This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include: - Curriculum includes content standards, planned learning experiences, and instructional processes. - Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning. - Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching. - Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.

1. Integrating Technology
into Teaching and
Lesson Planning
Prepared by Carla Piper, Ed. D.

2. What is Teaching?
Curriculum Instruction
What do you teach?
How should you teach it?
Assessment
How do you determine if you’ve taught it successfully?
How do you know students learned?
If learning is not the result, adjust instruction.

3. What is Curriculum?
Experienced Curriculum
 “Curriculum is what happens.”
 What the student experiences and perceives
during the day
 Planned or unplanned
Planned Curriculum – Based on
Academic Content Standards
 Planned learning experiences
 Know what to teach – CONTENT
 Know how to teach it - PEDAGOGY

4. Three Elements of
Curriculum
“WHO?”
 The Learner WHO?
“WHAT?”
 The Content WHAT? HOW?
 Subject Matter
“HOW?”
 The Process of Instruction
 Kinds of Planned Learning Opportunities
From “Who Am I in the Lives of Children?”
Feeny, Christensen, Moravick

5. What do we teach?
Educational Values Based on Vision of Society
What do you believe is worth knowing?
What do you know about the learners and
their development?
What do you know about subject matter?
What is the best way to promote student
learning?
Feeny, Christensen, Moravick

6. Instruction
How do you plan your lessons?
Steps to Lesson Planning
1. What content standard will be met?
2. What are your learning objectives?
3. What is the activity?
4. What is the sequence or timing.
5. Who will participate?
6. What is the overall purpose of the lesson?
7. How will you measure student learning?

7. Planning Instruction
What do you need to teach this
lesson?
 Materials
 Space
 Time
 Resources
What do you do? How? When?
 Introduction – How do you get them interested?
 Procedure – What will you do and say (step-by-step
guide)
 Closure – How will you help students make a transition
to the next activity?

8. Assessment
 What will students say or do to show
you objectives were met?
 What will you collect to show student’s
learning (portfolios, observations, work
samples, photographs, etc.)?
 How will you evaluate student work?
 How will you be objective in your
assessment?

9. Reflection
 How will your assessment guide your
teaching practice?
 What needs to be “re-taught” and how can you teach
it differently when assessment demonstrates that
some students did not learn the material?
 Is
there a better way to teach this
material?
 What will you do differently next time?
 How could you extend this activity for another
lesson?
 Was your instruction effective in promoting student
learning?

10. Traditional 5-Step
Lesson Plan Format
1. Anticipatory Set
• “The Hook” to get students interested, curious,
motivated.
• Setting the stage - providing frame of reference
• Scaffolding – tapping in to previous knowledge
2. The Instruction – Step by Step Learning of
Concept
3. Guided Practice – Individualized? Drill?
4. Assessment
5. Closure – Transition to New Topic

11. Why Teach with
Technology?
Do we really need to know how to use
technology?
What was good enough for me ought to be good
enough for my students!

12. Classifications of
Educational Technologies
Used as a tutor - Student answers questions
or solves problems in sequenced learning
Used to explore - Student discovers through
interactive information, demonstration, or
simulation
Applied as a tool for accomplishing tasks and
expressing creativity
Used to communicate - Student retrieves
and sends information electronically
Barbara Means

13. Using Instructional Software or
Interactive Multimedia Websites
How will you structure your class so students
can use this software or website effectively?
• Whole class? One computer displayed on LCD
or TV? Smart board?
• Computer lab or library?
• Cooperative groups?
• Small computer learning center?
• Work on computer at home?
• Tablet, ipad, android?

14. Using Instructional Time
Is using this software or website a
good use of instructional time?
Will using this software or website
result in student learning?
Is there a better way to teach these
concepts than through technology?

15. Using Technology in
Lesson Planning
How is this technology going to help
students meet subject matter content
standards?
When will you use an electronic learning
resources of website in your lesson plan?
Select content-rich software or
interactive, multimedia curriculum
websites

16. How do Teachers Decide
to Use New Technologies?
Stage 1: Use technology to do things
we can already do but more convenient:
 Typing vs. word processing
 Calculator vs. spreadsheets
Stage 2: Use technology to improve on
tasks we already do:
 Track student progress
 Create more professional looking products

17. Use technology to do things that
were not previously possible
Real-time Instant global
manipulation of data communication
- graphs/charts Help with students
Professional who have special
publishing and needs
graphics
Multi-media
presentations

18. Writing Measurable
Instructional Objectives
Learning objectives connect instructional planning
with curriculum content as measured by
assessment.
By participating in this activity students will:
 Learn about…?
 Gain greater understanding of…?
 Practice…?
 Develop an awareness of…?
 Express understanding of…?
 Develop skill in…?
 Begin to be able to…
How will you measure learning outcomes?

19. Learning Objectives
Must Include:
A measurable verb
The important condition (if any) under
which the performance is to occur and
The criterion of acceptable performance.
Objectives
The Magic
Learning Triangle Evaluation
Activities

20. ABCD's of Learning
Objectives
Audience - Who will be doing the
behavior?
Behavior - What should the learner be
able to do?
Condition - Under what conditions do
you want the learner to be able to do it?
Degree - How well must it be done?

21. Writing Learning Objectives
for your Lesson Plan
Audience: The learners
 Who is doing the performance? (not the instructor).
Behavior (Performance):
 What the learner will be able to do?
 Can this performance be seen or heard?
Condition: The conditions under which the learners
must demonstrate their mastery of the objective:
 What will the learners be allowed to use?
 What won't the learners be allowed to use?
Degree (or criterion): Common degrees include: Speed,
Accuracy, Quality
 HOW WELL the behavior must be done?

22. Benjamin Bloom
Taxonomy of Educational
Objectives (1956)
Evaluation
Learning outcomes within
the cognitive domain Synthesis
 Objectives reflect learner
Analysis
behavior
 Hierarchical relationship Application
 Lower to Higher Level Comprehension
Thinking Domains
Knowledge

23. Kinds of Lesson
Objectives
Cognitive Thought or knowledge
Objectives describe: "what the student is
able to do" (an observable)
Affective Feelings or choices
Objectives describe: "how the student
chooses to act"
Psychomotor Physical skills
Objectives describe: "what the student can
perform"

24. Bloom’s Learning
Taxonomy
Higher order thinking – critical thinking
Three overlapping domains
 Cognitive –
Knowledge, recall, comprehension, analyzing/
synthesizing data, problem solving, etc.
 Psychomotor – physical skills, fine or gross
motor skills, coordination, dexterity
 Affective – attitudes of
awareness, interest, attention, concern, respo
nsibility, respect, enjoyment, appreciation, mo
tivation

25. Bloom’s Taxonomy
Higher Level Thinking
KNOWLEDGE: define, list, name, memorize
COMPREHENSION: identify, describe,
explain
APPLICATION: demonstrate, use, show,
teach
ANALYSIS: categorize, compare, calculate
SYNTHESIS: design, create, prepare, predict
EVALUATION: judge, assess, rate, revise

26. Ask Students to:
Know - recall information in original form
Comprehend - show understanding
Apply - use learning in a new situation
Analyze - show s/he can see relationships
Synthesize - combine and integrate parts of prior
knowledge into a product, plan, or proposal that is
new
Evaluate - assess and criticize on basis of
standards and criteria

27. Action Verbs from
Bloom’s Revised Taxonomy
Creating
• Creating –
designing, constructing, planning, producing, invent
ing, devising, making
Evaluating • Evaluating –
checking, hypothesizing, critiquing, experimenting, j
udging, testing, detecting, monitoring
Analyzing • Analyzing –
comparing, organizing, deconstructing, attributing,
outlining, finding, structuring, integrating
Applying
• Applying – implementing, carrying
out, using, executing
Understanding • Understanding –
interpreting, summarizing, inferring, paraphrasing, c
lassifying, comparing, explaining, exemplifying
Remembering
• Remembering –
recognizing, listing, describing, identifying, retrievin
g, naming, locating, finding

28. References
“Pedagogy: A Primer on Education Theory for Technical
Professionals” – Brahler & Johnson. Washington State University –
Download from Microsoft Higher Education Website
“Multiple Intelligences and Technology” – Edwards (no longer
available)
Bloom’s Digital Technology -
http://www.techlearning.com/techlearning/archives/2008/04/Andre
wChurches.pdf
Constructivism -
http://www.thirteen.org/edonline/concept2class/constructivism/inde
x.html
Bloom’s Taxonomy -
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm