The document discusses technology integration in curriculum, instruction, and assessment. It addresses the challenge of developing motivated teachers who are open to new ideas and committed to students. Integration is about reflecting on practice and meeting needs through objectives and aligned activities and assessment. The document also discusses different levels of technology integration from entry to invention and focuses on student-centered learning with technology supporting curriculum goals.

1. Technology Integration Curriculum, Instruction and Assessment Adapted from (Richardson, 2004)

9. ACOT Stages: the long version Entry Teacher is learning the basics of a technology, e.g., how to set up equipment and operate it. Adoption Teacher begins to use the technology in management areas, e.g., computer generated quizzes or worksheets, gradebooks. Adaptation Teacher begins to use software to support instruction, e.g., a commercially produced content area program or productivity tools (word processor, data base) Appropriation Teacher begins to focus on collaborative, project-based technology use and technology becomes one of several instructional tools. Invention Teacher begins to develop different uses for technology, e.g., creates projects that combine two or more technologies.

10. ACOT Focus Areas Entry… … Invention Resources Print-based Traditional Variety of media Teacher Front of room P-S with students Instruction Task-oriented goals Learning goals Students Rote recall Higher level processing

11. CBAM

13. Problem-Based Learning Activities

15. So, what about your lesson plan? Where does it fall on the LoTI scale? What elements of the 21st century skills does it include? If it’s a technology lesson, does it include relevant core content?

19. References Richardson, Karen. (2004). webversiondoe.ppt . Retrieved from http://www.ivyrun.com/doe/webversiondoe.htm