July 15 Curriculum & Technology Integration 1

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  • 1. Curriculum & Technology Integration
  • 2. What are barriers to technology integration for teachers?
  • 3. Inappropriate integration of technology ……
    What are examples of inappropriate uses of technology in classroom?
    Dust Collection….spot to put your coat on.
    Behaviour motivation (technology as reward or time filler).
    Substitution without thought to curriculum goals, enduring understandings and essential questions.
  • 4. What is appropriate integration of technology?
    • Consider and choose to use as a tool to support and uniquely enhance the curriculum, teaching and student learning in your classroom.
    • 5. How??
    • 6. Collaborative teacher learning community to help each other with curriculum and technology integration and developing technology skills and comfort.
    • 7. Ask questions – Explore & research new ideas and take notes – Practice creating lessons with technology & get feedback – Find out ways to continue PD in developing understanding of integration of curriculum and technology in the classroom.
    • 8. Understanding by Design (UBD)
  • twin sins of traditional Design?
    Activity focussed – “learning is the activity instead of seeing that the learning comes from being asked to consider the meaning of the activity”
    Coverage – trying to speed through textbook to cover all the information in alloted time.
  • 9. UBD – Stages of backward Design
    An inquiry approach and focussed on uncovering big ideas as well as misconceptions, biases around curriculum (Wiggins & McTighe, 2005, p. 18) .
    Plan Learning Experiences and Instruction
    Identify Desired Results
    Determine Acceptable evidence
  • 10. ESTABLISHING CURRICULAR PRIORITIES (Wiggins & McTighe, 2005, p. 71)
    Key to know & do: vocabulary, terminology,
    definitions, key facts, formulae, critical details, computation, analysis communication,
    investigation, application, presentation, etc.
    Related: Terminology Concepts
    Big Ideas Essential Questions
    Core Tasks
  • 11. What is understanding?
    Ability to craft meaning through effective application, interpretation, analysis, synthesis and evaluation.
    Ability to create new knowledge and create new understandings.
    Ability to transfer. To take what we know and transfer that understanding to different settings, situations and problems. Determining which knowledge and skills will be used to figure out the problem or situation.
  • 12. Big Ideas
    transform into enduring understandings and essential questions.
    • are broad, abstract, universal, timeless
    • 13. connect and organize important ideas, skills and facts
    • 14. are conceptual, thematic, theoretical
  • Grade 6 - BC Science: analyze how different organisms adapt to their environments
    • Big Idea:
    • Enduring Understanding:
    Environmental Changes causes Adaptation
    • Essential Questions:
    What makes adaptation occur? How can changes in environment affect adaptation of animals to their habitats? What does this mean for Human Beings?
    • Misconception?
  • Essential questions lead students to ….
    Inquire into big ideas and understandings
    Consider alternatives
    Stimulate rethinking of big ideas and assumptions
    Create meaningful connections between prior learning and experience
    Create opportunities for transfer to other situations and subjects.
  • 15. Enduring Understandings….
    Are important inferences that are drawn from experience.
    Refers to transferable big ideas that go beyond the topic or subject.
    Involves abstract, counterintuitive and easily misunderstood ideas.
    Examine key nouns, verbs and adjectives of curriculum standards (IRPs) to find your Big Ideas and enduring understandings.
    Core tasks are essential skills that make Big Ideas transferable
  • 16. Credits
    Wiggins, G. & McTighe, J. (2005) Understanding by design [Electronic resource]Alexandria, VA : Association for Supervision and Curriculum Development. Retrieved July 5, 2009 from NetLibrary Database.