The document discusses blended learning and its advantages and disadvantages in the classroom. It notes that blended learning supports flexible schedules, access to materials anywhere, self-paced learning, and better feedback and communication. However, it requires continuous training, disciplined student work, meeting deadlines, and technology support for all students. The conclusion is that blended learning provides an effective model for education but also challenges that must be addressed.

1. Technology Standards
Infographic
Shaniqua Adams
CUR 545
March 27th, 2022

2. Pennsylvania's state's educational technology
academic standards
•Pennsylvania's technology standards are
separated into the three categories
below:
•Introduction
•Knowledge and Skills
•General Requirements

3. Introduction
Introduction is made up of different concepts such as: All of the technology
applications and curriculum have six strands that are based on the National Educational
Technology Standards for students and their performance indicators that are based on
the ISTE.
• The six strands are:
• Creativity and innovation
• Communication and collaboration
• Research and information fluency
• Critical thinking, problem solving, and decision making
• Digital citizenship
• Technology operations and concepts.

4. General Requirements
General Requirements are filled with different concepts:
• Some school districts have the ability to be flexible and
offers technology applications in a variety of different
settings.
• Districts in PA are encouraged to offer technology
applications in almost all content areas. Specific
content are typically offered in specific classes while
still being integrated in all of the content areas.

5. Knowledge and Skills
Knowledge and Skills is made up of the following
concepts:
• Innovation and Creativity
• Research and information fluency.
• Communication and collaboration.
• Critical thinking, problem solving, and decision making.
• Critical thinking, problem solving, and decision making.
• Research and information fluency.
• Technology operations and concepts.
• Digital citizenship.

6. ISTE Standards
ISTE Standards for Students
• ISTE Standards for Students are broken into the following categories:
• Creativity and Innovation
• Technology Operations and Concepts
• Research and Information Fluency
• Problem Solving and Decision Making
• Communications and Collaboration
• Digital Citizenship

7. ISTE Category Concepts
• Creativity and Innovation
-This concept is made up of students using their creative thinking innovative skills to create knowledge
and develop their own digital products.
• Communications and Collaboration
-In order to communicate and collaborate students must locally and globally use digital tools and
different resources in order to promote and reinforce learning.
• Information Fluency & Research
-This group of students evaluates digital content by using different concepts listed below:
-Using research skills to form knowledge based on different topics, assignments and task.
-Students must evaluate the usefulness of different digital content
-Use different search strategies to search for information.

8. Continued …
ISTE Category Concepts
• Problem Solving & Decision Making
-This group of students are able to apply their own critical thinking skills to guide
research, evaluate projects and solve problems using different resources and digital
tools.
• Digital Citizenship
-This group of students are able to practice responsible, legal, ethical behavior and
practices safe ways to use resources and digital tools.
• Technology Operations & Concepts
-This group of students demonstrates the appropriate and has great knowledge on
different systems, operations and technology systems.

9. Similarities between PA Standards and
ISTE
• Both the Pennsylvania Academic Standards and the ISTE Standards
include different similar concepts on the importance of understanding and
using different technology tools to promote advance learning.
• Both standards understand the importance of responsible technology use.
• Both sets of standards make it known that the inquiry and observation
stage is imperative for the learning of technology.
• Collaborations and Communication are emphasized in both sets of
standards.

10. References:
• Thomas, L. G., & Knezek, D. G. (2008). Information, communications,
and educational technology standards for students, teachers, and school
leaders. In International handbook of information technology in primary
and secondary education (pp. 333-348). Springer, Boston, MA.
• Ayad, F. I., & Ajrami, S. J. (2017). The Degree of Implementing ISTE
Standards in Technical Education Colleges of Palestine. Turkish Online
Journal of Educational Technology-TOJET, 16(2), 107-118.
• Ropp, M., & Brown, J. (2000). Beyond applications to the essential
processes of technology integration: Designing an educational
technology course to reflect ISTE standards and to model best practices
for the future. In Society for Information Technology & Teacher
Education International Conference (pp. 335-338). Association for the
Advancement of Computing in Education (AACE).

11. Differences between PA standards and
ISTE
• PA Standards focus most of its attention on technology and the achievements
of the students. Pa standards is based off the affects that technology has on
the students.
• ISTE Standards mainly focuses on the students being able to
take ownership over their own learning while using technology
for their best advantage
• ISTE Standards is based on imagination and creativity while
Pennsylvania standards is made up of tangible outcomes like
being ale to actually fix the issue when their is a problem.

12. Using Media Application Scenarios- Brain Pop
www.brainpop.com

13. Lunch & Learn
Week 3
April 11th,2022

14. Managing Technology
• Consider how you will manage the following when integrating
technology:
• Facilitating Group Activities
• Conducting Research
• Communicating Final Projects
Working in small groups or pairs to find, summarize, asses
and present data and content in specific topic areas that
make a great learning experience for the students.

15. Facilitating Group Activities
Group activities encourage and teach
students how to communicate, problem
solve, collaborate and analyze data. When
working in groups, it can improve
teamwork capabilities, motivate students,
increase student engagement and apply
knowledge to the learning environment
while elevating creativity.
Resources Available:
• Podcast/ WeVideos
• Vlogs/Blogs
• Google Slides
• Smore/Canva
• Prezi/PowToon
Creating Group Norms
• Establish clear instruction and guidelines
• Allow time to reflect and checkpoints
• Promote open communication and common
respect for technology and classmates
• Allow use of different learning/technology tools
• Make sure students define their roles in the group
and hold one another accountable.

16. Conducting Research
• Provide students with an approved list of sites that can be utilized for
research.
• Provide examples of how to cite relevant sources.
• Give examples and model how to analyze sources for their relevancy,
credibility accuracy the first few times to determine when they are ready to
do so on their own.
• Actively monitor students while they are conducting research to make sure
they stay on track.
• Provide students with different examples of how to use different forms of
technology. Model different ways to conduct meaningful research.

17. Classroom with One Computer
This is a more challenging but possible way to
integrate technology.
• Have students volunteer to research information and share with the
class.
• Use a sign up sheet for students to have a time slot on the computer
either weekly/daily.
• Use for project data, games and video for all students to see.
• Use the computer for partner work or small group work.
• Create one computer station where students rotate on a schedule.

18. Classroom with Multiple Computers
Less challenging and open to more possibilities for
student engagement.
• Work can differentiator learner based.
• Play learning and different review games.
• Students will be bale to work on the same document or reject at the
same time.
• Use the computers for individual or large group projects.
• Ensure that all technology usage is closely monitored to make sure
that students do not go off task.

19. Final Projects
• Give students the choice on how they want to present their projects.
• Provide software and other technology options.
• Example and model how to use a few prior to the project starting.
• Give students with a rubric along an explanation of expectations at
the start of the project.
• Scaffold projects to meet or accommodate different learning styles.
• Be sure to ensure that there is room for collaboration,
communication and the ability to idea share between educators and
students.

20. Hand Held Devices
Include
• E-Readers
• Smartphones
• Smart Watches
All students should be monitored to make sure they
are keeping on task.
Use for Handheld Devices:
• Completing exit tickets
• Checking grades
• Playing learning and review games
• Communicating with educators and classmates

21. Laptops & Tablets
• This includes:
• Chromebooks
• Tablets/iPad
• Laptops
Technology should be used for different instruction like :
• Accessing the learning platform
• Conducting research and designing projects
• Communicating with educators and peers
• Working on individual or group projects
• Laptops and tablets can be used for all individual and small group projects.
• Using individual laptops or tablets provides flexibility and accessibility to all students.

22. Device Usage
Technology has been a huge part of the educational
experience, especially in the 21st century. Technology has
constantly used for building digital communication and
finding new and creative ways to use technology throughout
the classroom. Both, handheld devices, laptops, and tablets
are necessary to enhance the learning experience in the
classroom.

23. Conclusion
• Integration of technology in the classroom creates a
community of learners, researchers and successful
students.
• Technology allows students the ability to have a flexible and
engaging classroom that lines up with the needs of a 21st century
classrooms learning needs.
• Technology has become a major asset for the classrooms
educational needs and the learning style of the students.

24. References:
Goddard, M. (2002). What do we do with these
computers? Reflections on technology in the
classroom. Journal of Research on Technology in
Education, 35(1), 19-26.
Hannafin, R. D., & Savenye, W. C. (1993). Technology
in the classroom: The teacher's new role and resistance
to it. Educational Technology, 33(6), 26-31.
Lewis, G. (2013). Bringing technology into the
classroom-Into the Classroom. Oxford University
Press.

25. Week 4:
Emerging Trends in
Educational Technology:
Blended Learn
Due: April 18th, 2022

26. Emerging Trends in Educational Technology:
Blended Learn

27. Advantages of Blended Learning in the
Classroom
• Supports the flexible schedule for students
and educators.
• Provides access to all materials anywhere
and anytime.
• Students are able to pace and work on their
own schedule.
• Allows educators to provide immediate
feedback on assignments, assessments and
test to students and parents.
• Allows for better and improved
communication.
• Allows educators to design different learning
activities.
• Gives access to different resources.

28. Disadvantages of Blended Learning in
the Classroom
• Stakeholder must be able to provide continuous
trainings as technology changes everyday.
• Students must understand that online and
virtual school is equal to in person school.
Students are expected to behave and work just
as hard.
• Educators must allow students to work in a
timely fashion. Teach students how to meet
deadlines.
• Staskeholder and educators should allow all
students the ability to learn technology and
teach those who are not as familiar. Provide all
students with the support that they need.

29. Conclusion

30. References
• Chen, C. C., & Jones, K. T. (2007). Blended learning vs.
traditional classroom settings: Assessing effectiveness and
student perceptions in an MBA accounting course. Journal of
educators online, 4(1), n1.
• Schaber, P., Wilcox, K. J., Whiteside, A. L., Marsh, L., &
Brooks, D. C. (2010). Designing Learning Environments to
Foster Affective Learning: Comparison of Classroom to
Blended Learning. International Journal for the Scholarship of
Teaching and Learning, 4(2), n2.
• Müller, C., & Mildenberger, T. (2021). Facilitating flexible
learning by replacing classroom time with an online learning
environment: A systematic review of blended learning in
higher education. Educational Research Review, 34, 100394.