BEST PRACTICES IN A DIVERSE WORLDAPPLYING TECHNOLOGY RESOURCES TO EMPOWER DIVERSE LEARNERS IN SIX STEPS...

1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

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

Use arrow keys to advance slides or go back –>

The ChallengeCurrent 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bilingual ELD / ESL• Limited computer access outside school• Few tech-savvy teachers• More students than computers• Outdated hardware limits application choice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?

must be simple to Planquick to Implement

easy to Evaluate

Should be as simple as P.I.E.1

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 EntryFirst impressions last...

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

“LEARNERS OFTEN NEED TO BE MOTIVATED TO LEARN

SUBJECT MATTER BEFORE INSTRUCTION IS SUCCESSFUL.” 1

What it means –>

TechnologyMotivatesTechnology 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.

Step 1 means...

Click for next step –>

Step 2:The WelcomeWe’re in this together...• Constructivism 1

• Group-paced approach 2

1 Morrison, Ross, & Kemp, 2007, p. 146.2 Lebow, 1994

What it means –>

ClassroomDemocracyBuild 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 2 means...

Step 3:A LifestyleAt home as a lifelong learner...• Generative learning 1

• Observation & application 2

1 Wittrock (1989)2 Morrison, Ross, & Kemp (2007)

What it means –>

Learning is an attitudeWorking 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.

Click for next step –>

Step 3 means...

Step 4:NaptimeBeware of cognitive overload...• Feedback loops 1

1 Feedback looping (Reigeluth, 1999).

What it means –>

Digestion takes timeAdd 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 teacher-student and peer-to-peer.

Click for next step –>

Step 4 means...

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

1 Elaboration strategy (Jonassen, 1988).

What it means –>

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

Click for last step –>

Step 5 means...

Step 6:Exit StrategyAuthentic assessment strategies 1

• Self-evaluation• Peer-to-peer evaluation• Project portfolio

1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).

What it means –>

Assessment“Learning is promoted when learners engage in a task-centered 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.

Step 6 means...

Summary –>

1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

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

Technology

Motivates! Construct

ivist Attitude

Avoid

OverloadElaborate Assess

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

Thank you.Click for references –>

References•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.), Instructional-design 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.

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

The EndClick to start over.