Lunch & Learn Professional Development Series on Integrating and Managing Technology in the Classroom

1. LUNCH & LEARN
Donald Andrus
CUR/545
April 3, 2017
Instructor: Cheryl Franklin

2. INTRODUCTION
• Lunch & Learn Professional Development Series on integrating technology in the
learning process
• Managing technology in the classroom when:
• Facilitating group activities
• Conducting research
• Communicating final projects
• How to manage technology in the following aspects:
• Classrooms with one computer
• Multi-computer classrooms
• When using hand held devices
• When using iPads, tablets, or laptops

3. FACILITATING GROUP ACTIVITIES
• Technology offers a lot of good tools for collaborative projects (McGrath, 2004)
• Leads to better retention of material
• Collaboration can be included within technology and project-based learning.
• Students able to communicate, collaborate, and problem solve with peers
• Technology engages and motivates students to apply knowledge and skills learned (Maloy,
Verock, Edwards, & Woolf, 2017).
• Classroom Management
• Assign specific roles to learners for group work
• Consider group size and balance academic abilities
• Use collaborative tools
• Google Docs
• RealTime Board
• Wikis
• Blogs

4. CONDUCTING RESEARCH
• The environment must provide the students with materials that allow them to
explore (Smaldino, Lowther, Russell, & Mims, 2015).
• Conducting research for information online is an important part of digital literacy
• Important skills students should possess
• Using search engines effectively
• Teachers should provide acceptable/appropriate list of sites and actively monitor
• Finding search sites designed for students
• Critically evaluating search results including web resource’s accuracy
• Classroom Management
• Teach students how to use research tools before their use
• Instruct on effective online research techniques

5. COMMUNICATING FINAL PROJECTS
• Social Media Technology
• YouTube
• Students can use YouTube to post projects for others to view
• Google Docs
• Cloud-based to allow for multiple users to view simultaneously
• Blogs
• Publicly accessible sites written by teachers (sometimes with students) to communicate
information (Maloy, Verock, Edwards, & Woolf, 2017).
• Can communicate class notes inquiry questions, homework assignments, writing ideas, and
weblinks for research (Maloy, Verock, Edwards, & Woolf, 2017).
• Microblogs like Twitter with a limited number of words and symbols to share ideas and
information (Maloy, Verock, Edwards, & Woolf, 2017).

6. MANAGING A CLASSROOM WITH A SINGLE
COMPUTER
• Large group
• Utilize data projector to display computer graphics
• Discussion and display visuals and key words as needed
• Teacher can manipulate data in real-time for entire class
• Small Group
• One group can work on computer while others work at desk
• Students gather to research or present/ create rotation schedule
• Learning Centers
• Individual or small group
• Work on computer as a learning center

7. MANAGING A MULTI-COMPUTER
CLASSROOM
• Students can work on same software simultaneously
• Groups of students can share computers if needed
• Management
• Face computer monitors towards center of room
• Teacher can monitor what students are doing
• Teacher can actively walk around to monitor student activity
• Computer Labs/Laptop carts
• All have access to same software
• Easy for teacher to monitor and control
• Number devices and pair with students

8. MANAGING TECHNOLOGY IN A CLASSROOM
Hand Held Devices
• Communicate clear expectations
• Provide students with opportunities to
utilize
• Games
• Software
• Communication – class messages
• Utilize monitoring programs to send
messages to individual devices
iPads, Tablets, & Laptops
• Communicate clear expectations
• Students can work individual or in small
groups
• Provide opportunities for:
• Games
• Software
• Electronic text books

9. TRAINER NOTES/GUIDELINES
• Technology can transform teaching & learning by engaging and motivating
students to work collaboratively,
• Important things to remember:
• Organize expectations and learning outcomes in student friendly language
• Check technology prior to utilization (have a back-up plan)
• Face monitors in same direction to be able to closely check that students remain on task
• Provide students with clear guidelines
• paper / technology based rubric to help assist students
• Utilize a rotation schedule
• Enhance lessons by integrating technology (determine goals and objectives FIRST -
then determine how you can add technology)

10. REFERENCES
• Maloy, R. W., Verock, R., Edwards, S. A., & Woolf, B. P. (2017). Transforming learning
with new technologies (3rd ed.). Upper Saddle River, NJ: Pearson.
• Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional
technology and media for Learning (11th ed.). Upper Saddle River, NJ: Pearson.