Usethis web2.0 tools_illuminatingthedanielsonframeworkforteachingandtechnology


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A discussion of the Danielson FFT with technology integration

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Usethis web2.0 tools_illuminatingthedanielsonframeworkforteachingandtechnology

  1. 1. Web 2.0 Tools: Illuminating the Danielson Framework for Teaching and Technology Putting the Pieces Together Stephen B. Swan University of Louisville
  2. 2. Agenda • Essential/Focus Questions • Five Domains of the Danielson Framework for Teaching • Effective Teachrer Technology Use • What TPACK Says • Web 2.0 Tools • EXAMPLES Swan 2014
  3. 3. Essential/Focus Questions • How does Charlotte Danielson’s Framework for Teaching embrace technology integration into the classroom? • How can you use the Framework to learn more about teaching and learning with technology? Swan 2014
  4. 4. Purposes of Framework • Based on the Praxis III criteria • Applies to experienced as well as novice teachers • Creates a shared understanding of teaching, helps paint a picture of what “good” teaching looks like But what does technology integration look like? Swan 2014
  5. 5. Kentucky Adapted Danielson Framework for Teaching • Domain 1: Planning and Preparation • Domain 2: The Environment • Domain 3: Instruction/Delivery of Service • Domain 4: Professional Responsibilities Swan 2014
  6. 6. Rubric for Effective Teacher Technology Use (Organized by the Five Domains of Danielson’s Framework for Teaching) Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD. Rubric coauthored by Doug Johnson (, director of media and Technology, Mankato Area Public Schools, Mankato, Minnesota, and Nathan Mielke (, data coordinator and instructional technology integrator, Germantown Public School Germantown, Wisconsin Swan 2014
  7. 7. Swan 2014 Domain 1: Planning and Preparation 1.1 The teacher is aware of the characteristics of “net generation” learners and their relationship with technology and uses this information to design engaging activities. 1.2. The teacher determines the technology skill level of students, knows the expected competencies for productivity and research, and finds means of remediation of individual students when needed. 1.3. The teacher uses adaptive and adoptive technologies with students with special needs. 1.4. The teacher establishes appropriate goals for technology applications for students.
  8. 8. Swan 2014 Domain 1: Planning and Preparation 1.5. The teacher knows, accesses, and uses digital resources provided by the state and district, including productivity tools, online teaching and reference materials, and textbook supplemental materials. 1.6. The teacher designs learning activities that use the technology resources available. 1.7. The teacher uses online resources to provide instructional materials at differing levels and subjects to meet individual student abilities, needs and interests. 1.8. Assessment criteria of student work include qualitative indicators of effective technology production.
  9. 9. Swan 2014 Domain 2: The Classroom Environment 2.1. The teacher demonstrates an enthusiasm for educational technology and its uses. 2.2. The teacher uses technology to provide a wider audience for student work. Appropriate safety and privacy efforts are made. 2.3. The teacher helps students use technology in the revision process of their creative efforts. 2.4. The teacher uses technology to facilitate peer editing of student work.
  10. 10. Swan 2014 Domain 2: The Classroom Environment 2.5. The teacher has rules and expectations for productive technology use in the classroom, including the use of personally owned technology devices. 2.6. The teacher uses the student information system efficiently, resulting in minimum use of class time for management tasks. 2.7. The teacher monitors student technology use and responds to misbehavior if it occurs. 2.8. The teacher arranges the technology in the classroom for ease of monitoring and flexible use.
  11. 11. Swan 2014  Domain 3: Instruction •3.1. The teacher gives students alternate means of discussion and  asking questions using technologies to bring out the ideas of all  students. •3.2. The teacher allows students to initiate discussions in online  forums such as classroom blogs, discussion lists, and social  networking sites. •3.3. The teacher expects and reinforces appropriate student  interaction when using online tools. •3.4. The teacher uses technology to create and project visual and  auditory data that help explain content and concepts.
  12. 12. Swan 2014  Domain 3: Instruction •3.5. The teacher uses technologies such as interactive whiteboards,  student response systems, and computer games to engage  students. •3.6. The teacher encourages students to use online resources to  answer questions and explore concepts during class and teaches  search and information evaluation strategies. •3.7. The teacher uses technology in ways that make students  productive and meet the instructional goals of the lesson.
  13. 13. Swan 2014  Domain 4: Professional Responsibilities   • 4.1. The teacher uses online grading and reporting system to  maintain information on student completion rates and shares  this information through student and parent portals in real time. • 4.2. The teacher uses online grading system portal to inform  students and parents of upcoming assignments, projects, and  assessments. • 4.3. The teacher uses the district website to provide a wide range  of up-to-date information to students and parents. • 4.4. The teacher uses online communication tools such as e-mail,  blogging, and social networking to keep students and parents  informed on a regular basis. • 4.5. The teacher uses collaborative online tools to communicate  and work with colleagues.
  14. 14. Swan 2014  Domain 4: Professional Responsibilities • 4.6. The teacher volunteers to share effective uses of technology  at staff meetings and inservice trainings, through professional  writings and presentations, and through demonstrations to  parent-teacher and community organizations. • 4.7. The teacher participates in both organized and personal  learning opportunities online. • 4.8. The teacher honors and learns from students who have  technology competencies and knowledge.
  15. 15. TPACK: the Easy Explanation
  16. 16. TPACK: the tools “affordances that teachers create through playful interaction with their curriculum…” Punya and Koehler 2008
  17. 17. the launch pad
  18. 18. the launch pad EXAMPLES +Do+You+Know ng+Exposure+Photography+or+B+shot
  19. 19. voicethread
  20. 20. Voicethread teaches 357134/
  21. 21. GoAnimate teaches
  22. 22. Storybird teaches
  23. 23. Glogster Organizes
  24. 24. Swan 2014 Domain 1: Planning and Preparation Domain 2: The Environment Domain 3: Instruction/Delivery of Service Domain 4: Professional Responsibilities EXAMPLES:
  25. 25. Swan 2014 • Please work with your content/position/grade level. • Read the 2 domains assigned and then on chart paper complete the following tasks. – Summarize the key components of each domain – Include an example – Create a nonlinguistic representation NEARPOD Time
  26. 26. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” - William Arthur Ward Swan 2014
  27. 27. Reflect… How can we better make technology integration front and center in the Danielson FFT? Swan 2014
  28. 28. Conclusion • Please use the summarizing tool to help process your thoughts (Stoplight) • Questions/Comments Swan 2014
  29. 29. Resources Online Resources: Clip Art: Literature: Danielson, C. (2007). Enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development. Swan 2014