Curriculum Integration

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Curriculum Integration

  1. 1. Reading Set 1: Tools for the Mind <ul><li>LOTS vs HOTS </li></ul><ul><li>Strategies for change: Critical thinking first –technology later - Questions for Teacher Reflection on pattern of technology use in classroom </li></ul><ul><ul><li>What kind of software should I use in the classroom and why? </li></ul></ul><ul><ul><li>When should my students use computers in class? When should they not use them? </li></ul></ul><ul><ul><li>Does the current technology use in classroom support curriculum and deepen content? How? </li></ul></ul><ul><ul><li>Do certain uses of technology match certain learning outcomes? </li></ul></ul><ul><ul><li>Does my current technology use improve my students’ learning? </li></ul></ul><ul><ul><li>How could teachers use x technology tool to better understand curriculm topic/task? of lesson and larger unit? </li></ul></ul>
  2. 2. Tools….strategies for change <ul><li>Critical thinking first –technology later </li></ul><ul><li>Questions for Teacher Reflection on pattern of technology use in classroom </li></ul><ul><ul><li>What kind of software should I use in the classroom and why? </li></ul></ul><ul><ul><li>When should my students use computers in class? When should they not use them? </li></ul></ul><ul><ul><li>Does the current technology use in classroom support curriculum and deepen content? How? </li></ul></ul><ul><ul><li>Do certain uses of technology match certain learning outcomes? </li></ul></ul><ul><ul><li>Does my current technology use improve my students’ learning? </li></ul></ul><ul><ul><li>How could teachers use x technology tool to better understand curriculm topic/task? of lesson and larger unit? </li></ul></ul>
  3. 3. Strategies……focus on Curriculum/Assessment/Instruction <ul><li>Professional Development Model </li></ul><ul><ul><li>Takes teacher through learning process from POV of learner to allow for reflection by teacher to plan similar activities for own classroom. </li></ul></ul><ul><li>Time </li></ul><ul><ul><li>Work together to plan lessons using technology </li></ul></ul><ul><ul><li>Once solid base in: content knowledge, curriculum, instruction & assessment begin integrating technology. </li></ul></ul><ul><ul><li>Effective instructional and technology leadership </li></ul></ul><ul><ul><li>HOTS </li></ul></ul><ul><ul><li>Learn about and integrate these tools </li></ul></ul><ul><ul><li>Follow up support and coaching </li></ul></ul>
  4. 4. Reading Set #2: Collaboration <ul><li>Trust and mutual respect </li></ul><ul><li>Developing collaborative relations - honour different perspectives & strengths/ weaknesses </li></ul><ul><li>Creating leadership teams - Share in decision making – emphasize teamwork </li></ul><ul><li>Develop mutually agreed on goals & shared vision and participation – Vary roles and responsibilities </li></ul><ul><li>Willingness to collaborate with teachers who reflect range of working styles. </li></ul><ul><li>Curriculum building is holistic and dynamic -- not repeatedly used without little change. Viewing planning as non-linear </li></ul>
  5. 5. Collaboration…continued <ul><li>Collaboration one means of achieving goal and not goal itself. </li></ul><ul><li>Discourage codependency rather then interdependency </li></ul><ul><li>Works if there is a higher purpose for working together, with clearly defined roles in project and if it is a way to reach an effective worthwhile goal </li></ul><ul><li>All teachers are responsible for information literacy & technology skills </li></ul>
  6. 6. Reading Set #3: Dissonance <ul><li>Student vs teacher views on technology </li></ul><ul><li>Student’s view </li></ul><ul><ul><li>Efficiency </li></ul></ul><ul><ul><li>Technology enabled diverse approaches to teaching & learning - sometimes in ways not able to be achieved through textbook based methods. </li></ul></ul><ul><ul><li>Preparing for future </li></ul></ul><ul><ul><li>Increased motivation and confidence </li></ul></ul>
  7. 7. Teacher’s view <ul><li>Used only when necessary </li></ul><ul><li>To promote abstract thinking (models, graphing) </li></ul><ul><li>Technology overwhelming and use limited – tech glitches a turn off </li></ul><ul><li>Did not consider tech increased student confidence –overwhelmingly for students as well. </li></ul><ul><li>Use only for strong students </li></ul><ul><li>Willingness to incorporate tech depend on their knowledge and comfort with teaching subject(s). More familiar with content more likely to take risks and integrate technology. </li></ul><ul><li>Limited resources and fear that technology would take away from “real learning” </li></ul><ul><li>Fear thei jobs would be replaced by computers. </li></ul>
  8. 8. Reading set #4: Authentic Learning supported by technology <ul><li>Characteristics of Authentic learning Environments </li></ul><ul><ul><li>Authentic contexts – reflect the way knowledge is used in real world. </li></ul></ul><ul><ul><ul><li>Act as illustrations of concepts being taught </li></ul></ul></ul><ul><ul><li>Provide authentic activities </li></ul></ul><ul><ul><ul><li>Kind of activities people do in real world- completed over a sustained period of time </li></ul></ul></ul><ul><ul><li>Provide access to expert performances & modeling of processes </li></ul></ul><ul><ul><ul><li>Access to expert thinking and performances to observe the task before it is attempted and to access modeling of processes </li></ul></ul></ul><ul><ul><li>Provide multiple roles and perspectives </li></ul></ul><ul><ul><ul><li>Provides learner with opportunity to investigate multiple ideas, roles and perspectives </li></ul></ul></ul><ul><ul><ul><li>People, media and resources used to provide array of opinions & points of view. </li></ul></ul></ul><ul><ul><li>Collaborative construction of knowledge </li></ul></ul><ul><ul><ul><li>Collaboration to solve problems </li></ul></ul></ul>
  9. 9. Authentic learning environments….. <ul><ul><li>Promote Reflection to enable abstractions to be formed </li></ul></ul><ul><ul><ul><li>Requires students to reflect upon broad basis of knowledge to solve problems, predict, hypothesize and experiment to produce a solution. </li></ul></ul></ul><ul><ul><li>Promote articulation to enable tacit knowledge to be made explicit </li></ul></ul><ul><ul><ul><li>Working in groups, discussing the issues or processes, presenting talks, debating—given opportunity to articulate, negotiate and defending their growing understanding. </li></ul></ul></ul><ul><ul><li>Provide coaching by teacher at critical times, and scaffolding and fading of teacher support </li></ul></ul><ul><ul><ul><li>Observing, modeling, providing resources, offering hints and reminders, feedback - not didactic </li></ul></ul></ul><ul><ul><li>Provide for authentic integrated assessment of learning within tasks. </li></ul></ul><ul><ul><ul><li>Assessed on way they perform rather then on a separate test. </li></ul></ul></ul><ul><li>Professional Learning </li></ul><ul><li>Important to keep up with both changing technology and its classroom applications. </li></ul><ul><li>Establishing a “community of practice” to complement technology. </li></ul>

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