENT STATEMENT - PHASE 3 LESSON SEQUENCE and TASK/INSTRUCTIONAL ANALYSIS Revised Statement of Intent The ICTbLT training is a four - week workshop for high school teachers to improve and enhance their roles as both educator and facilitator in designing, implementing, integrating, and managing technology (ICT) in the classroom for better learning environment. Revised Goal Statements The implementation of National IT framework functions as a foundation to assure that the grant money is put to best use. In order to meet this objective, NTeQ (iNtegrating Technology for inQuiry NTeQ model) from Morrison and Lowther’s design of a 10-step instructional design approach is integrated in this training as the foundation for best practices strategy in integrating technology in the classroom. High school teachers will be trained to explore and implement 10 step approaches as in the following: 1. Specify objectives 2. Computer functions 3. Specify problem 4. Data manipulation 5. Result presentation 6. Assessment 7. Supporting activities 8. Activities after computer use 9. Activities before computer use 10. Activities during computer use 12
  13. 13. Pratiwi Wini Artati EDCT 601 2008 From here, this approach in this training will be developed into NTeQ problem solving process that aligned with Bloom taxonomy: NTeQ component Bloom’s level Define the problem Comprehension analysis Identify what is known about Analysis the problem Identify what needs to be Analysis known to solve the problem Identify data that needs to be Analysis collected to solve the problem Determine how data needs to Application, synthesis, be manipulated to solve the analysis problem Generate possible solution synthesis Determine how to evaluate Evaluation each solution Select the best solution Analysis evaluation Present findings synthesis There are three major rationales for implementing NTeQ design model as a constructivist strategic foundation in this training to integrate technology in the classroom: • Teachers need to experience using the computer as a tool to learn new information • Teachers need to understand the relationship between basic computer functions and student learning • Teachers need to use their knowledge of student learning and technology to design, manage, and facilitate a student-centered, multidimensional learning environment. Therefore, planted from National IT framework and the strategic use of NTeQ design model in this training, teachers will be able to: • Develop personal plans for professional development that include goals for using technology (competency driven, specific areas identification for effective technology use, 13
  14. 14. Pratiwi Wini Artati EDCT 601 2008 specific achieved-outcome for technology use). • Explore, conceptualize, and collaborate to translate new ideas and strategies and integrate them with technology use into practical classroom unit plans and best practices. • Learn the new roles and ways of teaching that go hand-in-hand with technology integration. • Help reducing some of the problems that teachers encounter by understanding the performance of the users within their work environment as well as describing the essential elements and conditions for technology to be successfully designed, implemented, and integrated in school environments. • Learn how to encourage usage, efficient performance, and positive attitudes toward technology use and integration in classroom best practices (emphasizing on how the specific piece of software helped achieve the goals and objectives of the curriculum). Lesson Sequence The lesson sequence is presented within 6 parameters; week, topics, daily break down, goals, session type, and session hours as in the following table below: Week Specified Daily break Goals Session type Session hours Training down topics/contents I SmartBoard basics, Key topics,  Exploring, 4 hours face-to- 8 hours/day - Wikis, Word introduction, conceptualize, face session 40 hours per Processor, Blogging getting started, collaborate hands on week (8 x 5) what do I know SmartBoard activities session, hands on basics, Wikis, (internal & activities (drill Word explorative) and and practice), Processor, 4 hours face-to- classroom Blogging face session experience,  Developing focusing on problem solving Personal classroom and activities, development problem solving reflection plan, NTeQ activities approach (external & strategic lesson, collaborative) (2 integrated sessions per day) lesson design II Power point, Key topics,  Exploring, 4 hours face-to- 8 hours/day - Photoshop/Graphics, introduction, conceptualize, face session 40 hours per Internet Research, getting started, collaborate hands on week (8 x 5) Google Maps what do I know Power point, activities session, hands on Photoshop/Gra (internal & activities (drill phics, Internet explorative) and 14
  15. 15. Pratiwi Wini Artati EDCT 601 2008 and practice), Research, 4 hours face-to- classroom Google Maps face session experience,  Developing focusing on problem solving Personal classroom and activities, development problem solving reflection plan, NTeQ activities approach (external & strategic lesson, collaborative) (2 integrated sessions per day) lesson design III Spreadsheet, Google Key topics,  Exploring, 4 hours face-to- 8 hours/day - Earth, GPS, introduction, conceptualize, face session 40 hours per Database, Digital getting started, collaborate hands on week (8 x 5) Camera Basics what do I know Spreadsheet, activities session, hands on Google Earth, (internal & activities (drill GPS, Database, explorative) and and practice), Digital Camera 4 hours face-to- classroom Basics face session experience,  Developing focusing on problem solving Personal classroom and activities, development problem solving reflection plan, NTeQ activities approach (external & strategic lesson, collaborative) (2 integrated sessions per day) lesson design IV WebQuest, Key topics,  Exploring, 4 hours face-to- 8 hours/day - YouTube/Video, introduction, conceptualize, face session 40 hours per WebQuest (design), getting started, collaborate hands on week (8 x 5) Subject area what do I know WebQuest, activities educational, session, hands on YouTube/Video, (internal & technology topics activities (drill WebQuest explorative) and and practice), (design), 4 hours face-to- classroom Subject area face session experience, educational, focusing on problem solving technology classroom and activities, topics problem solving reflection  Developing activities Personal (external & development collaborative) (2 plan, NTeQ sessions per day) approach strategic lesson, integrated lesson design TOTAL SESSIONS AND HOURS 2 sessions per 40 hours x 4 day - 10 week = 160 hours sessions per week (2 x 5)- 40 sessions for 1 month Task/Instructional Analysis 15
  16. 16. Pratiwi Wini Artati EDCT 601 2008 As for the task/instructional analysis, training topics in week one is extracted to be deliberately divided into a more specific description. Week Topics Break down Sub topic break Goals Session type Time session down allocation 16
  17. 17. Pratiwi Wini Artati EDCT 601 2008 I SmartBoard • Key Topics • SmartBoard Basic • Introduction principles • Getting • SmartBoard basic started components • What do I • Why know SmartBoard? • Hands on activities • SmartBoard use, (Drill & guides, Practice) troubleshooting • Classroom • NTeQ approach Experience to design lesson • Reflection plan • Integration strategic plan design • Modeling and Sharing Wikis • Key Topics • The challenge of • Introduction Wikis in schools • Getting • Wikis in schools started • Wiki tools for • What do I schools know • Other Wiki tools • Hands on and resources activities • NTeQ approach (Drill & to design lesson Practice) plan • 4 hours face- • Classroom • Integration  Exploring, to-face Experience strategic plan conceptualize, session • Reflection design collaborate hands on • Modeling and SmartBoard activities Sharing basics, Wikis, (internal & Word Processor, explorative) Word • Key Topics • Basic functions Processor • Introduction (entering, Blogging • 4 hours face- editing,  Developing to-face • Getting 8 hours/day formatting, Personal session started inserting, Tools) development focusing on • What do I plan, NTeQ classroom know • Word processing approach and problem • Hands on in the classroom strategic lesson, solving activities • Designing an integrated lesson activities (Drill & integrated lesson design (external & Practice) using Word Processing collaborative • Classroom Multidimensional ) Experience • Reflection activities (NTeQ approach) • Modeling and Sharing Blogging • Key Topics • Weblogs in • Introduction schools • Getting • The Pedagogy of started Weblogs • What do I • Blogging across know the curriculum • Hands on • Blogs as activities resources (Drill & • Classroom uses 17
  18. 18. Pratiwi Wini Artati EDCT 601 2008 PROJECT - PHASE 4 TESTING PROCEDURES & RATIONALE Assessment The assessment for this workshop/training will be implemented in five methods where every method. Every method of the assessment will be described more detail within the scope of its procedures and rationale as shown in the table below. As for a reminder, I will also include the re-stated goals. Restated Goals 18
  19. 19. Pratiwi Wini Artati EDCT 601 2008 Within National IT framework and the strategic use of NTeQ design model in this training, teachers will be able to: • Develop personal plans for professional development that include goals for using technology (competency driven, specific areas identification for effective technology use, specific achieved-outcome for technology use). • Explore, conceptualize, and collaborate to translate new ideas and strategies and integrate them with technology use into practical classroom unit plans and best practices. • Learn the new roles and ways of teaching that go hand-in-hand with technology integration. • Help reducing some of the problems that teachers encounter by understanding the performance of the users within their work environment as well as describing the essential elements and conditions for technology to be successfully designed, implemented, and integrated in school environments. • Learn how to encourage usage, efficient performance, and positive attitudes toward technology use and integration in classroom best practices (emphasizing on how the specific piece of software helped achieve the goals and objectives of the curriculum). Tool Formal/Informal Rationale When Measurement Tools PreQuiz Informal Allow instructor to Formative Prior knowledge measure the depth -Beginning of observation/implication of learner’s every week understanding prior to the instruction – provide insight Mini-Journal Informal Allow instructor to Formative - On- Related aspect in measure the depth going/end of learner’s mastery of of learner’s every week every skill/topic understanding to the mastery of 19
  20. 20. Pratiwi Wini Artati EDCT 601 2008 every subject/topic – provide insight Reflective Quiz, Formal Allow instructor to Formative – end Related aspect in Journals, and measure the depth of every week learner’s mastery of Discussion of learner’s goals understanding to achieve training goals – provide insight and reflection Web Extension Formal A set of extended - Summative – Required parameter for Task/Assignment task/assignment end of every Online completion and online or through week distribution from web the web to provide practices wider perspective and understanding – provide field experience in implementation and real time application Final Project Formal A set of self- Summative – Project rubric for elective project end of training completion parameter that implements one of the topic that best portrays learner’s mastery of the subject/topic – provide maximum achievement from the learners towards all/certain subject NTeQ portfolio Formal A set of full- Summative – Guidelines for NTeQ integrated ongoing/end of model-based implementation the training between every subject and 20
  21. 21. Pratiwi Wini Artati EDCT 601 2008 learner’s skill of classroom integration using NTeQ guidelines. Still Need to Know For the sustainability result from this training, I would still need to conduct classroom observation and have the trained teachers to provide timely (could be annually) progress report, classroom observation report and findings (new findings will be expected as any changes occur after training), and professional development reflection (it could be in the form of professional journal). The sustainability of this training is really important as the needs and fulfillment in each public school is custom-based and relatively different depends on the internal and external factors in each of the public school. Therefore, any progress, changes, or findings occur after training needs to be continually and professionally observed, recorded, and reflected as part of the professional development journey that will be valuable in the future. PROJECT - PHASE 5 INSTRUCTIONAL ACTIVITIES Topics: Specified Training content materials from week 1 - 4 [SmartBoard Basics, Wikis, Word Processor, Blogging (Week 1); PowerPoint, Photoshop/Graphics, Internet Research, Google Maps (Week 2); Spreadsheet, Google Earth and GPS, Database, Digital Camera Basics (Week 3); Webquests (use), YouTube/Video, Webquests (design), Subject Area Educational, Technology topics (Week 4)] Goals addressed: 21
  22. 22. Pratiwi Wini Artati EDCT 601 2008 • Exploring, conceptualize, and collaborate specified training content materials from week 1 - 4 [SmartBoard Basics, Wikis, Word Processor, Blogging (Week 1); PowerPoint, Photoshop/Graphics, Internet Research, Google Maps (Week 2); Spreadsheet, Google Earth and GPS, Database, Digital Camera Basics (Week 3); Webquests (use), YouTube/Video, Webquests (design), Subject Area Educational, Technology topics (Week 4)] • Developing personal development plan, NTeQ strategic lesson plan, and integrated lesson design DAILY COURSE MANAGEMENT (8 HOURS PER DAY, 40 HOURS PER WEEK) Session Format Time Allocation Methods of ID Theory Teacher-Student Activity Resources (week 1 – week (in Delivery (Constructivism) Interaction 4) minutes) 22
  23. 23. Pratiwi Wini Artati EDCT 601 2008 Online short- • Students go online to Prerequisite answer do their Pre-quiz Quiz (Pre-quiz) questions quiz form about • Students follow the that elicits specified brainstorming session background content (15 min) by watching and knowledge and paying attention to previous movie flash and Power experiences Point presentation • Students are given Presentation Movie-flash session handouts that and note presentation will help students in taking about with voiceover, taking notes and be theoretical, Power point more focus to the philosophical, presentation, presentation & educational Session concept & Handouts (40 • Students is required to aspects of min) give verbal respond specified related to presentation content and session handouts materials (this could be Q&A session too) Tools mapping Movie flash – introduction presentation, • Instruction gives and overview Manual Guide session handouts to to tools and booklet (35 min) Recalling and students before Opening/Brain interface providing base presentation storming – Key with multiple topics, getting representation • Instructors give further 90 started, what of reality, facts, and deeper do I know and explanation about the session implementation/ presentation and best practices session handouts • Instructor reviews students’ online pre- quiz for formative assessment and better insight to students’ personal development/learning styles • Students follow the presentation that focuses on the technical-body aspects of specified tools to be 23
  24. 24. Pratiwi Wini Artati EDCT 601 2008 Classroom 150 Technology NTeQ design Providing case- • Students practices to experience & integration model (Specify based learning implement technical problem activities with objectives, environment and skills into a integrated- computer solving NTeQ Supporting lesson plan using NTeQ functions, activities approach- collaborative model specify problem, based model data construction of (developing manipulation, knowledge • Students are given a NTeQ result liberty to design an portfolio), presentation, integrated lesson plan Classroom assessment, based on their teaching supporting expertise and snapshot-case activities, study and experiences that suits activities after problem computer use, their needs by using solving, activities before NTeQ framework Modeling computer use, model as a tool to activities during develop the lesson plan computer use) (students are not allowed to have the same-exact copy because every students will be required to provide relevant rationale for the final product of NTeQ design plan) • Students are given a chance to share their experience as case- based learning environment (students can come up with problems and the way to solve it or share their unresolved problems while inviting other students to give a solution) • Instructors presents the techniques to implement NTeQ model in creating a customized integrated lesson plan as the basic foundation 24
  25. 25. Pratiwi Wini Artati EDCT 601 2008 PROJECT - PHASE 6 SAMPLE LESSON – LESSON WEEK 1 The following sample lesson is taken from week 1 training session. In week 1, the specified content material focuses on SmartBoard basics, Wikis, Word Processing, and Blogging. As to implement instructional activities in phase 5, the sample lesson is developed within the framework of the instructional activities combined with sequenced elaboration in further details. Given that the major goals of this training are to improve technical skills and teaching skill and content expertise of the students, this developed sample lesson plan will be incorporated synchronously with NTeQ model design approach that enables students to design and escalate their technical skills and integrate them with students’ teaching expertise and knowledge. Since the NTeQ model promotes the underlying principles of constructivism aspects in instructional design, every part of the activity and assessment is designed to facilitate constructivist model. There are two major daily sessions: 4 hour-F2F hands on activities session and 4 hour-F2F classroom practices and problem solving session. The hands on activities session is internal and explorative in the way that students are internally developed their technical skill for their professional performance. While explorative refers to the way students undergo exploration in their cognitive aspects, including their creativity. The hands on activities session is started with brainstorming session and continued to guided drill and practice. Likely as the hands on activities session, the classroom practices and problem solving session focuses is more to external and collaborative because it is externally transform the internal knowledge into best practices in the classroom. The collaborative aspect refers to the way students are sharing and exchange ideas and thoughts about how to integrate technical skills into an NTeQ design model that will be useful for their guideline in classroom practices. 25
  26. 26. Pratiwi Wini Artati EDCT 601 2008 Lesson Goals: • Exploring, conceptualize, and collaborate SmartBoard Basics, Wikis, Word Processor, Blogging • Developing personal development plan, NTeQ strategic lesson plan, and integrated lesson design WEEK 1 SAMPLE LESSON Events of Instruction Activity Instructional Strategy Instructional Sequencing 26
  27. 27. Pratiwi Wini Artati EDCT 601 2008 Prerequisite Quiz (Pre-quiz) • Students go online to • Online Pre-Quiz that elicits background do their Pre-quiz knowledge and previous • Movie flash and power experiences • Students follow the point about beneficial brainstorming session characteristics of the by watching and paying specified content attention to movie knowledge flash and Power Point presentation • Brainstorming, Recalling previous experiences and background knowledge having round table discussion • Conducted assessment: Pre-Quiz (Informal – Formative) Presentation and note taking • Students are given • SmartBoard principles, about theoretical, session handouts that SmartBoard basic philosophical, & educational will help students in components, Why concept & aspects of taking notes and be SmartBoard? specified content materials more focus to the presentation • The Challenge of Wikis in schools, Wikis in • Students is required to schools, Wiki tools for give verbal respond schools, Other Wiki tools related to presentation and resources, Why and session handouts Wikis? (this could be Q&A session too) • Basic functions (entering, editing, Opening/Brainstorming – • Instruction gives formatting, inserting, Key topics, getting started, session handouts to tools), Word processing what do I know session students before in the classroom, why presentation Word processing? • Instructors give further • The pedagogy of and deeper weblogs, Weblogs in explanation about the schools, Blogs as presentation and resources, Blogging session handouts safety and software, Why weblogs? • Instructor reviews students’ online pre- quiz for formative assessment and better insight to students’ personal development/ learning styles Tools mapping – introduction • Students follow the • SmartBoard Tools and and overview to tools and presentation that interface (guided written interface focuses on the & audio visual overview) technical-body aspects of specified tools to be able to fluently use, implement, and • Wikis Tools and interface integrate them (guided written & audio visual overview) 27
  28. 28. Pratiwi Wini Artati EDCT 601 2008 Guided Drill and practice, • Students practice their • SmartBoard presenting online exercise/web technical skills in practices extension task/assignment, operating/using Troubleshooting, overview • Adding and editing specified tools for final project resources on Wikipedia (SmartBoard, Wikis, Word Processing, Blogs) • Creating Wikibooks through training modules and video • Creating Wiki site/page tutorial– every tools and collaborating it and hardware are • Incorporating other Wiki provided for every tools such as PBWiki or students/students JotSpot, SeedWiki.com, doesn’t have to share. WebNote, or Web collaborator. • Students go online to do web extension task/ • Enter text; edit text, online exercises format documents, and paragraphs. Fonts, tabs, • Instructor gives tasks create tables, outlines, sorts lists of information that incorporates – alphabetically or students technical skills numerically, add in sequence (every descriptive headings, given task provides create columns, create overview for students bulleted or numbered to choose any skill that lists, use thesaurus, use Hands-on activities spell check, insert show their best graphics. performance for final project which will be • Doing web extension submitted at the end of tasks – designing project, the training) skill online test • Instructor substantially • Creating and gives guidance and collaborating weblogs – class portal, online filing direction, especially for cabinet, e-portfolio, troubleshooting posting, journaling, linking, publishing • Instructor provides inputs and suggestion • Blog software – step by for any “informal step blogging, making a proposal” from the blog roll students to do their final project. By the end of the training, instructor will give • Implementing RSS (Real summative assessment System Syndication) to students’ final project • Conducted assessment: Web Extension Tasks/Assignments (Formal – Summative); Final Project (Formal Summative) Classroom experience & Technology integration • Students practices to Creating NTeQ portfolio by 28
  29. 29. Pratiwi Wini Artati EDCT 601 2008 problem solving activities activities with NTeQ implement technical using NTeQ approach: approach-based model skills into a integrated- (developing NTeQ portfolio), lesson plan using NTeQ • Specify objectives Classroom snapshot-case model (instructional objectives study and problem solving, from local curriculum Modeling guides, and local, state or national standards) • Students are given a liberty to design an • Computer functions integrated lesson plan (comparing the learning based on their teaching tasks required by the expertise and objective with the experiences that suits functions of the their needs by using computer) NTeQ framework model as a tool to • Specify problems develop the lesson plan (creating a problems for (students are not the students to solve) allowed to have the same-exact copy • Data manipulation because every students (strategies of will be required to manipulating the provide relevant information by rationale for the final integrating, organizing, product of NTeQ design and elaborating) plan) • Result presentation • Students are given a (determining the final chance to share their products that experience as case- incorporated all of the based learning required skills) environment (students can come up with • Assessment (planning problems and the way strategic assessment by to solve it or share their creating rubrics that unresolved problems implements scope of while inviting other description, consistency, students to give a clarity of expression, solution) accuracy of information, sufficient detail, relevant • Instructors presents the information, & logical techniques to organization) implement NTeQ model in creating a • Supporting activity customized integrated (creating and lesson plan as the basic implementing additional foundation activities that supports the achievement of the • By the end of the week, objectives) students submit the draft of the design plan to be reviewed by the • Activities before instructor computer use (generating all the • Instructor gives keywords, organizing examples of NTeQ data before entering, design plan as to identifying planning) stimulate creativity • Activities during 29
  30. 30. Pratiwi Wini Artati EDCT 601 2008 • Instructor facilitates computer use (creating and guides students in alternatives to process developing their design the data) plan • Activities after computer • Instructor observes and use (facilitating by asking supervises step by step questions, providing process in the design think-list, and modeling plan development by the behaviors) giving review and feedback at the end of • Conducted assessment: the week. NTeQ portfolio (Formal- Summative) • Together with students, instructor shall mediates/facilitating the case-based learning environment modeling session Closing - Reflection Recorded group discussion, • Students engage in the Redesigning the past, mini journal session, group discussion and preparing for an integrated reference overview for encouraged to lesson, revisiting lesson ideas weekly reflective quiz contribute ideas and plans. • Instructor observe and Conducted assessment: mini taping the session as journal (Informal – well as facilitating the Formative); Reflective Quiz discussion (the (Formal-Formative) recorded session will be valuable inputs for both instructor and students to training progress- check) • Students go online to write a journal about everything related to today’s training (changes, complaints, interest, problems, etc) and submit its daily entry. • Instructor goes online to review students’ journal and provide feedback/comments ( this mini journal will be part of the formative assessment) • Students will be given time to have moments for eliciting significant matter for their weekly reflective quiz. By the end of the week, the elicited-reference 30
  31. 31. Pratiwi Wini Artati EDCT 601 2008 overview will help students do their reflective quiz online • By the end of the week, instructor goes online to do assessment on students’ reflective quiz (this quiz will be part of formative assessment) PHASE 7 – MEDIA 31
  32. 32. Pratiwi Wini Artati EDCT 601 2008 MEDIA SELECTION OF INSTRUCTION In terms of media use, provincial board of education provides the entire infrastructure needed for this training as the grant money goes for the training; it also goes for the entire hardware for this training to be conducted. Since the training is situated and conducted in the provincial board of education training building, both the instructors and the training participant will not find any difficulty in implementing every step of the training. As it goes along with the task/instructional analysis, the choice of media use is taken into consideration based on instructional needs for the training. Since the content material requires practical implementation (specified tools), the instructor has to incorporate every necessary tools related to the content material. The choice of media is really crucial because it directly stimulate the training participants (high school teacher) to synchronize what they have learned so far. What is more, the function of the media is to create a more conducive environment for learning and to bridge between theoretical and practical understanding. As the training participants grasping the theoretical framework of the content material, they will further continue the learning process by applying theories into practice. Adding to that, the put- into-practice session will also be recorded as the instructors can use this form of documentation for evaluation process. There are two major rooms used in this training: (1) tech lab, (2) classroom lab. The tech lab has all of the equipment needed for drill and practice needs, while the classroom lab has all of the equipment needed for classroom-implementation practices. The tech lab is design to facilitate training participants to practice exploring, applying, and troubleshooting the specified content material for technology/digital fluency in mastering all of the required skills for operating hardware and software. In the similar fashion, the classroom lab is designed as classroom-model environment setting to facilitate training participants in transferring their technology/digital fluency into an integrated classroom practice in which they have to practice demonstrating specified software and hardware for classroom purposes. Below is the table that shows details for the media selection: Specified Daily break Media Training down Rationale topics/contents SmartBoard basics, Key topics, PC/Computer Wikis, Word introduction, SmartBoard (for the instructor) Processor, Blogging getting started, Mini/virtual SmartBoard (for trainee) what do I know Laptops session, hands on LCD/LCD Screen activities (drill Power Point content material and practice), Modules (written content) classroom Video Tutorial/interactive tutorial experience, Mini User guide of SmartBoard, Wikis/Wikispaces, Word Processor, Weblogs problem solving Specified software (Simulation software, Reference software, Problem solving activities, software, Drill and Practice software, Web Page creation program, Word reflection processor) CMS (Course Management System – For the instructor to implement online tasks, discussion, and assessment in the training) E-Portfolio Software for NTeQ portfolio 32

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