Educational Technology Integration & Implementation

Principles to guide teachers in their

instructional decision making

Sara Dexter

University of Virginia

Educational Technology Integration & Implementation Principles

Classroom level • 1. Learning outcomes drive

the selection of technology. • 2. Technology use provides

added value to teaching and learning.

• 3. Technology assists in the assessment of the learning outcomes.

School level • 4. Ready access to

supported technology is provided.

• 5. Professional development is targeted at successful technology integration.

• 6. Professional community enhances technology integration and implementation.

ISTE: NETS-S Curriculum Series

• Science Units for Grades 9-12, – $35

• Online Supplement– Links and more to

most examples provided here

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Classroom Level Premise

• Educational technology does not possess inherent instructional value

• Teachers as instructional designers

Classroom Level

1. Learning outcomes drive the selection of technology

• Consider Content and Cognitive Demand – lesson or unit's student learning outcomes– technologies available

• Matching both elements for both

Software Types by their Cognitive Demand

Web sites, CD-ROMs

Drill and practice or other tutorial software

Simulation software

Tool software such as spreadsheets, databases, word processing, concept mapping, etc.

Knowledge, Comprehension

Knowledge, Comprehension, Application

Application, Analysis

Application, Analysis, Synthesis, Evaluation

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Classroom Level

2. Technology use provides added value to

teaching and learning• For Teaching

– individualizing instruction, making it more responsive to student’s questions and interests

– providing additional resources of information, so instruction is more real world, authentic or current

• For Learning – accessing data

– processing information

– communicating knowledge

Software Types by their Added Value

Web sites, CD-ROMs

Drill and practice or other tutorial software

Simulation software

Tool software such as spreadsheets, databases, word processing, concept mapping, etc.

Access

Process

Process

Process, Communicate

Added Value: Accessing

• Web sites and CD-ROMs– Multi-sensory – Greater amounts of data– Searching and “mining” capabilities– Timeliness and Relevance of the information

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Added Value: Processing• Drill and Practice / Tutorial Software

– Self-paced – Remediation– Practice to the point of fluency

• Simulation Software– If, then conjecture– Visualization

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Added Value: Processing / Communication

• Tool Software – Visualizing information– Develop process or skill capabilities– Organize information so it is searchable, or

ready for sorting– Communicate findings and understanding to

others

Classroom Level

3. Technology assists in the assessment of the

learning outcomes• Formative and summative data

• Software / hardware may – collect the data and help to analyze it, other – help students produce a product to show what

they know and can do

School Level Premise

• Technology support facilitates integration.

• Technical and Instructional domains – Facilities– Staffing – Incentives – Opportunities to provide feedback

Technology Support: Domains and Delivery Methods

Ronnkvist, Dexter, & Anderson, 2000

School Level

4. Ready access to supported hardware/software resources

• Ready access – Implications of configuration

• One computer, Classroom-based, Labs, Carts, 1:1

– Advocate for subject-specific resources

• Support response– Plan B

Whole Class Inquiry

School Level

5. Professional development targeted at successful technology integration

• Frequent opportunities to learn – construct an understanding of technology as an

instructional tool in SCIENCE

• Learn how to operate

• Learn how to integrate

Lab Science PDNSTATeacher’s Domain Web-based Instruction

School Level

6. Professional community enhances technology

integration and implementation• Reflect on the role of technology in the

school & support received

• Discuss educational technology and actively and systematically collect FB

• Utilize feedback to – plan educational technology use – improve the quality of technology support

http://www.etips.info

Formative Feedback• Rubrics

– Rubric provided at the start of the case assignment

– Criteria emphasize decision making

PlanMap Makes Critical Thinking Visible

• Before case, – PlanMap asks

students to consider their prior knowledge and the challenge presented to them to plan their search of the school’s web site.

Cases Appear as School Web Sites

• Cases Include– Supporting

handouts, – Case intro &

Question – Response page for

submitting and receiving feedback on assigned short essays.

PlanMap Makes Critical Thinking Visible

• During/After the case, – PlanMap visually

compares students’ search process to their planned exploration of the case and to the key items suggested by experts, shown in yellow.

Formative Feedback• Automated

essay scoring – Students submit

essay drafts to receive predicted scores.

– Students can revise and resubmit multiple drafts.