1) How does your school currently document and later archive your curriculum?

2) How do you organize your units as in timeline, size, importance, etc.?

3) If you have an online curriculum mapping tool, what are its strengths and weaknesses? What barriers are there to using it?

4) If you don’t have a mapping tool, what are the barriers for your school in either purchasing or creating one?

5) How does or doesn’t this tool connect to what is happening in the classrooms?

6) How does it connect to your online course management tool?

7) What does the template for all of your units look like?

How is your unit planning template functional in guiding input to then lead to output/action?

9) How does it support your school’s teaching and learning beliefs (i.e., mission statement, strategic plan)?

What other questions (and answers) come to mind?

We will be discussing this question in the SOS podcast this week. As an Instructional Technologist much of my work deals with the integration of technology into instruction and assessments. The integration process begins from the big picture (Macro) by looking at the needs of the students and teachers as we design the curriculum as well as when we create a learning and technology plan focused on student learning. The other approach is when we collaborate working on individual lessons (Micro) to reach the stated learning objectives.

The Macro:  Learning and Technology Plan || The Curriculum Development Process

We recently formed a committee and are working on our “Learning and Technology” plan right now at Hsinchu International School. The process centers upon how we work to have our students reach the five learning outcomes. The Learning Outcomes are:

• Effective Communicators
• Critical Thinkers & Problem Solvers
• Persons of High Character
• Active Learners
• Community Contributors

There are three main ways we work to help our students reach these learning goals:

1. Instructional Models
2. Assessment Techniques
3. Learning Communities

We are using Mindmeister to map out and collaborate as we develop our plan. The screen shot above is our initial effort to prime the committee work. As one can see, there is no listing of any technology tools at the primary level. It is all about teaching and learning.

Looking closer at the mind map, one category is “Instructional Models”. Two models that we use frequently at HIS are project-based and inquiry. Our next step is to define what each of these models looks like in our classrooms and then look for ways that technology and Information & Communication Literacy (ICL) can support and enhance each approach.  If we were using a multi-level concept-mapping tool like Smart Ideas, the technology tools would begin to appear on the third level. The technology infrastructure is down at the fourth level, way in the background, providing the foundation for the technology tools that support the learning at the upper two levels.

We will use the Learning and Technology plan to design our professional development goals for the coming school year. The focus will be on improving instructional and assessment techniques while expanding the learning community. We will provide the PD to help educators learn the technology and ICL tools/skills that our plan shows as needed to support the 3 main categories that support our 5 student learning outcomes at the center of our plan and school.

The curriculum development process is a part of our plan in the Learning Community category. We use the Understanding by Design process to create our units of study that also involves the integration of technology and ICL skills.

The Micro: When working with teachers one on one or in small groups, we again use the UbD approach to determine what the learning will look like and how we will assess it to then work backwards in creating the instruction and content. As the collaboration progresses, we discuss possible ways that technology and/or research skills can support and enhance the learning. Just as with the broad, school-wide approach of the Learning and Technology plan, the technology does not enter the picture until we are far along in designing how to meet the learning objectives.

The learning determines the technology. Not the other way around.