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Category: Technology Plan

TPACKing with Web-based Content & Creation Tools

January 2, 2016 / / 0 Comments

teaming

Has your school or district purchased web-based individualized student learning systems like DreamBox, myON, Reflex Math, or Raz-Kids? Do your students use web-based creation tools that provide individual student accounts like Google Apps, MindMeister, or Wixie? If so, who provides the planning, implementation, ongoing support, and data analysis bringing together the technology, pedagogy, and content knowledge of your learning community? How are you making the most of these web-based tools to make a difference for your students? In other words, who is on your TPACKing Team?

We hear a great deal about the implementation of 1:1 device programs. While not as expensive or headline-grabbing (think LA District iPads), the software/web tools make the hardware come alive in the hands of our learners. Schools and districts can spend a lot of money on learning platforms like myON but need help to leverage them so all students can use them when they are underutilized. We can also need teachers to use the provided data to individualize student learning programs further. With barriers of very busy teachers, overcrowded curricula, high-stakes testing, etc., it makes sense to construct plans to support these learning platforms to make them successful.

This post focuses on web-based tools where students have accounts, but it can apply to any school-wide tool rollout. The student accounts provide teachers with valuable formative data and easy digital access to generative student work that teachers use to meet individual student needs further. The purchase of expensive content providers like Britannica, EBSCO, etc., also needs the same planning and collaborative TPACKing. Still, there needs to be data or access to student learning products that can be leveraged with products like Reflex Math or Google Slides.

Connecting to TPACK, I see the rolling out of web tools as a natural place to employ the collaborative team approach to TPACKing. I post about it in this blog, and we discuss it on the Ed Tech Co-Op podcast. Another resource on Team TPACKing is the article that Mark Hofer, Margaret Carpenter, and I wrote entitled “Collaborative Planning and Design for Technology Integration.”

So now, what does this “collaborative planning and design” look like? Let’s say a school is planning to purchase DreamBox, which is expensive. Team TPACKing provides a construct to get everyone on board to put the tool in the hands of the students and to make sure the technology, pedagogy, and math knowledge come together to make the most of the learning experiences. I would bring stakeholders to discuss and share ideas to set goals, plan the implementation, and set recurring dates to review the initiative’s status. Who might come to the table to TPACK together?

I am thinking of the usual suspects (inside joke – see our article):

  • teachers
  • administrators
  • instructional technologist
  • math coordinator
  • learning specialists

While the planning table might get a little too crowded, I would include a few parents and students at some point to get their insights. A big topic, especially in some elementary schools, is homework and screen time. Another reason why I am focusing this post on web tools is because students and teachers should have 24/7 access to as many learning resources as possible. I also believe in the power of blended and personalized learning, with students constructing their personal learning systems with school-provided tools and the ones they find themselves.

Speaking of students, I am a big believer in piloting initiatives to gather data from users’ experiences to plan the full rollout. This is where the pilot’s students, teachers, and parents can come together with the planning team to design better how the full implementation will go if it goes at all. The learning platform providers can set you up for 30-day trials, so compare what various companies provide. There are many competitors for math and reading skill-building and database providers. Design rubrics and feedback mechanisms to further engage your TPACK style “thinking hat” to find the right system provider for the task.

Our article hits on the idea of the “distributive expertise” that a team of educators brings to the planning table, which connects to TPACK and the convergence of the types of knowledge (technology-pedagogy-content). Back to the DreamBox example, the instructional technologist shares technology knowledge, but as we know, several other team members can bring technical expertise to the table. When we think of math content knowledge, teachers and the math coordinator come to mind. They, along with the instructional technologist, administrators, and learning specialists, bring pedagogy knowledge to the planning. Thus the distributive expertise of the TPACKing Team is set to build on the collective ideas of the Team to creatively plan, implement and provide ongoing support for advancing tool initiatives to enhance student learning.

Summing this up, ask yourself, how is your school making the most of your learning tools? Is there a plan in place for each? Who helped develop the plans? Who are your leads in leading and supporting the initiatives? What feedback are you getting from your users and supporters (parents)? What scaffolding is in place to support the tools? Are you taking advantage of your administration’s and staff’s expertise in using the tools? What are you learning from the data provided by the student accounts? Over time, how might you adapt your use of the tools to enhance learning for your students?

And as you look at the technology, pedagogy, and content aspects of the learning platforms, remember that, in most cases, the technology is simply the delivery system. In the past, the paper provided the math, English, ESL, etc., content in books and workbooks. The tools are about the skills and content learning of the discipline they support. This should guide you in deciding who will lead, present, and guide the learning. We must understand that our world is digital and not let technology be a barrier for teachers or parents. Keep focusing on the learning goals, whether math, English, science, or whichever subject area.

With the start of 2016, it may be time for a new year’s resolution to assess your community’s use of learning tools to bring your TPACKing Team together to find ways to impact learning for your students!

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Designing a 21st Century School Library

May 25, 2015 / / 0 Comments

I was fortunate to recently spend some time with Alanna Graboyes at the George C. Marshall High School library that opened this year as part of the overall school renovation. Alanna is the head librarian who teamed with administration and architects to design the new library. We recorded an episode for the Ed Tech Co-Op podcast and Alanna gave me a tour. As you can see below, I took many photographs. It might be helpful to review the photographs as you listen to the interview.

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Acceptable Use Policy

February 25, 2014 / / 0 Comments

It is helpful to see what other schools are doing with their guidelines for smart, effective, safe and ethical use of technology and digital resources. Our Washington International School Information and Communication Literacies (ICL) team recently reviewed and updated our AUP. We will be creating a version written in more “student friendly” language for our Primary School teachers to use in their start of the year lessons. Hopefully the following can add to your discussions as you review your technology and digital resources use policy.

________________

 

INFORMATION TECHNOLOGY, THE INTERNET AND ELECTRONIC RESOURCES

WIS provides a wide array of computers, digital equipment, technology resources, services, and Internet access in order to enhance the teaching and learning process. Access to the Internet is provided via a high-speed network in classrooms, labs, and libraries, and all public spaces on both campuses are served by a robust Wi-Fi network for laptops and mobile devices.

The instructional program at WIS is designed around a framework of 21st century skills, and as such charges students to do a great deal of online research, multimedia design, data processing, and electronic communication. In order to successfully participate in the instructional program, students need access to digital resources outside of the classroom. Although the libraries and computer labs are available at various times outside of regular teaching hours, access is limited and students who are involved in after school activities will have little opportunity to use these resources. Ideally, students should have reliable and consistent access to a computer and the Internet from home.

Additionally, students in Grades 6 through 10 participate in WIS’s 1:1 BYOiPad program.  Families are responsible for purchasing a device and students are required to bring them to class each day.  Student iPads are registered in our Mobile Device Management system and apps will be pushed to their devices as necessary.  11th and 12th graders participate in a full BYOD program where they choose what kind of device to bring to class on any given day.

 

TECHNOLOGY ACCEPTABLE USE POLICY

This Acceptable Use Policy (AUP) outlines the appropriate use of WIS’s technology resources and services during and after school. By signing the Handbook Acknowledgment form, every student is indicating that he or she understands and agrees to abide by the guidelines written below.

WIS network, technology resources and Internet access are school resources and use of them is considered a privilege. Therefore, violation of this AUP will result in the loss of this privilege and/or other appropriate discipline actions according to division-level policies. These actions may include written warnings, withdrawal of access privileges, and in extreme cases, suspension or expulsion.

Applicable to all WIS students (Primary, Middle, Upper):

I realize that my behavior when using the WIS network and technology resources should abide by the WIS Code of Conduct.

Safety and Security

• I understand that passwords are private and should not be shared with others. I will not allow others to use my account name or password, or try to use that of others.

• I will not bypass security settings or interfere with the operation of the WIS network in any way.

• I will use WIS network and technology resources productively and responsibly for school-related purposes; if I want to use the network or technology for a purpose other than education, I will do so after securing permission from my teacher, librarian or administrator.

• I will maintain the setup of WIS devices as they were when I found them. For example, I will not add or change software, apps, passwords, wallpapers, etc.

• I will record or share image or audio files only when I have obtained permission from my teacher, librarian or administrator. I will not use cameras in restrooms or locker rooms, regardless of intent.

• I will use WIS network and technology resources to access, display, create or communicate material that is not illegal, obscene, destructive, harassing, threatening, hateful or otherwise offensive. I am responsible for not pursuing or sending material that could be considered objectionable or hurtful to myself or others.

I will be responsible for all of my digital files, including backing up files not already stored in the cloud.

 

Digital Citizenship

• I will use technology in such a way that does not disrupt the attention of the class. This includes setting all of my devices on “mute” or “vibrate” unless permission is obtained from the teacher, librarian or administrator and configuring Do Not Disturb settings.

• I will be thoughtful and polite and use appropriate language in my digital communication, as determined by school administrators.

• I will follow all guidelines set forth by my teachers when publishing schoolwork online (e.g. to a website, blog, wiki, discussion board, podcasting or video server).

• I will respect the intellectual property rights of others. I will obey copyright guidelines and avoid plagiarizing others’ work or ideas.

• I understand that I am an ambassador for the school in all of my online activities, which should not reflect negatively on my school, fellow students or teachers. I will not post personal or embarrassing information about other students, employees, or members of the WIS community.

• I will not masquerade, spoof, or pretend to be someone else. This includes, but is not limited to, sending out e-mail, creating accounts, or posting messages or other online content (e.g. text, images, audio or video) in someone else’s name.

• All confidential school information must be protected and may be disclosed only according to school policy or as required by law. I will not disclose or repeat any confidential information in my online communications.

 

Specific to Primary School students:

• If I bring an e-reader to school, I will use it only for reading pre-loaded materials and will not access the WIS network or the device’s other capabilities, such as programs, apps or games. I understand that I am responsible for the damage, loss or theft of any device that I bring to school.

• If I bring a cell phone or other device (with the exception of an e-reader) to school, I will power it off and store it in my locker the entire time that I am at school (including after school). I understand that I am responsible for the damage, loss or theft of any device that I bring to school.

• When I am conducting research related to school pursuits, I will first use the information resources provided by WIS, such as those found at http://pslibrary.wis.edu.

• When registering or sharing my work on the Internet I will not share identifying personal information, including but not limited to my last name, age, address and telephone number.

• When I am assigned a WIS Google apps account (this usually occurs in Grade 3), I will follow the guidelines of this AUP.

 

Specific to Tregaron students (Middle and Upper Schools):

• I understand that while social media may be available at school, I can only use it legally and at the discretion of my teacher or administrator. In general, access to these sites is not available during class time and will only be possible during breaks, lunch and before/after school. The teacher or supervising adult holds complete authority to decide whether these resources can be used at any time.

• I will be prudent in allowing access to my online content on social media sites and configure privacy settings to limit access to my profiles.

 

1:1 BYOiPad Policies:

• I must provide an iPad for my school coursework.

• My iPad is required to be at school every day, fully charged. If I leave my iPad at home or it is not charged, I am responsible for completing all coursework as if I had use of my iPad.

• I must set a passcode to my iPad.

• I will configure my WIS email address on my iPad.

• I understand that malfunctions or technical issues are not acceptable excuses for failing to complete an assignment, unless no other means of completion exist.

• I will know where my iPad is at all times. It is my responsibility to keep it safe and secure.

 

EXPECTATIONS OF PRIVACY

The computer system, including e-mail and Internet, is the property of Washington International School.  WIS relies on a combination of self-hosted, externally hosted, and cloud-based services.  The current list of these services can be accessed at _______ ; it will be updated as needed throughout the year. These services are primarily intended for educational and business use and are subject to monitoring at any time. Although WIS does not routinely check communications or files, it has the right to review, audit, and disclose all matters sent over or stored on the system. As a result, members of the WIS community should recognize that there is no reasonable expectation of privacy when using the computer system.

 

DISSEMINATION OF MULTIMEDIA MATERIALS

The increasing use of technology and multimedia at WIS presents a wonderful opportunity for students and teachers to share what they do with the WIS community. The presentations, photos, video and audio of classes, field trips and school events are often shared with the WIS community electronically and through web-based resources. Sometimes, students and parents buy or receive copies of school events on media, such as CDs or DVDs. The instinct to share achievements is understandable but these files are for community use only. Any sharing of these materials beyond the WIS community is prohibited, except with the explicit permission of the creator of the work and all students involved.

 

ADDITIONAL SCHOOL-WIDE POLICIES AND PROCEDURES ONLINE COURSE MATERIAL

Tregaron teachers use Moodle to maintain online resources for their classes, including posting announcements, sharing documents, collecting assignments, facilitating online activities, etc. While the degree of usage will inevitably vary from teacher to teacher, students should expect to refer to the Moodle pages regularly to get the latest updates from their courses. Families have an account on this system as well, so that class updates and other information is readily available.

 

Updated February 2014

ICL Standards in a PYP School

October 10, 2013 / / 0 Comments

blend

The ICL team of the Washington International Primary School published the new Information and Communication Literacies (ICL) standards just as the Middle and Upper Schools recently did. See my previous post to view those standards. Sue Anderson, Dean Harris, and Dawn Darling were the authors of the new standards, which drew from the ISTE NETS and the AASL standards.

Besides blending the library and technology standards, the authors worked to apply the new standards to the International Baccalaureate (IB) Primary Years Programme (PYP). They chose three of the Transdisciplinary Skills as the construct to build the standards. It doesn’t matter whether you teach at a PYP school or not, as these standards are helpful for any school as we look at the transdisciplinary skills of research, thinking, and communication.

Another helpful aspect of the standards is that they are organized around the PYP elements of action and reflection. This makes so much sense as we want our students to be reflective, fluent, and actionable in their understanding and use of the ICL literacies (i.e., information, technology, media, visual, & design).

_____________________

WIS Primary School Information & Communication Literacies Standards (ICL)

Research

Research Skills:

  • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in own life.
  • Develop and refine a range of questions to frame the search for new understanding.
  • Find, evaluate and select appropriate sources to answer questions.
  • Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
  • Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
  • Organize knowledge so that it is useful.
  • Use technology and other information tools to analyze and organize information.
  • Collect, analyze and process data and other forms of information to identify trends and solutions.
  • Use the writing process, media and visual literacy, and technology skills to create products that express new meanings.
  • Use information and technology ethically and responsibly.
  • Use social networks and information tools to gather and share information.

Research in Action:

  • IB Profile: Inquirer. Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
  • IB Profile: Open-minded. Seek diverse perspectives during information gathering and assessment.
  • IB Attitude: Confidence. Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • IB Attitude: Creativity.  Demonstrate creativity by using multiple resources and formats.
  • IB Profile: Thinker. Maintain a critical stance by questioning the validity and accuracy of all information.
  • IB Profile: Principled. Follow ethical and legal guidelines in gathering and using information.
  • IB Profile: Principled. Respect copyright/intellectual property rights of creators and producers.
  • IB Profile: Thinker. Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
  • IB Attitude: Commitment. Display emotional resilience by persisting in information searching despite challenges.
  • IB Profile:  Thinker. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
  • IB Profile: Principled. Use valid information and reasoned conclusions to make ethical decisions.
  • IB Profile: Communicator. Demonstrate personal productivity by completing products to express learning.
  • IB Profile: Communicator. Create products that apply to authentic, real-world contexts.
  • IB Attitude: Curiosity. Display curiosity by pursuing interests through multiple resources.
  • IB Attitude: Curiosity.  Demonstrate motivation by seeking information to answer personal questions and interests.
  • IB Profile: Open-minded. Demonstrate motivation by exploring a variety of formats and genres.
  • IB Attitude: Enthusiasm. Display a willingness to go beyond academic requirements.

Research Reflections:

  • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • Monitor gathered information, and assess for gaps and weaknesses.
  • Determine how to act on information (accept, reject, modify).
  • Reflect on systematic process, and assess for completeness of investigation.
  • Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
  • Assess the quality and effectiveness of the learning product.
  • Interpret new information based on cultural and social context.
  • Evaluate own ability to select resources that are engaging and appropriate.

Thinking

Thinking Skills:

  • Use prior and background knowledge as context for new learning.
  • Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital)
  • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  • Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
  • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
  • Connect learning to community issues.
  • Read to make connections with self, the world, and previous reading.
  • Seek information for personal learning in a variety of formats and genres.
  • Connect ideas to own interests and previous knowledge and experience.
  • Organize personal knowledge in a way that can be called upon easily.

Thinking in Action:

  • IB Profile: Thinker. Demonstrate flexibility in the use of resources by adapting information strategies.
  • IB Profile: Thinker. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
  • IB Profile: Open-minded. Maintain openness to new ideas by considering diverse and global perspectives, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
  • IB Attitude: Empathy. Respect the differing interests and experiences of others, and seek a variety of viewpoints while collaborating with others and participating as a member of the community.
  • IB Profile: Inquirer. Connect understanding to the real world.

Thinking Reflections:

  • Seek appropriate help when it is needed.
  • Recognize new knowledge and understanding.
  • Identify own areas of interest.
  • Recognize the limits of own personal knowledge.
  • Recognize that resources are created for a variety of purposes.
  • Recognize how to focus efforts in personal learning.

Communication

Communication Skills:

  • Collaborate with others to broaden and deepen understanding.
  • Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems.
  • Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

Communication in Action:

  • IB Profile: Principled. Use information technology responsibly.
  • IB Profile: Principled. Practice safe and ethical behaviors in personal electronic communication and interaction.
  • IB Attitude: Confidence. Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
  • IB Attitude: Commitment. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
  • IB Attitude: Cooperation.  Demonstrate teamwork by working productively with others and communicate what has been learned.
  • IB Profile: Knowledgeable. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
  • IB Attitude: Respect. Respect the principles of intellectual freedom.
  • IB Attitude: Appreciation. Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

Communication Reflections:

  • Use interaction with and feedback from teachers and peers to guide own inquiry process.
  • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.Adopted Spring, 2013.
Adapted from the Standards for the 21st-Century Learner (American Association of School Librarians, 2009) and NETS for Students (International Society for Technology in Education).

 

Adopted Spring, 2013.
Adapted from the Standards for the 21st-Century Learner (American Association of School Librarians, 2009) and NETS for Students (International Society for Technology in Education).

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Student Created ICL Project Plans

May 31, 2013 / / 0 Comments

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Helping students think and act as designers is essential to developing into learners who know how to learn. We use various instructional techniques such as research and writing templates, storyboards, graphic organizers, and tools like Noodle Tools to scaffold the steps students need to follow to accomplish learning tasks, especially inquiry and project-based learning. With opportunities for multimedia creation, we also need to ask ourselves how we are guiding our students to make good choices in using technology and other literacies as they go through the inquiry process to create learning products.

We often speak on the Edtech Co-Op podcast about helping students to become fluent with their ICL literacies (i.e., information, media, visual, and technology). We recently posted two shows focusing on technology literacy. There are so many hardware and software choices that students need to be proactive in their planning before they start working on their multimedia projects.

Looking just at video recording, there are several questions one needs to think about. Is the video capability of a smartphone good enough? Would an iPad work better with iMovie so accessible for editing? A high-quality camcorder would be the best choice. Will the camera record in a format that can be used on one’s computer video editing software?

Information literacy is searching for valid sources to curate the information to be processed and communicated. As with technology choices, how are we providing the scaffolding to help students plan their research efforts? How are we helping them come up with questions to guide their research? Our librarians provide a wide range of information resources and skills in finding answers to our questions. Yet, with little planning in place, our students either jump into Google or head to Wikipedia to start their research. Is it beneficial if our students laid out a plan of action beyond going to Google as to where they will find reliable information? What questions can we provide to guide them to think about which resources provide information about their topics?

One way to support the inquiry process is to have our students create an ICL project plan, whether it is for a research paper, a multimedia project, or a combination of the two. While we want students to develop their problem-solving abilities, we don’t want them to shoot videos for a documentary that they cannot edit due to incompatible video formats with the editing software on their computer. If they want feedback on their project posted to the Web, will their tool choice allow for responses from their audience?

It makes sense to have students design their project plan with their information sources and means of communicating their learning, whether it involves Web 2.0 tools, software, or hardware that they plan to use. Teachers can help the planning process by providing an ICL project template/guide listing questions and prompts in a step-by-step graphic organizer that helps the students construct their project plan. Here are a few potential questions looking at just hardware and software.

Hardware>

  • What will your power needs be?
  • Will you need a device with extended battery life, or can you have a second battery?
  • What will your lighting needs be?
  • How much quality do you want in any audio and video recording?
  • What will my hardware choice do for me? What won’t they do?

Software>

  • Does the app/software have all the capabilities I need to communicate all the types of media I want to use?
  • How much time do I have? Do I need to go simple or complex in what the app can do?
  • Do I need more than one app to get the job done?
  • Will multiple apps work well together?
  • How do I share the finished product?
  • Where will I share/host my product?
  • What will my app/software choices do for me? What won’t they do?

One can compile similar questions for Web 2.0 communication and collaboration sites. And just as rubrics provide an assignment map for our students to follow, an ICL template/guide can do the same as students plan their research and product creation pathway. As we get student input to create rubrics, it can be helpful for teachers to reach out to their students to help develop the ICL project planning template. Students experienced in multimedia product creation have first-hand knowledge to share. It is helpful to get them thinking as designers, especially as they will be more apt to follow a class-created ICL template than one from the teacher. One’s librarian will be joyful to know that your students are being asked to pull literacy lessons from their information, media, etc., to help create the class ICL project plan template. 🙂

As students design and develop their ICL project plans during the year, think about having them present them to the class. Drawing on the problem-solving and collective knowledge of the class, each plan can be reviewed and improved through a collaborative effort. Much as a student or student teams might “pitch” their ideas for a research question they plan to pursue, the pitching of one’s ICL plan for constructive feedback also engages students in thinking about non-ICL literacy topics such as time, materials, roles, and audience as well as other criteria.

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Curriculum Mapping Tool: How to Create a Collaborative and Systematic Process for Curriculum Development and Review

November 19, 2008 / / 0 Comments

This is the fifth post about how to develop a curriculum review system in one’s school. It deals with where your school stands using a curriculum mapping tool to support the curriculum review process. As the first post on the big picture, these are questions for community members to work through before designing their system. These posts support an article my wife Margaret and I have coming out in the December/January 2008 Learning and Leading with Technology magazine.

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

2) How do you organize your units 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 your school’s barriers to 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?

8) How is your unit planning template functional in guiding input to 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?

How Do We Connect Technology and Classroom Instruction Seamlessly?

May 13, 2008 / / 3 Comments

learningplan.jpg

We will be discussing this question in the SOS podcast this week. As an Instructional Technologist, much of my work deals with integrating 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 and 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 currently working on our “Learning and Technology” plan 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 use MindMeister to map out and collaborate as we develop our plan. The screenshot above is our initial effort to prime the committee work. As one can see, no listing of any technology tools at the primary level exists. 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-based. 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 three main categories that support our five 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 involve integrating technology and ICL skills.

The Micro: When working with teachers 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 work backward in creating the instruction and content. As the collaboration progresses, we discuss possible ways technology and research skills can support and enhance the learning. As with the broad, school-wide approach of the Learning and Technology plan, the technology only enters the picture once we are far along in designing how to meet the learning objectives.

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

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