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Creativity and Tech Integration
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
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Creativity and Tech Integration
- 1. Creativity and Integration Creatinga Digital Learning Environment Ben Smith @edtechben
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- 5. Data Collection Analysis Communication AppsApproach Multimedia Reference Journaling Content Based
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- 7. Curricular Approach Measuring Annotate CartoonGaming Audio & Video Click to Move
- 8. How can studentsuse the iPad to collect data?
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- 10. How did Iget here?
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- 17. Who is the"Answerer" I know nothing - Socrates
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- 32. Rubrics Metiri Group -learning.metiri.com
- 33. Content is NOTEnough
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- 44. A Taxonomy forIntegrating Technology Increasing Levels of Cognition Curriculum mastery deepens Increasing Complexity of Technology Skills Technology choices become autonomous
- 46. Observing Students are passivespectators of the technology
- 47. Incorporating Students are leveragingtechnology to increase productivity
- 48. Producing Students create aproduct with a single technology
- 49. Exploring Students engage indiscovery learning prior to formal instruction
- 50. Collaborating Students interact withpeers, instructors, and outside resources
- 51. Applying Students are guidedto combine and integrate technologies
- 52. Creating Students are makingsound choices about the appropriate synthesis of content and technology into a final product
- 53. Leap One Observing toIncorporating
- 54. Observing Students are passivespectators of the technology Observing to Incorporating Incorporating Students are leveraging technology to increase productivity
- 55. Examples Students use theinteractive whiteboard to manipulate pictures in a classification activity Students narrate a Discovery Streaming video in lieu of the “stock” narration Using Inspiration to create chemical element cards that can be manipulated to Create a periodic table When writing an abstract, students must use the formatting features that are built into Word to identify claims and substantiating facts Students create a Diigo or or Delicious page to organize and identify supporting evidence for an experiment or study Observing to Incorporating
- 56. Leap Two Incorporating tothe “Triangle”
- 57. Incorporating to the“Triangle” Incorporating Students are leveraging technology to increase productivity Producing Students create a product with a single technology Exploring Students engage in discovery learning prior to formal instruction Collaborating Students interact with peers, instructors, and outside resources
- 58. Examples Students podcast observationsin lieu of a data table Post a video that displays a scientific principle to Voicethread so that the class can comment and/or predict its law Design an experiment in Google Docs and complete it with your lab group, online Make a movie trailer about a chemical reaction, describing its mathematics and properties In a dramatic or comedic way Students explore the principles of a gas law by engaging in a simulation about that law prior to experimentation Incorporating to the “Triangle”
- 59. Leap Three The “Triangle”to Creating
- 60. The “Triangle” Students areguided to use different tools The “Triangle” to Creating Creating Students are making sound choices about the appropriate synthesis of content and technology into a final product
- 61. How to EraseTechnology • Have students move through the taxonomy • As students acquire the skills of using a technology…. • It becomes a tool they may choose • The emphasis of an activity shifts from the technology to the cognitive skills students must employ • Becomes invisible
- 62. Inspiring Creativity • Creatingthe Canvas • Word, PowerPoint, Inspiration, Wikis, Google Docs • Learning to Paint • User Created Content: Podcasts, Movies, Animoto, Mapping • Creative Process • Instructional Design: Be Vague
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- 64. What do iDo? PracticeMakes…. Created by YETC - 2012
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- 66. Planning Documents • YearLong Plan • Being Creative • Curriculum Map • What are 21st century skills? • What are technologies you / your students can use? • What are your current integration activities?
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- 68. The NETS asa Lens
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- 72. Example •Performance Indicator • Studentsdemonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • Performance Indicator • Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. • Performance Indicator • Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- 73. Example • Moving backto the curriculum planning document, we see that the designing creative activities tool informs the curriculum template…
- 74. Example • Using ourtaxonomy tool, determine the cognitive level to which students will be engaged in the activity.
- 75. Eliciting Creativity • Designingactivities that ask students to be creative must begin with the end point in mind. • The “being creative” document will help…
- 76. Ensuring Success • Inorder to allow students to be successful, we must scaffold our activities from a content perspective as well as a technology one • The Year Long Plan will help:
- 77. Assessing Technology Integrated Projects •What are the goals / objectives of the project? • Curricular • Skills • Technology • Develop a rubric • Curriculum Focus should be first • Need a rubric area to deal with technology aspect • Collaboration • Problem Solving • Communication
- 78. Questions • Email: info@edtechinnovators.com •Website: www.edtechinnovators.com @edtechben