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From KNILT


Intent of Project

Overview

The intent of this course is to provide PreK-6 grade (elementary) classroom and resource teachers the skills and confidence needed to successfully and appropriately incorporate technology into all aspects of classroom planning, instruction and assessment.

Background

Computer-based technology permeates all aspects of education and is often a source of frustration to many classroom teachers. Technology is used in the direct instruction of students, by students to facilitate and express their learning, and in the tools used for data gathering, planning and assessing. The speed of the technology advances means that many teachers are given access to, but not always provided training enough to use these technologies to their advantage; often resulting in it being underutilized or worse, avoided. Technology in education includes not only the applications and equipment used in the classroom to enhance instruction (Interactive Whiteboards, Document Cameras), but also the tools the students use (computers, digital cameras, instructional software) and the administrative technology used (Student Information Systems programs, plan books, online teaching resources, etc.)

Topics That Will Be Covered

  • Getting The 'Buy-In' - 21st Century Instruction for 21st Century Learners
  • Technology Integration = hardware, applications, concepts
  • Common Core Standards - Where is the Technology?
  • Supporting Cast: Administrative and Productivity Technology
  • The Right Tool For The Job - Identifying and Evaluating
  • Don't Reinvent The Wheel - Resources And Support

Purpose And Benefits Of This Course:

To strengthen the participants' understanding of how technology can be incorporated more effectively, and to bolster confidence in their own ability to: identify possible technologies that could be integrated into their content, evaluate pros & cons, determine feasibility, and effectively seek any support in order to confidently implement technology in their instruction and assessment practices. Additionally, this course hopes to broaden the often narrow view of technology to encompass secondary and supporting technologies that teachers often overlook.


Visit the course: Fearless Integration Of Technology In The Elementary Classroom

Needs Analysis

Problem

In many public schools, teachers have almost always had the option of limiting the technology they incorporated into their instruction, often leaving the technology education to the 'computer teacher'. Computer Technology has long been considered a separate 'content' area - a Specials class like Music, Art or Physical Education, however, the new Common Core Standards are explicit in their assertion that technology should not be separated, but rather integrated (seamlessly). Many teachers struggle to incorporate it into the content areas - in part because there often aren't enough devices to go around, but also out of fear, lack of proficiency or confidence, or assuming it will add to the already oppressing load of mandates & requirements.

The Learners

Elementary level classroom teachers have a variety of experiences and attitudes regarding technology. From research studies, news articles, blogs and personal exposure as a provider of technical support as well as technology teacher in an elementary school setting, It is clear that many teachers are under-utilizing and/or hesitant to incorporate more technology.

Factors:

Some factors that can make teachers reluctant to incorporate or use more education-related technology are:

  • Fear/anxiety - looking incompetent in front of students for instance
  • Financial - lack of funding, not enough to provide all students with access
  • Time - Additional investment of time to effectively use new technologies when “old way” still work
  • Philosophical - Incorporating many of the newer technologies requires a paradigm shift in pedagogy: from teacher-centered to student-centered, including increased collaboration
  • Lack of (or lack of time to take advantage of) adequate support and training - some cursory training is often all teachers get.
  • Frustration - Lack of confidence, training, mandates or pressure to use technology without buy-in, negative experiences or attitudes


Performance Objectives

At the conclusion of this course, participants will be able to:

  • Justify the use of a particular technology as a means of enhancing instruction and learning by:
  • Explaining the criteria used to select the technologies (either used by the teacher in instruction; or used by students to explore and/or demonstrate learning
  • Identifying the specific Common Core Learning Standards that are covered
  • Explaining the benefits of the chosen technologies
  • Connect Technology Education concepts as one of the many vehicles used to teach other content areas. (i.e. Digital Citizenship, Cyber Safety, domain-specific computer vocabulary as part of learning ELA and/or Social Studies skills
  • Perform effective searches for online resources and support
  • Gather and interpret data about aspects of incorporating new technology, including cost, time, results of others, student readiness etc.
  • Confidently implement the use of technology and support the students as they begin using it.

Task Analysis

(Note: this course is intended for current active teachers with access to a 'typical' k-6th grade classroom, as some of the activities or training require access to Smartboards and document cameras. The lessons can be skipped or modified if these are not available)

Essential Prerequisites:

  • Ability to communicate both verbally and in written form and participate in discussions
  • Ability to read and comprehend texts of various difficulty and for various purposes (research, tutorial, instructional)
  • Functional ability to operate a personal computer or tablet
  • Familiarity with the basic operations and general knowledge of the following types of software applications:
  • Word processing
  • Spreadsheet
  • Presentation
  • Web/Internet browser and Search Engines
  • Cursory exposure to or familiarity with the following devices:
  • Interactive whiteboard
  • Document camera
  • Digital camera
  • Document scanner
  • Ability to perform simple keyword or topic searches
  • Ability to upload files to a website
  • Access to classroom

Supportive Prerequisites

  • Positive attitude and open mind
  • Willingness to try new tools and methods
  • Motivation to increase use of appropriate technologies within a classroom setting

Unit 1 - Introduction - Why Integrate Technology?

  • Follow links provided and type responses in web-based document
  • Identify and reflect on current opinion
  • Evaluate information presented
  • Mentally review new data and revise initial survey responses
  • Participate in online discussion
  • Read and interpret informational texts/articles
  • Organize information from articles into graphic organizer/concept map
  • Perform file uploads to specified location

Unit 2 – Common Core – Where is the Technology?

  • Examine multimedia sources to become familiar with the purpose, reasonings and expectations
  • Identify and articulate concerns
  • Discuss and theorize solutions with colleagues

Unit 3 - SmartBoard - More Than Just a Glorified White Board

  • Brainstorm, extrapolate
  • Examine options
  • Review and summarize, sharing ideas via online blog
  • Perform web-based computer functions - (create user account)
  • Perform simple searches
  • Sample and evaluate online training & PD
  • Generalize possible pros-cons of video tutorials
  • Demonstrate ability to Search, download and modify templates

Unit 4 - Web Resources for Instruction & Assessment

  • Build background knowledge
  • Identify “red-flags”
  • Compare and contrast search strategies
  • Practice searches, evaluate results for reliability, appropriateness
  • Document results, reflect and create a 'guide' to share with colleagues
  • Sequence a “top-5” list for further exploration
  • Revisit Common Core – Can I use what I know to support?

Unit 5 - Productivity Resources

  • Visit websites and explore features
  • Estimate cost (money & time invested)
  • Apply skills from previous units to gain proficiency:
  • Research concepts
  • Search & evaluate
  • Analyze web-based training for effectiveness
  • Review and summarize, sharing ideas via online blog
  • Perform web-based computer functions
  • Transfer theory to practice: Participate in online video chat & collaborate
  • Reflect on experience
  • Illustrate possible future uses

Unit 6 - Hardware & Tools (optional)

  • Demonstrate online investigative expertise
  • Determine availability of hardware
  • Coordinate with IT support or experienced teachers for training (if needed)
  • Compare & differentiate physical tool vs. available web-based tool.

Unit 7 - I'm Not Alone - Collaborating With Colleagues

  • Examine content from articles, blogs and videos
  • Reflect and examine concepts and ideas
  • Investigate, analyze and summarize online professional development options

Unit 8 - Putting it all together

  • Write and edit a draft proposal for implementing a selected technology in your classroom
  • Assemble a detailed list of future goals
  • Outline a timeline and process

(optional)

  • Establish a collaborative learning community
  • Create a web-based communication tool
  • Provide encouragement & support to each other

Curriculum Map

File:Jweber-CurriculumMap.pdf

Resources and References

Goldman, S. & Lucas, R. (2012). Issues in the Transformation of Teaching with Technology. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1792-1800). Chesapeake, VA: AACE. Retrieved from http://m.site.aace.org/papers/35622/


Kinash, S., & Kordyban, R. (2012). Breaking the log-jam: teaching the teachers about technology. Informally published manuscript, Teaching and Learning, Bond University, QLD 4229 AUSTRALIA. , Available from epublications@bond. Retrieved from http://epublications.bond.edu.au/tls/33/ also found: http://educationtechnologysolutions.com.au/2012/07/03/breaking-the-log-jam-teaching-the-teachers-about-technology/


Levin, T., & Wadmany, R. (2008). Teachers' views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal Of Technology & Teacher Education, 16(2), 233-263. http://search.ebscohost.com.libproxy.albany.edu/login.aspx?direct=true&db=ehh&AN=28717310&site=ehost-live


Pearson Foundation (Producer) (2009). Teacher education and 21st century skills [Web]. Retrieved from http://www.youtube.com/watch?v=0eGHAuV5yLo Wagner, T. (Performer) (2009). 7 skills students need for their future [Web]. Retrieved from http://www.youtube.com/watch?v=NS2PqTTxFFc