Best Practices in Educational Technology

1: THE ENTRY

2: THE WELCOME

3: A LIFESTYLE

4: NAPTIME

5: VISTA GRANDE

6: EXIT STRATEGY

BEST PRACTICES IN A DIVERSE WORLD

APPLYING TECHNOLOGY RESOURCES TO EMPOWER DIVERSE LEARNERS IN SIX STEPS...

Before explaining the six steps, let us review the challenge we face...

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The Challenge Current Classroom Environment...

• Low income demographic 1 • Majority bilingual ELD / ESL • Limited computer access outside school • Few tech-savvy teachers • More students than computers • Outdated hardware limits application choice 1

Title 1 school with 94% Hispanic demographic and 85% Free Lunch.

The Solution?

Should be as simple as P.I.E.1 must be simple to Plan quick to Implement easy to Evaluate

1

P.I.E. Instructional design model (Newby, Stepich, Lehman, & Russel, 2000).

In keeping with our P.I.E. model of instructional design, here are six research-supported steps that integrate technology to improve learning...

Step 1: The Entry First impressions last...

“LEARNERS OFTEN NEED TO BE MOTIVATED TO LEARN SUBJECT MATTER BEFORE INSTRUCTION IS SUCCESSFUL.” 1 1

Morrison, Ross, & Kemp, 2007, pp. 107-108).

What it means –>

Step 1 means...

Technology Motivates Technology intrigues.

Staging intermittent computer use into lesson plans motivates students to advance. Also, offering extra credit options that incorporate computer use can be an added incentive.

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Step 2: The Welcome We’re in this together...

• Constructivism 1 • Group-paced approach 2

What it means –> 1 Morrison,

Ross, & Kemp, 2007, p. 146.

2 Lebow, 1994

Step 2 means...

Classroom Democracy

Build synergy into lesson plans.

Group students to maximize constructivist learning opportunities. Learning takes place on a level playing field where peers work together, helping overcome language and other cultural and physical barriers. Click for next step –>

Step 3: A Lifestyle At home as a lifelong learner...

• Generative learning 1 • Observation & application 2

What it means –> 1 Wittrock

(1989)

2 Morrison,

Ross, & Kemp (2007)

Step 3 means...

Learning is an attitude Working together ensures students generate connections between what they already know and the new information presented. Thinking out loud with their peers creates opportunities to observe and apply in a safe environment.

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Step 4: Naptime Beware of cognitive overload...

• Feedback loops 1

What it means –> 1 Feedback

looping (Reigeluth, 1999).

Step 4 means...

Digestion takes time Add feedback loops throughout lesson plans. Ask open-ended questions and encourage discussion with peers. Computer time can be allocated for blogging and text chat between teacherstudent and peer-to-peer.

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Step 5: Vista Grande The big picture... • Higher order thinking evidenced by elaboration 1

What it means –> 1 Elaboration

strategy (Jonassen, 1988).

Step 5 means...

Learners add ideas Lesson plans must go beyond teaching merely ‘what’ to encouraging higher order thinking about ‘what if?’ Give students time to elaborate by extrapolating the knowledgebase to other areas of their experience facilitates this.

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Step 6: Exit Strategy Authentic assessment strategies 1 • Self-evaluation • Peer-to-peer evaluation • Project portfolio What it means –> 1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).

Step 6 means...

Assessment “Learning is promoted when learners engage in a taskcentered instructional strategy” (Merrill, 2002). Such strategies are easier to assess in a constructivist manner through self and peer evaluations as well as project portfolios, thus constructing additional learning.

Summary –>

y t s g i o e v l d i o t u n c t i h u t r t t s A Tec n o C ! s e t a v i t o M 1: THE ENTRY

d i o v A d a o l r Ove 4: NAPTIME

SUMMARY

2: THE WELCOME

e t a r o b a l E

5: VISTA GRANDE

3: A LIFESTYLE

s s e s s A

6: EXIT STRATEGY

APPROPRIATE INTEGRATION OF TECHNOLOGY RESOURCES ENABLE AND EMPOWER LEARNERS WITH DIVERSE BACKGROUNDS, CHARACTERISTICS, AND ABILITIES.

For more information... email: dallasm12@gmail.com phone: (608) 4DA-LLAS (google Voice)

Thank you.

Click for references –>

References

All photos provided by Apple’s Keynote application as stock images. Royalty Free music created using Garageband.

•Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th edition) Syracuse: ERIC Clearinghouse on Information & Technology. IR-103. Retrieved July 9, 2009 from http://www.eric.ed.gov/ERICWebPortal/ contentdelivery/servlet/ERICServlet?accno=ED477517

•Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In D. H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 151-182). Hillsdale, NJ: Erlbaum.

•Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.

•Merrill, M. D., (2002). "First principles of instruction." Educational Technology Research and Development 50(3), 43-59.

•Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ: John Wiley & Sons, Inc.

•Nelson, B., & Erlandson, B. (2008). Managing cognitive load in educational multi-user virtual environments: Reflection on design practice. Educational Technology Research & Development, 56(5), 619-641.

•Newby, T., Stepich, D., Lehman, J., & Russel, J. (2000). Educational technology for teaching and learning. Columbus: Merrill Books, Inc.

•Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructionaldesign theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

•Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.

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