Integrating Technology in the Classroom

1 1 0 5 M a y f a i r

B l y t h e v i l l e , A R 7 2 3 1 5

8 7 0 - 2 8 1 - 6 6 9 0

w w w . w o w l e a r n i n g 2 . c o m

Seane Clifton

This is a multimedia study guide that introduces

technology integration into the classroom. Participants

will explore software, websites, and learning

management systems. They will also review interactive

learning pedagogies that incorporate critical thinking,

collaborative, creative, and communication skills.

Introduction to WOW Learning2

Our mission is to assist K-12 learning programs in facilitating dynamic online

courses, innovative hybrid learning approaches, and implementation of a wide range of

modifications or accommodation for struggling learners or special needs students.

WOW Learning2 wants to assist school districts, private schools, and charter

schools with integrating technology, providing continuous academic growth, and

implementing Common Core into their curriculum. WOW Learning2 provides dynamic

online courses, innovative hybrid learning opportunities, and a wide range of special

education services.

We customize each student’s academic learning plan based on solid

pedagogies. WOW Learning2 blends Web 2.0 technologies and Common Core

Standards into each academic learning plan.

WOW Learning2 is founded on principles that provide students with opportunities

to achieve their maximum potential. Our well-trained instructors and consultants are

certified in several states. While we are not a public or private online school, WOW

Learning2 supports our clients with online educators and supplementary resources.

WOW Learning2 offers building administrators and Special Education Directors

complementary options to the traditional educators.

Introduction to the Instructor

Seane Clifton is an educator and instructional designer with more than a decade of

experience in Special Education. She is passionate about educating all students by

implementing and integrating technology in her classroom. She has a strong composite of skills

that allow her to be a committed team leader. As an educator, freelance special education

consultant, and founder of WOWLearning2, Mrs. Clifton has over fifteen years of experience in

Special Education services and administration. She uses her administrative and instructional

problem solving skills to insure successful alternative portfolio assessment scores, increase the

graduation rate, and provide exceptional educational training for teachers and administrators.

However the vastness of her educational and administrative skills, Mrs. Clifton wants to

enhance her instructional designer skills by completing her Specialist in Educational Technology

by February 2013. While the internet is rapidly developing, she welcomed the concepts,

methodologies, and learning strategies of educational technology. Since attending Walden

University Educational Technology Specialist program, she gained the knowledge and

understanding that technology integration is essential in the 21st century educational genre. In

short, Mrs. Clifton believes that technology integration in education is vital in educating the next

generation of students.

Table of Content

Multimedia in the Classroom

Overriew of Instructional Strategies

Technologies

Podcast

Videos

Learning Management Systems

Appendix

Graphic Organizer

Resource Page

Example of Technology-based lesson

References

A Word of Thanks

Contact information

Multimedia in the Classroom

What does mulitimedia in the classroom look

like?

Multimedia is the integration of multiple forms of

media (text, graphics, animation, audio, and/or video). Multimedia instruction is the

presentations involving words and pictures that are intended to foster learning (Mayer,

2009). Mayer (2009) writes that there are three ways to view multimedia. Delivery

media is the devices used to deliver an instructional media (Mayer, 2009). Presentation

modes are the representational formats used to present the instructional message

(Mayer, 2009). And, senory modalities is the sense modities the learner uses to receive

instructional message (Mayer, 2009). There are two approaches to multimedia design:

technology-centered and learner-centered. Technology-centered is the implementation

of multimedia technology and provides access to information (Mayer, 2009). Learner-

centered is how the human mind works and aids in the human cognition (Mayer, 2009).

Mayer (2009) defines twelve principles in multimedia design. The principles for

reducing extraneous processing are coherence principle, signaling principle,

redundancy principle, spatial contiguity principle, and temporal contiguity principle

(Mayer, 2009). The principles for managing esstial processing are segmenting

principle, pre-training principle, and modiality principle (Mayer, 2009). The principles for

fostering generative processing are multimedia principle, personalization principle, voice

principle, and image principle (Mayer, 2009).

Activity Session

In this session, you will participate in a learning community group of four participants. In

the learning community group each participant will select three principles. You will

define the principle, locate two examples of the principles used correctly, and two

examples of the principle used incorrectly. After the learning community group has

completed the activity, one participant from each group will explain their learning

community group’s finding with another learning community group.

Notes

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Overview of Instructional Approaches

and Pedagogies

Integration of technology-based

instructional approaches are classroom tools

used to improve students’ learning, creativity, and participation. Blended learning,

inverted learning, personalized learning, and design thinking are a few pedagogies that

are user friendly for integrating technology as well. Project-based learning and

Problem-based learning are instructional approaches used in the K12 genre for

interactive instruction.

Blended learning combines face-to-face classtime with e-learning. Inverted

learning is better known as “Flipped Classroom;” it is a form of blended learning. A

flipped classroom allows students to learn the instructional information outside of the

classroom while homework or projects are done inside of the classroom. Personalized

learning is a blended approach to learning that combines the delivery of instruction.

The models of personalized learning includes collaborative partnership between the

teacher, parents, student, and school. The design of personalized learning is a tailored

learning program for each student according to their needs and interests. Design

Thinking is a creative process-based, or solution-based thinking process, that explores

the many possible solutions. Design Thinking includes define, research, ideation,

prototype, choose, implement, and learn.

Activity Session

In this session, you will redesign your lesson plan. You will create a technology-based

lesson plan that includes project-based or problem-based learning and one pedagogy.

In creating your new lesson, think about your teaching style and your students’ learning

styles. Identify an approach and pedagogy that is conducive to your classroom. After

you have created your lesson plan, ask a member of your learning community group to

read your lesson plan and provide feedback.

Notes

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Technologies

Podcast

A Podcast is an audio or visual file that can

be used to extend class, provide review activities,

and record students’ work. Podcast are used in a multitude of ways in technology-

based learning approaches. In creating podcast, you need to develop an explicit plan

before compiling any of the media files (Cennamo, Ross, & Ertmer, 2010).

Video

Video is the system of recording, reproducing, or broadcasting moving visual

images and/or audio. Video assists in making teaching and learning more effective.

Video also provides information to help students prepare written reflections (blogs,

wikis, papers, reading responses, and writing responses).

Learning Management System

Learning Management System (LMS) is a software that delivers course

information with e-tutorials over the Internet. LMS gives educators a closed platform for

students to learn, share ideas/content and produce products in a safe environment.

LMS is a system that supports videos, podcasts, avators, and text information.

Activity Session

Part 1

In this session, you will locate educational tutorials for your technology-based

lesson. You will analyze the tutorials to ensure that it follows Mayer’s twelve principles

of multimedia learning. Discuss your findings with your learning community group.

Part 2

In the pre-training session, you created a Haiku account. Login to your account

and input your lesson. Create students and label the Student 1 and Student 2. When

you have finished your course design and inserted your information, allow your learning

community group to critique your lesson (module).

Notes

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Appendix

Appendix A Graphic Organizer

Appendix B Resource Page

Websites

A. To assist with students’ writing

1. PaperRater – http://www.paperrater.com/pricing

2. Grammarly – http://www.grammarly.com

B. Sample Lesson Plans

1. The TeachersCorner.net – http://www.theteacherscorner.net

2. The Engaged Classroom Wiki page –

http://theengagedclassroom.wikispaces.com/Lesson+Plans+-+Secondary

3. Engrade – http://wikis.engrade.com

C. Professional Development

1. Teacher Experience Exchange – Strategies for Integrating Video into Your

Lesson - http://h30411.www3.hp.com/sessions/48746-

Strategies_for_integrating_video_into_your_lessons

D. Learning Management Systems

1. EDU 2.0 - http://www.edu20.org/

2. Haiku - http://www.haikulearning.com/

3. Moodle - https://moodle.org/

E. Wiki pages with software links

1. Teaching with Thinking and Technology - http://teaching-with-

technology.wikispaces.com/Wikis+in+Education

2. Dearborn ED Tech – http://umdedtech.wikispaces.com/

3. Web 2.0 for Teachers –

http://www.protopage.com/web2point0forteachers#Web_2.0_For_Teachers/O

nline_Content___Learning_Objects

Appendix C: Example of a Technology-Based Lesson

By Seane Clifton

Publishing a Math Magazine

You will create and produce a math magazine. You will be responsible for producing

a four to six page magazine. Your magazine will include artwork, two math problems,

and three math articles. You will need to include one of the following: a math cross

number puzzle or a poem about math. You will have access resources, Google docs

and the class Gmail account in order to write and edit your articles. You may use

Microsoft PowerPoint or Microsoft Publishing as a resource for your artwork. If you use

the Internet, be sure the art is copyright free.

You will need to create a magazine layout as an editing tool for your math

magazine. The magazine layout will allow you to decide the arrangements for articles

and artwork. The magazine layout will allow you to proofread the magazine for the final

time. Please pay special attention to the math problems that appear in the magazine.

Accuracy is important.

Module 1/Week 1

Objective: By the end of the first week, the student will begin creating the contents for a

math magazine.

• Locate a biographical sketch of famous mathematicians. Include what a biographical

sketch is and post your biographical sketch to your blog page. Post biographical sketch

response to your blog by 11:59 p.m. of the first day. Response to at least three (3) of

your peers’ blogs by 11:59 p.m. of the seventh day.

• Write a feature article about one of the math teachers in your school or another

school. Make sure your follow the writing process for effective writing. Post the feature

article in the dropbox under the title “feature article” and post the feature article on your

blog page. Post the feature article to the dropbox and your blog page by 11:59 p.m. of

the fourth day. Response to at least three (3) of your peers’ blogs by 11:59 p.m. of the

sixth day.

• Create a Math Wordle. Use this website www.wordle.net/create for your wordle. Post

your wordle to your blog by 11:59 p.m. of the seventh day. Response to at least three

(3) of your peers’ blogs by 11:59 p.m. of the ninth day.

You will continue to create and produce a math magazine.

You will need to include artwork, two math problems, and three math articles. You

will also need to include one of the following: math cross number puzzle or poem about

math.

Your math magazine will be due at the end of this course.

Module 2/Week 2

Objective: By the end of the first week, the student will begin creating the contents for a

math magazine.

• Locate a biographical sketch of famous mathematicians. Include what a biographical

sketch is and post your biographical sketch to your blog page. Post biographical sketch

response to your blog by 11:59 p.m. of the first day. Response to at least three (3) of

your peers’ blogs by 11:59 p.m. of the seventh day.

• Write a feature article about one of the math teachers in your school or another school.

Make sure your follow the writing process for effective writing. Post the feature article in

the dropbox under the title “feature article” and post the feature article on your blog

page. Post the feature article to the dropbox and your blog page by 11:59 p.m. of the

fourth day. Response to at least three (3) of your peers’ blogs by 11:59 p.m. of the sixth

day.

• Create a Math Wordle. Use this website www.wordle.net/create for your wordle. Post

your wordle to your blog by 11:59 p.m. of the seventh day. Response to at least three

(3) of your peers’ blogs by 11:59 p.m. of the ninth day.

Publishing a Math Magazine Rubric

Week 1 Points 1. Participation. The student will provide

feedback or suggestion to at least 3 peers.

7.5 points

2. Math Magazine. The student will complete ½ of the 4 or 6 page math magazine.

12.5 points

3. Contents. The student will have at least one piece of math artwork, one math problem and at least the first three stages of their math articles completed.

15 points

4. Grammar. The contents of the math magazine have strong content, style, sentence formation, usage, and mechanics.

10 points

5. Math. The math problem has accurate solution.

5 points

Week 2 Points

1. Participation. The student will provide feedback or suggestion to at least 3 peers.

7.5 points

2. Math Magazine. The math magazine has 4 or 6 completed pages.

12.5 points

3. Contents. The student have artwork, two math problems and three math articles, and one of the optional components (puzzle, games, or a math poem).

15 points

4. Grammar. The contents of the math magazine have strong content, style, sentence formation, usage, and mechanics.

10 points

5. Math. The math magazine has accuracy math problems.

5 points

Total 100 points

References

References

Bergmann, J. and Sams, A. (2012). Flip your classroom: Talk to every student in every

class every day. International Society for Technology in Education.

Cennamo, K.S., Ross, J.D., & Ertmer, P.A. (2010). Technology integration for

meaningful classroom use: A standards-based approach. Wadsworth Cengage

Learning: Belmont, CA.

Januszewski, A. and Molenda, M. (2008). Educational technology: A definition with

Commentary. Routledge Talor & Francis Group: NewYork, NY.

Lockwood, T. (2010). Design thinking: Integrating innovation. Customer Experience

and Brand Value: New York, NY.

Millband, D. (2006). Choice and voice in personalised learning. Personalising

Education. OECD.

Strauss, V. (2012). Three fears about blended learning. The Washington Post.

A Word of Thanks

WOW Learning2 would like to take a moment to say, “Thank you.” We

appreciated your hard work and participation during this workshop. WOW

Learning2 knows your contributions and willingness to demand excellence

from students will make a real difference.

Contact Information

1105 Mayfair

Blytheville, AR 72315

870.281.6690

www.wowlearning2.com