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Technology Integration

In order to integrate technology into the curriculum, the teacher must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying tech
by

Mike King

on 17 December 2010

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Transcript of Technology Integration

Technology Integration Selecting Content Standards Establishing Purpose Developing Learning Task Defining Methods of Assessment Selection of Technology Tools Technology and Curriculum Integration As the process of technology unit development begins, by the teacher using the school’s current curriculum frameworks as benchmarks for achievement at specific grade levels. The teacher should identify ways to incorporate technology so that the school will achieve both state and national standards. The units the teachers develop using this process will serve as samples of what is possible when technology steps outside of the classroom walls and moves into the classroom without walls . Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the teacher must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. A content standard is an ability or skill that students can demonstrate, usually in a variety of ways. Using the content standard component of the Technology-Based Learning Unit Planner, the unit developer should outline the desired content (proficiencies) in a selected subject area or areas. It is recommended that the teacher choose content standards that are required by the state and/or district. Students need to know the rationale for learning, and teachers should take the time to explain it. The purpose for providing a rationale on the Technology-Based Unit Learning Planner is to help the developers justify the purpose of the unit. If the purpose for the unit lacks relevance or a real-life application, this step in the process will reveal these gaps. A good task is authentic and requires the student to perform in a real-life context. It can be multidimensional and require not only cognitive skills but also interpersonal skills and abilities. The tasks should always reflect the content standards. The task will not elicit quality work if it requires knowledge and skills that the students do not have. It will also result in considerable frustration on the part of the students and the teacher. Depth of Knowledge The unit developers also should identify the learning domains or depth of knowledge that will be assigned to task within the unit. It should include information about the levels of learning by identifying learning activity domains that will support the unit. These domains are virtual resources on how technology will be used in the unit to support the activity. For example, one of the identified learning activities for this unit is data gathering and synthesis. Students experiencing this unit will be required to interact with technology to obtain the information necessary to complete the assigned task. They will be asked to research information and then report their information electronically. After designing the task, the unit developers should decide what student learning skills will be measured. The decision on how content standards will be measured will determine the overall development of the assessment strategy. Methods including writing samples, portfolios, rubrics, interviews, observations, surveys and tests should be considered. Unit developers should remember that assessment is only as good as a teacher’s understanding of the purpose of the task and why it is an effective assessment of the standards of learning. Identifying the types of technology tools the teacher will use to deliver the unit allows the developer to analyze the different technology capabilities. This process will allow unit developers to identify important technology tools they can include in their units. The unit developer can selected a variety of technology tools to use in the delivery and development of the unit. These tools include Web 2.0 networking, various presentation software and the incorporation of teacher constructed wiki's that give students selected resources from which to work. The most important part of developing a technology-based unit is to identify how it will be used in the curriculum. During this phase, the unit developers will identify the technology methods and resources they will use to support the instructional unit. Methods of technology integration should specify the way the teacher plans to deliver the unit. Questions should be answered about how “presentations and methods or presentations” will be made, where “technology resources” are located, and what technology resources will be available when the unit is presented. Once teachers understand the capabilities of the technology, they must then take advantage of these resources as tools for learning, communicating, handling/managing information, and solving problems. Schools must use Web 2.0 application as a means, not an end. These new capabilities will allow the teacher and the school to restructure the way instruction is delivered to students. An example of a completed unit as it was developed through the six step process of (1) selecting content standards, (2) establishing purpose, (3) integrating technology, (4) identifying tools, (5) defining assessment, and (6) developing learning task. Six Step Process Learn how to apply social bookmarking in the classroom. Why maintain hyperlinks in your favorites database when you can use open source software known as “social bookmarking”? Social bookmarking is simple way you can research the web by tagging and sharing your webpage's. http://techntuit.pbworks.com/Social-Bookmarking
Create Podcast Video podcasts enable students and teachers to share information with anyone anytime. If a student is absent, she can download the podcast of the recorded lesson. It can be a tool for teachers or administrators to communicate curriculum, assignments and other information with parents and the community.
http://techntuit.pbworks.com/Audacity-and-Podcasting
Digital Storytelling an Effective Learning Tool for Students Digital story telling combines the conversion of written narrative to digital voiceovers that is aided by computer tools. By taking a written story and then converting into a digital sound narrative provides a means for expressive creativity.
http://techntuit.pbworks.com/Creating-A-Digital-Story
The Conceptual Age "A Rising Power to New Mediums of Web-Based Education" Today a new age is evolving, a newly formed conceptual age; an age and time when people collaborate to expand disciplines. A discipline is a developmental path for acquiring certain skills or competencies. In the past we have individually mastered our own proficiencies as we explored our world from one perspective, our own.
http://techntuit.pbworks.com/Literacy-Two-Point-Zero
Today’s technology makes it easy to remix and share on a grand scale. With the availability of open source shareware remix software like Audacity, MovieMaker, imovie, photostory3, ANIMINTO, and GarageBand educators can engage in the act of remixing content. These new technology tools allows an individual to remix digital content and share with millions of other educators through Web 2.0 collaboration projects like Teacher Tube, edublogs, and pbworks. This remixing of media has created a whole new challenge to redefining district level copyright fair use policies. Currently anything that is published on the web has immediate ownership by the creator.
http://techntuit.pbworks.com/Creative-Commons

Creative Commons
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