|Before you start||Identify Learning||Construct Assessments|
|Design Activities||Design the Process||Plan for Management|
What you need to know before you start
Research exists now that helps define where technology can most effectively impact student learning.
A. What does research say about using Technology effectively?
Students should be motivated, engaged and learning actively
Learning should be authentic
Learning should be collaborative
Students should be the explorers and producers of knowledge
Instruction and learning should be integrated across curriculum
Students should be proficient in digital age literacy skills
Assessments should be performance based
the following information for common themes and best practices of technology
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2inter.htm and the links to learning and technology indicators
http://www.ncrel.org/engauge/skills/skill21.htm and the range of use chart
B. How do I engage students?
Answers to essential questions cannot be copied and pasted from the Internet
Kent School District's Staff Development Class-Rethinking the Research Report- Asking Essential Questions
the Essential Question - geared toward students,
this is a good, simple explanation of an essential
question (with examples)
Bellingham School District Curriculum Essential Questions - essential questions/problems/scenarios to go with K-5 curriculum topics
to Research - ways you can approach the essential
question or assignment
Brainstormer - use this chart to generate
C. How do I know if a lesson is good example of
Many scoring guides also exist that highlight the elements to look for within technology integrated units. Check out the guides below for common elements:
Try using one of the scoring guides above to evaluate this KSD lesson:
Identify Content Essential
A. Review Learning Objectives:
B. Define specific learning goals for the unit
- Washington State Essential Learnings and Grade Level Expectations
- Kent School District Student Learning Objectives
- Summaries of KSD Curriculum
- KSD Curriculum Notebooks (See your librarian for her copy if you don't own this important document)
C. Define where technology can be incorporated effectively;
- One format for goals (from Classroom Instruction that Works) uses statements about what students will know and be able to do at the end of a unit
Where can technology add to the building of student knowledge or engagement.? This will be done in steps 3 & 4 below.
- How are you teaching now? Try using Indicators of Engaged Learning: Self Assessment - from NCREL
A. What types of assessments?
- How will I measure student learning at the end of each activity (formative assessment)?
- How can students self-assess during the learning process to stay on track and develop a quality product?
- How will I measure student learning at the end of the unit (summative assessment)?
B. What learning do I assess?
Consider assessment of one or more of the following:
- Content learning
- Skills and processes
- Application of technology skills
- Final product
Evidence of learning can also be informal. This could consist of teacher observation or notes.
For more information on assessment, check out:
- Washington State Classroom Based Assessment Models for Social Studies
- Kent School District's Classroom Assessment Guidelines
- Kent School District's Staff Development Class-Rethinking the Research Report- Evidence of Learning
- Chicago Public Schools' Performance Assessment Scoring Rubrics
- Quality Products Rubric
- KSD Writing Notebook
- Scoring Student Projects (not rubrics) from NRTEC
The following rubrics might be adapted for the assessment of the application of technology skills:
The following site is a great place to view multiple rubrics and to create your own.
- RubiStar - design your own rubrics or alter an existing one
Design the Activity
A. What activities will engage students and form knowledge? Think of activities that:
- Require students to answer a How?, Which?, or Why? question allowing students to create new knowledge or information
- Pertain to the real world, ideally students' personal interests
- Allow for student creativity and choice; and
- Present a high but acceptable level of challenge
- For some ideas, review the KSD document 50 Ways to Leave Your... (Term Paper or Book Report) - project ideas
For more information, check out:
B. What strategies and technolog(ies) would best enable students to complete the task/activity?
- Using a guide to structuring activities for learning, such as the Planning Guide and Worksheet from Classroom Instruction that Works, look at how to structure those activities.
- How will I scaffold student learning and the tasks required? Which pieces make sense to have as technology scaffolds; which pieces don't?
- For more information on techniques to scaffold learning using technology, check out the Kent School District's website on Scaffolds for Student Learning
- For more information on using KSD standard applications, check out the Proficient Instructional Use of KSD Standard Applications Document
- For more information on what technology standards exist for each grade level, check out the Kent School District Student Technology Standards for your grade level.
- For more information on potential technology applications specific to the disciplines of science, English/language arts, math, or social studies, consider the ideas discussed in Integrating Technology into the Curriculum.
Design the Process
What steps, related to the content and the technology skills, will the teacher and students go through to reach the intended outcomes? (Taking on the process in smaller chunks will help students succeed!)A. Identification of instructional resources and materials
Related to the use if instructional technology, teacher preparation might include:
- identifying appropriate electronic resources or websites, then organizing them for students using bookmarks or hyperlinks within an instructional document
- developing graphic organizers for student use (ex. for student note taking while conducting online research; for development of storyboard plans for a multimedia or digital video presentation). See samples.
- creating templates (Word, Excel, PowerPoint, Publisher) to guide student work
B. Selection of instructional strategies for content and technology goals, i.e. direct instruction, guided practice, modeling, providing examples, cooperative learning
For more ideas on instructional strategies, check out:
C. Identification of matching student activities
For assistance with lesson design, check out:
D. Identification of a calendar of student activities. This will help you determine which days you will need equipment or personnel support and give you a general guideline of how long the unit will be.
E. Determination of how, and to whom, students will publish, present or share their learning.
Plan for Classroom Management Related to the Use of Technology
How will the available technology to student ratio be managed?
Give your lesson plan one final look
- Try going over your unit as if you as a student. Evaluate it through their eyes.
- You can also go over your with a Scoring Guide for Lesson Plans using Technology Resources
For further development of your skills, try:
Other Resources Consulted: