Unit+9

=ED 585 | Integrating Technology into the Curriculum =

Overview[[image:world_wide_web.jpg width="461" height="295" align="right"]]
For educators, computers and other technologies serve as the tools needed to implement new and ever changing teaching strategies. In this unit, you will gain a basic understanding of how to integrate technology across your curriculum. This unit will also present curriculum standards and benchmarks for technology and show how to integrate this technology into your classroom. You will learn about the use of computers in computer labs versus in the classroom, how to identify ways in which technology can positively influence learning, and how to integrate technology into your classroom.

As you learn about various types of emerging technology and ways to integrate them into your classroom curriculum, you will have to evaluate the effectiveness and appropriateness of integrating this technology in the learning process. In this unit, you will also learn to identify sources of information for evaluating technology and the tools used to evaluate software applications. You will also learn how to locate different technology integration strategies and how to incorporate these strategies in specific curriculum subject areas.

Objectives[[image:evaluation_cycle.jpg align="left"]]
Upon completion of the unit, students will be able to:
 * Define curriculum and explain curriculum standards and learning benchmarks
 * Explain technology integration
 * Identify ways in which technology can positively influence learning
 * Identify ways to plan for technology integration
 * Explain various planning tools and instructional models
 * Describe the steps of the ASSURE Model
 * Describe the use of learning centers
 * Identify the sources of information for evaluating technology and digital media
 * Describe the considerations and tools used to evaluate software applications
 * List and explain the key criteria used to evaluate Web resources
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Describe the tools for evaluating the effectiveness of technology
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Analyze the methods used to evaluate student projects
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Define and describe the value of a curriculum page
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Describe ways to integrate technology into the curriculum
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Identify and compare possible sources of funding for classroom technology

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Topic 1: Curriculum (Part I)
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Curriculum is the knowledge, skills, and performance standards students are expected to acquire in particular grade levels, or through sequences or clusters based on subject matter units of instruction, such as language arts, mathematics, science. The US Department of Education Website is: http://www.ed.gov/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Pennsylvania Department of Education website is:[| http://www.education.state.pa.us]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A curriculum framework or curriculum guide is a document that describes curriculum goals and objectives for learning, and often includes direction for specific content areas, benchmarks, activities, and forms of evaluation. Grade Level Expectations (GLEs) are content and skills that students are expected to master for each subject area that are incorporated by some states and districts into curricula. Mastery Objective Checklists are skills, usually listed on a grid or table for easy reference that must be mastered by a current grade level. For more information about curriculum planning visit:[| http://www.education.vic.gov.au/studentlearning/curriculum/default.htm]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A curriculum standard or curriculum goal is standard that defines what a student is expected to know at certain stages of education. A benchmark or learning objective is a specific, measurable learning objective or indicator that usually is tied to a curriculum standard. Standards and benchmarks differ from state to state.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Curriculum Standards and Benchmarks **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology integration is combination of all technology parts, such as hardware and software, together with each subject-related area of curriculum to enhance learning. An important point about using technology in the classroom is that technology should not drive the curriculum, the curriculum should drive the technology.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Link to [|PA Standards]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A computer lab or technology lab is a designated classroom filled with computers and technology for groups of students to use. It is important to have the technology at the point of instruction so that students and teachers can access it at the teachable moment when students are ready to learn.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Classroom Integration versus Traditional Computer Labs **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">To illustrate the benefits of having technology at the point of instruction, review the chapter 5 section in your textbook on pages 214-222. Virtual field trips allow students to see everything in a three-dimensional world via a computer as if they were there. Visit the Smithsonian at: http://www.mnh.si.edu/ for a virtual tour of a museum. If you are using Windows 7, please use the Firefox browser.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Classroom in Action **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">In some cases a computer can motivate students. The steps to take when developing successful technology integration are: determine the standards you want to address and the related learning objectives and identify an appropriate technology tool that will help you accomplish your instructional goals.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Integrating Technology into the Curriculum **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Once you do this, you can decide how technology can address various learning styles and help students take a more active role in their learning. A learning style refers to how students learn and they prefer to receive, process and retain information. The link below will explain more about learning styles: http://www.howtolearn.com/personal.htm

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Topic 2: Curriculum (Part II)
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I’m sure you have experienced the lecture-practice-recall strategy. More current strategies suggest that students take a more active part in their learning. The teacher becomes a facilitator of learning which motivates students to want to learn, guides the student through the learning process and promotes a learning atmosphere and an appreciation of the subject. Take a look at Wellivers Instructional Transformation Model:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Research has shown that teachers require two to three years of experience and extensive formal training to reach the revolution stage of the Wellivers Model. This is not an overnight transformation and teachers can only move from step to step when they are comfortable and ready to move.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teachers have encountered many barriers when integrating technology. Many of the barriers are being overcome with proper training and planning. Barriers do still exist, however, and they vary greatly from school to school. For more information about overcoming barriers to technology integration:[| http://www.techlearning.com/article/3772]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Barriers to Technology Integration **

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology Integration and the Learning Process **
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teachers must understand and realize the importance of technology before they can integrate it effectively. When used properly, technology can be extremely beneficial in the learning process. For more information about technology training: http://www.teachereducation.com/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Authentic learning experiences are instructional activities that demonstrate real-life connections by associating the concept being taught with real-life experiences. Anchored instruction is providing a knowledge base on which students can build. Problem-based instruction is where students use the background (anchor) information to begin to solve and understand concepts or problems. Discovery learning is investigating related topics as you encounter them. For more information on authentic learning experiences: http://www-personal.umich.edu/~tmarra/authenticity/authen.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Learning Process **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A cognitive scaffold is a mental bridge to build an understanding of complicated concepts. Digital media can bring concepts to life and make them easier to understand. The Internet and the World Wide Web have been called the educational equalizer because they give students of all backgrounds the same information. Review Fig. 1 in this unit. Computers can support communications beyond classroom walls and provide an environment for cooperative learning, cooperative classroom activities and higher-order thinking skills. Visit the website below for more information on cooperative learning and ideas about how to use e-mail in the classroom: http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology and the Learning Process **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">It is important to plan for effective technology integration at all levels of a school district. A teacher needs administrative support; an administrator needs district level support, etc. For more information about technology strategies: http://www.infotoday.com/mmschools/mar00/robertson.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Strategies for Integrating Technology into Teaching **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Mentorship programs are important and they can help to promote technology use in a school or district. The Report to the President on the Use of Technology to Strengthen K-12 Education in the United States, following an extensive two year study, recommended that 30 percent of federal technology funds for K-12 technology be allocated to teacher training. Because of this report, many federal and other grant sources now are requiring that a significant percentage (all in some cases) of the funds be spent on training teachers to use and integrate educational technology. View for information about technology planning and also view a school district’s technology plan at: http://www.nctp.com/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Role of the School District **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">View a video from DE Streaming on integrating technology into the math classroom: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Log into DE Streaming before clicking on the link. Click on Video Segments Tab on the right of the page and select, “Differentiating Instruction in 4th Grade Mathematics” http://player09.discoveryeducation.com/index.cfm?guidAssetId=3005F819-3343-4AC6-8A02-2572814A6606
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Planning for Technology Integration in the Classroom **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Many teachers currently teach in a one-computer classroom, but this is beginning to change. There are projection options that are available for use in a one-computer classroom. Some additional strategies and applications for one-computer classrooms are: http://www.lburkhart.com/elem/strat.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">One-Computer Classroom **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">One of the more important parts of technology planning is developing classroom lessons and activities that utilize technology. Teachers should consider the skill and knowledge level of their students when planning for the use of technology.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Planning Lessons with Technology **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A KWL (page 228 in text) chart is and instructional planning chart used to assist a teacher in identifying curriculum objectives by stating what students already know, what they want to know, and what they will learn. The KWL below was used for Mr. Balado’s fifth grade lesson on owls. The information obtained by using a KWL chart assists a teacher in planning for technology integration. A KWHL chart, an alternative version of a KWL chart, is an instructional planning tool, that adds an additional component, How they will learn. For an example of how to use a KWL chart: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">KWL Charts **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Topic 3: Curriculum (Part III) [[image:KWL_chart.jpg width="389" height="593" align="right"]]
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">An instructional model is a systematic guide for planning instruction or a lesson. There is a need for instructional models when planning lessons and not just lessons that integrate educational technologies.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Instructional Models **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The ASSURE Model is an instructional model that is a procedural guide for planning and delivering instruction that integrates technologies and media into the teaching process. Review each step in the ASSURE Model below:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The ASSURE Model **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluation is very important to integrating technology effectively. There are some critical questions teachers should consider during the evaluation and revision of a project. There is more discussion of this beginning on page 346 in your textbook. Teachers should include student opinions and reactions when evaluating a lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluate and Revise **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology training is an essential component of effective technology integration. We discussed, earlier in the course, how important it is to have some knowledge of hardware, software and other technologies as a teacher in today's 21st Century Learning. Grants can sometimes be obtained for technology purchases in schools. Technology and Learning is an excellent resource for available grants:[| http://www.techlearning.com/section/GrantGuru] Also be sure to check the state bid list at: http://www.peppm.org/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology Training **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">And also the Statewide Software Discount program at: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Some classroom centers are technology-based and others are not. It is important to use a variety of centers to address different learning styles. In unit 10 you will learn how to build a curriculum Web page. There is an example on page 378 in your textbook. It is extremely important to plan and not allow students to just search for information.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Classroom Centers **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Based on your students learning styles, you may want to differentiate instruction or create “multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning.”

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">There is an excellent resource at: http://www.teach-nology.com/tutorials/teaching/differentiate/planning/ <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">and, also: http://members.shaw.ca/priscillatheroux/differentiating.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">View an example of using differentiated instruction from united streaming at: log into Discovery before clicking on the link. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Click on Video Segments Tab on the right of the page and select, “Differentiated Instruction in the 4th Grade Math Classroom” <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">http://player09.discoveryeducation.com/index.cfm?guidAssetId=3005F819-3343-4AC6-8A02-2572814A6606

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">To view the benefits of technology integration, visit: http://www.techteachers.com/technologyintegration.htm
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Results of Technology Integration **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Topic 4: Evaluating Educational Technology
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Many software companies produce good software but many programs may not have educational benefits. The following topics will review the various sources for finding appropriate educational information.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Sources of Information **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Some state Departments of Education and school districts compile software evaluations. You can find links to state departments of education at @http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SEA and federal Departments of Education at @http://www.ed.gov/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">School Districts and State Departments of Education **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Preview EvaluTech, which grew out of a partnership between the North Carolina Department of Public Instruction and the Southern Regional Education Board to create an online, keyword-searchable database of reviews of instructional materials: http://www.sreb.org/page/1168/evalutech.html In addition, there are a number of professional organizations which are excellent resources for information: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">@http://www.allconferences.com/Education
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Professional Educational Organizations **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">In addition, see pages 45-52 in your text.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">You can order current catalogs to identify technologies for your classroom. Catalogs are great sources for current information. To view videos at the following websites if you are using Windows 7, please use the Firefox browser. Some popular software companies are:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Catalogs **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Tom Snyder <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Riverdeep <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Knowledge Adventure <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">http://www.knowledgeadventure.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Inspiration/Kidspiration <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">http://www.inspiration.com

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teachers currently using technology often are the best source of information. Many teachers provide information on their own Web pages. Some excellent websites created by teachers are:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Recommendations of Colleagues **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Kathy Schrock <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">@http://school.discovery.com/schrockguide/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Gail Lovely <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">@http://www.gaillovely.com/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">KidsClick - resources created by librarians <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">[|http://www.kidsclick.org]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Many sources publish information for educators, both in printed format and on the Web. One of the best resources which have reviews of software and hardware is Technology and Learning:[| http://www.techlearning.com/section/Resources]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Published Evaluations **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology conferences are an excellent source of information. Are you aware of local, state, and national technology conferences? Pennsylvania Educational Technology Expo and Conference (PETE & C) is held in February annually (http://www.peteandc.com). Some school districts even have annual or semi-annual technology conferences. Most local, state, and national conferences offer special discounts for students. Another excellent conference is held by NECC, the National Educational Computer Conference. This year the conference was held in June. Even if you did not attend the organization posts workshop handouts and web resources on their website at @http://www.isteconference.org/ISTE/2012/. To access the handouts from ISTE 2011, visit: http://www.isteconference.org/ISTE/2011/program/handouts.php
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Conferences **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Web is the most comprehensive source of tools and resources to help evaluate educational technology. A well-known mailing list, EDTECH, is an excellent resource as was discussed in the podcast in the last unit. For more information on EDTECH: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">http://www.h-net.org/~edweb/list.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The Web **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">It is very important to evaluate software applications. Many software companies allow users to preview a trial version of their product. A rubric is a detailed scoring guide for assessing the value of assessment, based on subjective stated criteria. A software evaluation rubric is an assessment tool that provides a number of important evaluation criteria, including content, documentation and technical support, ability and academic levels, technical quality, and ease of use to help assess the quality of software or other items.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Software Applications **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">To access software reviews and examples of Web site evaluation rubrics for students, visit: Software Reviews - Children's Technology Reviews <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">@http://www.childrenssoftware.com/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">@http://www.teach-nology.com/web_tools/rubrics/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teachnology-rubrics **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Content is an important consideration when looking at software. Many vendors provide "content" information on their products at their Web sites. Many software companies allow you to download their software for a period of time so that you can evaluate the software. Some companies have free software, such as, Riverdeep:[| http://web.riverdeep.net/portal/page?_pageid=820,1&_dad=portal&_schema=PORTAL]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Content **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Documentation can be in the form of online help and does not have to be printed materials. Many companies offer online support, for example, Riverdeep:[| http://support.riverdeep.net/]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Documentation and Technical Support **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Educational software indicates grade level information which is provided by the software company. A manufacturer's idea of a grade level may be different from students actual grade levels.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Ability Levels and Assessment **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Remember, if it is not interesting for you as a teacher, the students probably will not like it either. No matter how educational it is if the students will not use it, they will not receive the benefits.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technical Quality and Ease of Use **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Just because something is on the Web it is not necessarily a reliable source of information. Web sites are not reviewed for accuracy and the author's credentials are not verified. It is very important that you review and evaluate a Web site before you send your own or future students there. For more information on Web site evaluation, visit Kathy Schrock's page: http://school.discovery.com/schrockguide/eval.html
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Web Resources **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Authority, when evaluating Web sites, is the credibility of the person or persons who author and create the site. Information regarding the author of a website is often found at the bottom of the page. For example, visit Dr. Math and scroll to the bottom of the page: http://mathforum.org/dr.math/
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Authority **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">An affiliation is a professional organization, school, school district, university, company, or government office with which a particular Web site is associated. The various domain name identities such as .com (commercial), .edu (education), .org (non-profit), .net (network) and .gov (government).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Affiliation **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Purpose is the reason a Web site was created or the intent of the Web site. Objectivity is the process of determining or interpreting the intent or purpose of a Web page and if it is free of bias, such as advertising.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Purpose and Objectivity **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Content refers to information a Web page provides. Learning process is the process of content engaging students to use high-order thinking skills to go beyond the simple acquisition of knowledge.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Content and Learning Process **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Audience is an individual or group intended to view a Web page. Currency is the measure of how up to date, or timely, Web page content is and how often it is updated. What may be appropriate for a 5th grader may not work for a junior in high school, and the information needs to be current.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Audience and Currency **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Design is the arrangement of a Web site that is, the way it uses instructional design principles to deliver content to the user. A Web evaluation rubric is a detailed scoring guide for assessing the value and content of a web page. There are examples of Web site evaluation forms in your textbook on pages 362-363. View the [|10 Cs for evaluating Internet resources]. You will be asked to do a Web site evaluation as a part of your final project.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Design **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Kathy Schrock has you look at pages with a specific critical purpose in mind. Look at her "ABC's of Web Site Evaluation" at http://www.kathyschrock.net/abceval/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Topic 5: Evaluating the Effectiveness of Educational Technology
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">It is also important to evaluate the effectiveness of educational technology prior to using educational technology with your students. Test scores, as you know, are not always the best indicators of successful technology integration. The following sections will discuss various evaluation tools that can be used to evaluate the effectiveness of educational technology and evaluating technology-based student projects. Check out: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Technology Assessment[| http://www.fno.org/fnoindex.html#Assessment]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Student performance is the assessment of technology integration to ensure that students meet the learning objectives. Assessment is any method used to understand the current knowledge a student possesses; it can range from a teacher's subjective judgment based on a single observation of a student's performance to a state-mandated standardized test. Reliable assessment is the information that provides accurate estimates of student performance, permits appropriate generalizations about the students' skills and abilities, and enables teachers or other decision-makers to make appropriate decisions. Traditional assessment is assessment that uses tests in the form of multiple choice, fill-in-the blank, true/false, short answer, and essay questions. Traditional forms of assessment also can be used to evaluate the effectiveness of technology. Alternative assessment is assessment that uses nontraditional methods to determine whether students have mastered appropriate content and skill level; approaches include authentic, project–based, and portfolio assessment.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Assessment Tools for Evaluating the Effectiveness of Technology Integration **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Authentic assessment can be formal or informal and aims to present the student with tasks that mirror the objectives and challenges typical of their instructional activities. Authentic learning is a learning experience that demonstrates real-life connections between students' lessons and the world in which they live.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Authentic Assessment **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Project-based assessment is alternative assessment method that focuses on assessing student projects over a period of time. Project-based learning is a model for teaching and learning that focuses on creating learning opportunities for students by engaging them in real-world projects where they have an active role in completing meaningful tasks, solving problems, or creating realistic projects.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Project-Based Assessment **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Portfolio assessment or embedded assessment is an evaluation of student assignments or projects over a period of time and assessment tasks are a part of the learning process. Examine:[| http://www.doe.mass.edu/mcas/alt/samples.html] for more information on portfolio assessment. Electronic portfolio or e-folio is an electronically-stored portfolio that contains student assignments or projects.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Portfolio Assessment **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">A checklist is a predetermined list of performance criteria used in project-based and portfolio assessment. A rating scale is a complex checklist that lists a numerical value, or rating, for each criterion that is assessed. An example of a Project Evaluation Checklist:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Checklists, Rating Scales, and Rubrics **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teacher observation is an active observation by teachers of their students during the learning process. Teacher observation can be a really powerful tool.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teacher Observation **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">It is important to let students know how their projects will be evaluated. Refer to page 406 in your textbook for an example of a Student Project Evaluation Rubric. This particular rubric is a comprehensive rubric designed to evaluate a digital media project.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Technology-Based Student Projects **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Content is a major component of any technology-based student project. Project goals and objectives often determine the content of a particular project.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Content **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Visual learning technique is a method that presents ideas and information through graphical webs, used in planning projects. A flowchart is a diagram that shows the step-by-step actions that must take place by plotting a sequence of events. A concept map or story web is a planning tool that helps students use flowcharting to understand the attributes and relationships of the main subject and provides a visual tool for brainstorming and planning. A storyboard is a planning tool, which is a drawing that allows students to design and lay out a project or assignment before creating it on a computer. [|Inspiration] can be used to create flowcharts, concept maps, etc. You can easily order an evaluation CD of Inspiration at the Inspiration Web site.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Planning **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Creativity is elements of originality, imaginative and innovative approaches, and artistic abilities in student projects. It is very important that your students’ projects have creativity. Students need to know that teachers want original ideas and abilities, not someone else’s.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluating Creativity **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">The role of the teacher must change if technology is going to be integrated effectively. A teacher must become a facilitator of learning and not just a lecturer of information. Students must be actively involved in the learning process. There are many different technologies and strategies for integrating technology across the curriculum.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Integration Strategies **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Carefully review the guidelines presented on pages 372 and 373 for integrating technology in a one-computer classroom with your students. There is an excellent book by Tom Snyder Productions called, Great Teaching in the One-Computer Classroom.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">One-Computer Classroom **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">There are some obvious advantages to having more than one computer in the classroom, such as, you can create learning centers so that students can take turns using the computers. A KWLQS chart is an instructional planning chart used to identify curriculum objectives by stating what students already Know, what they Want to know, what they will Learn, further Questioning, and Sharing projects with fellow students.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Multicomputer Classroom **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Computer labs offer teachers instructional opportunities that are not possible in a one, two or multi-computer classroom. For example, a Web scavenger hunt is great way to have students explore the resources of the web. There is an example in your textbook on page 377.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Computer Labs **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Successful integration requires careful planning and practice. It will not happen overnight and the more your students practice, the better they will become.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Curriculum Integration Activities **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Again, a curriculum page is a teacher-created document or Web page that contains hyperlinks to teacher-selected and evaluated sites that assist in teaching content-specific curriculum objectives. There are various types of curriculum pages. Compare the two pages below:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Curriculum Pages **



<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Discussion:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">As you begin to integrate technology into your curriculum, you need alternative ways to assess student performance. Today we spoke about the rubrics that teachers use to assess performance. Itemize the key points to remember when evaluating student work: [] What alternative assessment tools can you use in your classroom? When is using alternative assessment tools most appropriate? When are other types of assessment tools most appropriate? Post your answer by clicking on the Discussion bubble for this wiki page.

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Assignments **
<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">This assignment will help you complete the two-part course project that includes using an electronic survey to conduct action research in your classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(1) Create a survey of at least 7 questions using Google Forms (you need a Google account to do this, http://docs.google.com/), which you can distribute to the target audience you identified. Before creating your questions, be sure to follow the suggestions listed at:[| http://www.zoomerang.com/Top-Ten-Survey-Tips/].

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">__Note__: There are video tutorials [|Create a Survey with Google Forms], [|Create a Chart with a Google Spreadsheet], and [|Share Google Docs] created which may help you with this.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(2) Share the survey with your assigned classmate for feedback on your survey. The instructor will pair students for this assignment. Make changes you feel may be necessary after hearing your partnens' ideas.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(3) Attach a copy of your survey to the consent form provided below and get permission from the appropriate authority in your school for your class project, if needed. Submit the completed form to your instructor prior to distributing your survey.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(4) Distribute the survey. Be sure to specify the timeframe the survey will be available (approximately 1 week is reasonable).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(5) The survey data you collected in Google Forms will be in a Google spreadsheet. Create charts from the data in your spreadsheet using Google or Excel (you will need to create a chart for each question). The Create a chart with Google Spreadsheet video listed in the above note should help you create your charts. Analyze the charts for patterns. What information does the data tell you about your target audience? Submit the analysis and Google links to your spreadsheet and chart or attach your Excel spreadsheet including the charts. Specific directions on how to share your chart can be viewed in the Share Google Docs video.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(6) Make one recommendation for an action you will take in response to your survey results.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(7) Submit each of the items above in separate paragraphs and number the paragraphs corresponding to each item. For example:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(1) My original survey ..

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(2) I shared the survey with (classmate name). List finalized survey after discussion with classmate. 

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">(3), (4), (5), (6), etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">This assignment will be graded according to the Formal Quantitative Reasoning Scoring Rubric. Please review grading rubric for more specific information.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Next Step after you submit your Action Research Project:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Arrange a time to Skype or Facetime or other form of videoconference with your instructor in order to present your action research. OnSync, an online web conferencing tool, [] is available from Wilkes University for this purpose. Assume your instructor has a group of administrators at his/her location that are very interested in hearing the results of your research. You may want to prepare a visual presentation to send to your instructor prior to the online conference so he/she can follow along as you make your oral presentation. Using OnSync, you can share your desktop and show the presentation in that way. This part of the assignment will be graded according to the Formal Oral Presentation Scoring Rubric.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Oral Presentation **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**File Submissions**:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 18px;">When submitting a file, ensure the identity of the submission by putting your name along with the unit number and then place your file in the appropriate table on the projects page of this wiki.