Planning for Technology Integration & Word Processing Software EDSC6004: ICT in the Science Classroom Monday, September 13, 2009.

Planning for Technology Integration & Word Processing SoftwareEDSC6004: ICT in the Science ClassroomMonday, September 13, 2009

Objective

By the end of today’s session, the EDSC6004 student will be able to: Plan for the use of available technology for

effective science teaching and learning. Demonstrate a basic set of skills in the area

of word processing.

Overview of Instructional Design (ID)

Definition - A systematic approach to planning instruction in order to maximize learning

requires coordination of all activities

forces consideration of how instructional components interact with each other

Benefits – Systematizing planning can make instruction more effective, efficient, and relevant

Reiser & Dempsey, 2002

Characteristics of ID

Reiser & Dempsey, 2002

1. Instructional design is learner-centered.2. Instructional design is goal oriented.3. Instructional design focuses on

outcomes that can be measured in a reliable and valid way.

4. Instructional design is empirical.

Conceptual Components of ID - ADDIE

Reiser & Dempsey, 2002

EvaluateEvaluate DesignDesign

DevelopDevelop

Implement

Implement

AnalyzeAnalyze

revisio

n

revisio

nrevision

revision

ADDIE – Analyze Goals

Make statements to reflect the learning outcome or product

Types of goals Cognitive Psychomotor Affective

Examples “solve addition

problems stated in verbal sentences”

“play volleyball” “interact

positively with others”

ADDIE – Analyze Learners

Characteristics to consider Demographic

Information Prior knowledge,

skills, and attitudes Experiential

background Motivation Content knowledge Learning style –

multiple Intelligences

Sources for Determining Characteristics Questionnaires Pre-tests Consultations Cumulative Records

http://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf

http://www.learning-styles-online.com/inventory/questions.asp?cookieset=y

Multiple Intelligences9 Pathways to teaching & learning

Howard Gardner

logical-mathematicalexistential

spatialmusical

intrapersonalbodily-kinaesthetic interpersonalnaturalist

??

linguistic

Learner characteristics influence each element of Instructional Design.

ADDIE - Design

Write objectives that communicate who is learning, what is to be learned, under what conditions the learning will be demonstrated and to what degree learning will take place.

1. Audience – Who’s doing the learning? 2. Behavior – Verb that describes an observable

action3. Condition – Limitations or aids for the students4. Degree – What is the criteria for acceptable

performance?

Example

Audience Behavior Condition Degree

1. The form 1 student will create

a virtual museum exhibit on an

assigned artist.

1. The form 4 student will name

all twenty elements of the periodic table from memory.

ADDIE - Development

Choose a method that not only support your students but your objectives as well.

Presentation Demonstration Discussion Case studies Drill-and-practice Tutorial Cooperative

Learning Gaming Simulation Discovery Problem Solving

ADDIE - Development

Select or prepare Student and Teacher media that not only support your students but your objectives as well.

Objects, models Printed texts Display boards Overhead

transparencies Slides Audio/Podcasts Video Television Computer

Software Websites – Wikis,

Blogs, Webquests, Virtual Field Trips

ADDIE - Development

Select, modify, or design new materials.

Cherisse

After conducting a one on one consultation and observing her during previous instructional sessions, you learn that Cherisse, a student in your class, prefers to receive information through reading and listening to words. She uses visuals to gain meaning. She has a high degree of commitment and knows herself. She tends to make her own decisions and is not often influence by authority figures. She thinks in a structured manner and can synthesize information on her own.

Cherisse is on grade level in all academic areas and possesses an IQ of 115. She is contemplative in her thought processes with little difficulty in integrating ideas.

She is a cooperative, respectful student who enjoys reading independently and has many outside interests. She possess many good study skills.

Cherisse is inquisitive and eager to learn new things. She is a curious student who is willing to pursue new areas of study.

Which of the following activities would be most appropriate for Cherisse?

Large group workbook and textbook assignment

Teacher directed, filmstrip presentation Independent library research project Small group discussion

Sucheta

After conducting a one on one consultation and observing her during previous instructional sessions, you learn that Sucheta, a student in your class, prefers to listen to the spoken word and is uncomfortable receiving information through the written word. She uses visual and tactile sense to gain meaning. Sucheta is influenced by authority figures as well as her peers rather than making up her own mind. She tends to reason in a structured manner and looks for examples when making decisions.

Sucheta is a Form 3 student but is reading at a level that is 8 months below the average Form 3 student. She has an IQ of 90 and she tends to work at a slower rate than her classmates. Her long term memory is weak.

Sucheta is enthusiastic and she expends a great deal of energy when she works with materials at her own level. She works cooperatively with other, is likely to be sympathetic of others, and is very respectful.

Sucheta spends little time reading during free time. Her study skills are not well developed.

Which of the following activities would be most appropriate for Sucheta?

Large group workbook and textbook assignment

Teacher directed, filmstrip presentation Independent library research project Small group discussion

ADDIE - Implementation

Preview the media and materials Prepare the media and materials Prepare the learning environment Prepare the learners Provide the learning experience

ADDIE - Evaluation

• Evaluations assist you in determining how well students perform

• Your evaluation must match your objectives

• Examples– Multiple choice– Matching questions– True/False– Short answer– Essay– Checklists– Anecdotal observations– Ratings

• Diagnostic – Tells Teacher where instruction should begin; Is not graded or scored

• Formative – Takes place during instruction; Allows you to monitor and modify instruction based on student understanding; Is not graded or scored

• Summative –Tells Teacher whether or not instruction was mastered; Graded and scored

ASSURE Model

1. Analyze Learner Characteristics2. State objectives3. Select, modify, or design Materials4. Utilize Materials5. Require Learner Response6. Evaluate

ASSURE – Step 5Acquire Learner Response

Actively engage students in learning Strategies

Questions and answer period Discussions Group work Hands-on activities Projects

Technology Integration Planning Model

Roblyer, 2006

Phase 5: Evaluate & revise integration

strategies

Phase 5: Evaluate & revise integration

strategies

Phase 1: Determine relative advantage

Phase 2:Decide on objectives

and assessments

Phase 3: Design integration

strategiesPhase 4:

Prepare the Instructionalenvironment

Putting the Cart Before the Horse

What is a Word Processor?

Allows author to enter, edit, revise, format, store, retrieve, and print text

Newby, T. (2004). Teaching and learning with Microsoft Office and FrontPage. Upper Saddle River, New Jersey: Pearson Education, Inc.

Supporting Learning

Writing Tool – Students can write: a research paper, story, book report, letter, and resume.

Editing and revision – Students can edit and revise papers based on the teacher’s feedback.

Keeping text for future use – Students can store articles for classroom newspaper and information for their web pages.

Collaborative group activities – Students can brainstorm and organize ideas; Students can work on group project for writing, researching and reporting

Supporting Teaching

Preparing the course materials – Teachers can create lesson plans, handouts, test questions, and presentation materials

Administrative uses – Teachers can write a report, a memo to parents, newsletters, calendars, lesson plans, etc.

Developing templates for instructional and administrative use

Word Processing

Research Improves writing Improves

attitudes toward writing

More revising Increased sharing

and feedback

Issues When to

introduce Keyboarding skills Effects on

handwriting Impact on

assessment

Roblyer, M (2006). Integrating educational technology into teaching. Upper Saddle River, New Jersey: Pearson Education, Inc. .

Colors

Limit use of colors Colors should complement each other Colors should be appropriate to the message Colors should contrast with the background Highlight headings in a different color from

the rest of the page Heading

Subheading Content

Footer

Font Selection

Choose 3-4 fonts sizes Heading

Subheading Content

Footer

Choose Legible fonts MIX CASE FOR CONTENT OF DOCUMENT Spell and Grammar Check

Images should…

Match the text Be positioned sensibly on the page Be of a good quality, not blurred Not be distorted

Layout

White Spaces – help to focus reader’s eye on content of poster

Balance the content, avoid clutter

References

Wood-Jackson, A. (2007) Lecture Notes