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Teaching and Learning with Technology

Designing and PlanningTechnology Enhanced Instruction

Chapter 2


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What is the Learning Environment?

The learning environment includes allconditions that impact the learner

Physical space and its characteristics canimpact learning

Dunn and Dunns research suggests different

aspects of the physical space appeal todifferent learning styles

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What is the Learning Environment?

Non physical aspects of the learningenvironment include:

Teaching strategies selected by teachers

Technologies selected to support instruction

Plan for interaction among students

Assessment strategies Attitude and role of the teacher in the learning

process

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Why Is Planning Important?

To build the best possible learningenvironment, all aspects of it must be

planned A systems approach to planning calls for a

step-by-step process that designs, creates,evaluates and revises all aspects ofinstruction

The Design-Plan-Act! (D-P-A) systemensures all necessary steps are addressed

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Instructional Planning

The DESIGN Phase

The Design phase allows the teacher to take

a strategic look at the delivery of instruction In this phase, the broad steps necessary are

considered and refined

An instructional design model is often used inthis phase to ensure no steps are missed

The Dynamic Instructional Design (DID)model will assist you in creating your design

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The DID ModelKNOW THE

LEARNER

ESTABLISHTHE

LEARNING

ENVIRONMENT

STATE

YOUR

OBJECTIVES

IDENTIFY

ANDSELECT

TECHNOLOGIES

SUMMATIVE

EVAULATION

IDENTIFY

TEACHING AND

LEARNING

STRATEGIES

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The DID Model

Know the Learner

To identify the instruction necessary, you must

first know the people you are teaching You should consider:

Physical and cognitive developmental stage

Cultural and language differences

Incoming skills and current knowledge base Personal characteristics (learning styles,

dominant intelligences, etc)

Group characteristics and dynamics

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The DID Model

Articulate your Objectives Performance objectives state what the student

will be able to DO at the conclusion of instruction

Performance objectives have 4 components:

The Stem

The Target Performance

The Measurement Conditions

The Criterion for Success

Example: The student will be able toidentify thesubject and verbin a sentence written on theboardwith 95% accuracy.

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The DID Model

Objectives should address different levels of thinking

Blooms Taxonomy offers a guide for six levels ofcognition

Knowledge Recall of facts

Comprehension Interpreting facts

Application Apply information to new situations

Analysis

Recognizing components within data Synthesis Creating new ideas for the data

provided

Evaluation Making thoughtful value judgments

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The DID Model

Establish the Learning Environment

Adjust the physical space to support learners

Encourage and support a positive climate thatincludes a feeling of safety, confidence, andpositive attitude

Prepare to keep learners active and engaged Prepare well organized and articulated lesson

plans

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The DID Model

Identify Teaching and Learning Strategies Decide upon the methods that are most likely to

help the stated objectives

Utilize the steps of the Pedagogical Cycle to helpdetermine strategies

The steps of the Pedagogical Cycle include

Providing pre-organizers

Using motivators Bridging to past knowledge

Sharing objectives and expectations

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The DID Model

Identify Teaching and Learning Strategies

The steps of the Pedagogical Cycle alsoinclude

Introducing new knowledge via varied teachingmethods

Reinforcing knowledge Providing practice experiences

Offering a culminating review

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The DID Model

Identify and Select Support Technologies

Determine which technology tools will build

the desired learning environment

Examine technology options

Evaluate appropriateness of the technologies

under consideration Experiment with the technologies selected

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The DID Model

Evaluate and Revise the Design

You have already adjusted continually

throughout the DID model in response toformative feedback

Summative feedback is the evaluation that

occurs at the end of the process Using the feedback from this final evaluation,

revise the design to make it even better

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The PLAN Phase

Once you have completed your design, it is

now time to PLAN your lessons Lesson Plans provide day-to-day snapshot of

what will happen in the classroom

Each component of the lesson plan grows outfrom a component of the design so they willparallel each other

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The PLAN Phase

The essential components of the Lesson Planinclude

Readying the Learners Target specific daily objectives

Prepare the lesson

Prepare the classroom

Detail the steps of the Pedagogical CycleIdentify technologies and materials

Check for success

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The ACT Phase

Once you have completed your lesson plan, it

is now time to take ACT to get ready to teach The Instructional Action Plan (IAP) is your

lessons To-Do list

The IAP will detail everything you need to doin order to carry out your planned lessonsuccessfully

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The ACT Phase

The Instructional Action Plan includes

Identifying learner preparation activities Getting the classroom ready

Preparing all teaching and learning materials

Creating your personal prompts

Practice with your support technologies Preparing your formative and summative

feedback tools

Preparing follow-up activities

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Planning for Technology in

Teaching and LearningRemember

Technology is a tool that supportsyour

design and your plans Technology should make it possible tosomething done before better or make itpossible to do something that wasnt

previously possible Many technologies are available, choosewisely and well

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