1. Teaching and Learning with Technology
Designing and Planning
Technology Enhanced Instruction
Chapter 2
Teaching and Learning with Technology

2. What is the Learning Environment?
• The learning environment includes all
conditions that impact the learner
• Physical space and its characteristics can
impact learning
• Dunn and Dunn’s research suggests different
aspects of the physical space appeal to
different learning styles
Teaching and Learning with Technology

3. What is the Learning Environment?
• Non physical aspects of the learning
environment include:
• Teaching strategies selected by teachers
• Technologies selected to support instruction
• Plan for interaction among students
• Assessment strategies
• Attitude and role of the teacher in the learning
process
Teaching and Learning with Technology

4. Why Is Planning Important?
• To build the best possible learning
environment, all aspects of it must be
planned
• A systems approach to planning calls for a
step-by-step process that designs, creates,
evaluates and revises all aspects of
instruction
• The Design-Plan-Act! (D-P-A) system
ensures all necessary steps are addressed
Teaching and Learning with Technology

5. Instructional Planning
The DESIGN Phase
• The Design phase allows the teacher to take
a strategic look at the delivery of instruction
• In this phase, the broad steps necessary are
considered and refined
• An instructional design model is often used in
this phase to ensure no steps are missed
• The Dynamic Instructional Design (DID)
model will assist you in creating your design
Teaching and Learning with Technology

6. The DID Model
KNOW THE
LEARNER
STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LE ARN ING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARN ING
STRATE GIES
IDENTIFY
AND
SELECT
TECHNOLOGIES
SUMMATIVE
EVAULATION
Teaching and Learning with Technology

7. The DID Model
Know the Learner
• To identify the instruction necessary, you must
first know the people you are teaching
• You should consider:
• Physical and cognitive developmental stage
• Cultural and language differences
• Incoming skills and current knowledge base
• Personal characteristics (learning styles,
dominant intelligences, etc)
• Group characteristics and dynamics
Teaching and Learning with Technology

8. The DID Model
Articulate your Objectives
• Performance objectives state what the student
will be able to DO at the conclusion of instruction
• Performance objectives have 4 components:
• The Stem
• The Target Performance
• The Measurement Conditions
• The Criterion for Success
• Example: The student will be able to identify the
subject and verb in a sentence written on the
board with 95% accuracy.
Teaching and Learning with Technology

9. The DID Model
• Objectives should address different levels of thinking
• Blooms Taxonomy offers a guide for six levels of
cognition
• Knowledge – Recall of facts
• Comprehension – Interpreting facts
• Application – Apply information to new situations
• Analysis – Recognizing components within data
• Synthesis – Creating new ideas for the data
provided
• Evaluation – Making thoughtful value judgments
Teaching and Learning with Technology

10. The DID Model
Establish the Learning Environment
• Adjust the physical space to support learners
• Encourage and support a positive climate that
includes a feeling of safety, confidence, and
positive attitude
• Prepare to keep learners active and engaged
• Prepare well organized and articulated lesson
plans
Teaching and Learning with Technology

11. The DID Model
Identify Teaching and Learning Strategies
• Decide upon the methods that are most likely to
help the stated objectives
• Utilize the steps of the Pedagogical Cycle to help
determine strategies
• The steps of the Pedagogical Cycle include
• Providing pre-organizers
• Using motivators
• Bridging to past knowledge
• Sharing objectives and expectations
Teaching and Learning with Technology

12. The DID Model
Identify Teaching and Learning Strategies
• The steps of the Pedagogical Cycle also
include
• Introducing new knowledge via varied teaching
methods
• Reinforcing knowledge
• Providing practice experiences
• Offering a culminating review
Teaching and Learning with Technology

13. The DID Model
Identify and Select Support Technologies
• Determine which technology tools will build
the desired learning environment
• Examine technology options
• Evaluate appropriateness of the technologies
under consideration
• Experiment with the technologies selected
Teaching and Learning with Technology

14. The DID Model
Evaluate and Revise the Design
• You have already adjusted continually
throughout the DID model in response to
formative feedback
• Summative feedback is the evaluation that
occurs at the end of the process
• Using the feedback from this final evaluation,
revise the design to make it even better
Teaching and Learning with Technology

15. Instructional Planning
The PLAN Phase
• Once you have completed your design, it is
now time to PLAN your lessons
• Lesson Plans provide day-to-day snapshot of
what will happen in the classroom
• Each component of the lesson plan grows out
from a component of the design so they will
parallel each other
Teaching and Learning with Technology

16. Instructional Planning
The PLAN Phase
The essential components of the Lesson Plan
include
• Readying the Learners
• Target specific daily objectives
• Prepare the lesson
Prepare the classroom
Detail the steps of the Pedagogical Cycle
Identify technologies and materials
Check for success
Teaching and Learning with Technology

17. Instructional Planning
The ACT Phase
• Once you have completed your lesson plan, it
is now time to take ACT to get ready to teach
• The Instructional Action Plan (IAP) is your
lesson’s To-Do list
• The IAP will detail everything you need to do
in order to carry out your planned lesson
successfully
Teaching and Learning with Technology

18. Instructional Planning
The ACT Phase
• The Instructional Action Plan includes
• Identifying learner preparation activities
• Getting the classroom ready
• Preparing all teaching and learning materials
• Creating your personal prompts
• Practice with your support technologies
• Preparing your formative and summative
feedback tools
• Preparing follow-up activities
Teaching and Learning with Technology

19. Planning for Technology in
Teaching and Learning
Remember…
• Technology is a tool that supports your
design and your plans
• Technology should make it possible to
something done before better or make it
possible to do something that wasn’t
previously possible
• Many technologies are available, choose
wisely and well
Teaching and Learning with Technology