planning for technology integration & word processing software edsc6004: ict in the science...
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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
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
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
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