Lesson Plan for Technology Integration Unit Project

Scope and Sequence

Week 1: Overview

Unit Outcomes

                                1. The student will select and identify a problem to research.

                                2. The student will identify 3 to 5 questions to answer based on their problem.

                                3. The student will be placed in a peer community for review, encouragement, criticism,                                      and support.

                                4. The student will turn in their research assignment with topic, 5 questions to be                                                answered in this topic, abstract, and at least 3-5 references.

Examples of Resource Helps and Readings for Week 1:

Link to use for the LibCat @ TAMUC the main catalog for the library:

 https://libcat.tamu.edu/vwebv/searchBasic

1. Libarkin, J. C., & Kurdziel, J. P. (2004). Research methodologies in science education: Human subjects and education research. Journal of Geoscience Education, 52(2), 199-204. Retrieved from http://search.proquest.com/docview/202779633?accountid=42681

2. Terrell, S. R., PhD. (2012). Mixed-methods research methodologies. The Qualitative Report, 17(1), 254-280. Retrieved from http://search.proquest.com/docview/920733426?accountid=42681

3. Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research, 10(1), 69-80. Retrieved from http://search.proquest.com/docview/1034602171?accountid=42681

Assignments/Discussions: introduce your subject/topic of research
                There is one research topic assignment due for each unit. Discussions are found under the [Discussion] link to the left in eCollege… This is an example of how each week will be configured!

Estimated Time Requirements for Learners

These sections will last 3 weeks in a developed course entitled ETEC 424 Integrating Technology into Curriculum that is a semester in length.

Instructional Media

Students will need to have internet access. Web browsers such as Google Chrome or Internet Explorer will be necessary to utilize eCollege through MyLeo as a registered student at Texas A & M University-Commerce.

Students will conduct research of THREE (3) peer reviewed journal articles related to technology integration in the K-12 classroom by using the library databases and providing a critique of each article via the CRAAP Test. The Journal Article Critiques are to be part of student’s final ePortfolio.

Research and prepare a position-- Each student develops the position assigned, learns relevant information about it, and plans how to present the best case possible.

Apply the CRAAP Test, based on an acronym for the following criteria to evaluate every source of information: Currency, Relevance, Authority, Accuracy, and Purpose. (a link is provided as an example of how to utilize this test. Source used is from Dr. Mary Joanne Dondlinger's Prezi she developed for a previous class). http://prezi.com/nxhwd1tvcvzi/craap-test/?utm_campaign=share&utm_medium=copy

To help students with ideas for research articles I will provide a link to LibGuides that has a great source of media formats for researching articles. http://libguides.csuchico.edu/indexnew

To help students remain focused and creative they can formulate an outline for written documents that will help them associate comments and ideas with each chapter. There is a design for citing sources by linking websites, text files, and etc. The link for this site incorporates Educational Mind Mapping Software at: http://www.matchware.com/education/mindview.htm

Student Learning Objectives:

Learning outcomes are what you are able to do as a result of the activities, readings, instruction, etc. that have taken place in this course - these are my expectations of you!

1. The learner will be an active and engaged team member within his/her learning community by analyzing, constructing/creating, and evaluating information presented within the textbook, external readings/resources, student research, and class activities in order to contribute to and develop a research proposal.

2. The learner will compare and contrast different research designs and distinguish quantitative       and qualitative methods.

3. The learner will prepare and execute steps in the process of research in the form of 2 projects.

4. The learner will identify and select research articles.

5. The learner will collect and analyze relevant empirically based research and write a Journal Article /Abstract Critique and an Emerging Technologies Project.

·     6. The learner will develop the purpose and research questions to address the projects.

·     7. The learner will properly format and cite research via the APA 6^th edition publication style.

8. The learner will participate in discussions with group members providing constructive and thoughtful feedback to the construction and development of their projects.

INSTRUCTIONAL GOALS

Undergraduate Online Course

            1. Relevance

                        a. Develop the skills needed for lifelong learning and broaden experiences.

                        b. Promote “active learning”.

                        c. Increase effective researching skills.

            2. Creativity and Innovation

                        a. Use prior knowledge to generate new idea.s

                        b. Demonstrate creative thinking, construct knowledge, and develop processes using 

technology.

            3. Communication and Collaboration

                        a. Use digital media to communicate and collaborate.

            4. Research and Information Fluency

                        a. Use digital tools to gather, use, and evaluate information.

                        b. Plan strategies to guide inquiry.

                        c. Organize, evaluate, locate, analyze, synthesize and ethically use information from a variety of sources.

                        d. Select and evaluate sources based on appropriateness to specific tasks.

            5. Critical Thinking, Problem-solving, and Decision Making

                        a. Use critical thinking skills to plan and conduct research, manage projects, solve-problems, and make informed decisions using appropriate digital tools and resources.

            6. Digital Citizenship

                        a. Understand societal, human, and cultural issues related to technology and practice ethical and legal behavior.

            7. Technology Operations and Concepts

                        a. Use a sound understanding of technology systems, operations and concepts

Technology Integration Project Presentation

Article Review # 3: Learning Design Implementation for Distance e-Learning: Blending Rapid e-Learning Techniques with Activity-Based Pedagogies to Design and Implement a Socio-Constructivist Environment

My article is about how modern technologies are changing the teacher-student-content relationships from the delivery of so-called 'distance' education courses. The term 'distance' is at issue here in the global network environment. With new communication and collaboration tools, and possibilities to disseminate high-quality audio, video and interactive materials over the information superhighway, the process of educational design in relation to distance education materials has new insight as we explore in order to improve and even possibly re-engineer the whole ‘distance’ teaching and learning concept. The educational design process changes with technology and provides many examples of how modern tools and techniques are being used and implemented to design quality socio-constructivist learning environments. This article shares these ongoing processes at the University of Mauritius, Mauritius in which I'll cover three. The two different e-Learning methodologies I will cover are namely the e-book approach and rapid e-learning techniques; these can be used to create a quality learning environment based on socio-constructivist learning principles.

The Classic e-Learning Model (the e-book)

The classic e-learning model is mainly content focused HTML websites that are structured and chapters and sections. The e-book is a new information technology innovation that teaches reading and acquisition of information. The work is readable on the screen of a PC, a PDA (personal digital assistant) or a reader specifically designed for that purpose (Kang et al., 2009).

The ADDIE model has been subject to criticism as it is not seen to be applicable in the modern technology-based error. ADDIE is like a waterfall-like model that is used over a long period of time, and requires a variety of resources and instructors with different skills so that a final product may take form in the end (CreateDebate. com, 2009).

The e-book approach has come under scrutiny mainly by proponents of socio-constructivism be argued that the world wide web is already in abundance of content and adding more content to it would not be necessarily a benefit to the learning transaction. The focus however should be on how to use the abundance of material out there so as to design a more meaningful learning activity and to actively engage the learners (Schneider, 2003).

The Rapid e-Learning Methodology

Rapid e-learning is a term that has emerged from the software development industry based on the concept of rapid development. The key here is to acquire the ability to develop and deploy high-quality interactive multimedia e-learning courses which are generally short to medium length learning units in a very short amount of time (Brandon, 2005).

Interactive video lectures which tries to re-create a learning environment for the student feels that he or she is listening to a live lecture but actually the control of the presentation goes to the learner rather than the teacher as in a traditional face-to-face class.

There are three different metaphors that have been used for rapid e-learning development, the tablet metaphor, lecture metaphor and the interactive whiteboard metaphor. The key to the tablet metaphor is its simple navigational structure and it's visually appealing icon-based design. It is basically a redesigned e-book where the focus is on reducing the cognitive load of the learner as it reduces the amount of text displayed on the screen. It is based mainly on the traditional lecture style where a teacher would explain in detail the different points highlighted in his PowerPoint presentation. But there are three advantages over this tradition, first the lecturer can plan well in advance what they want to say on a particular topic, second it minimizes the division of attention that a student would give a traditional lecture, and last the student can view a lecture as many times as they wish whenever they decide to do so. And the interactive whiteboard metaphor can expand the lecture as it provides the student with interaction to activities such as drag-and-drop as well as controlling the flow of the lecture.

Reflection

Constructivism is an active process of knowledge construction through development of competencies and skills through authentic activities and through interaction with their environment (Shieh, 2012). The concept of constructivist learning has often been extended to socio-constructivism which further argues that by peer interaction, group reflection and discussion, learners are able to challenge their own representations and that of their peers to build on their existing knowledge (Wood et al, 1995). So from this article we can find some design principles that can be applied to designing constructivist learning systems:

·         learning should be controlled by the learner

·         focus on solving real world problems

·         make reflective practice a priority

·         use authentic task and enable context and content dependent knowledge construction

·        always supports collaborative construction of knowledge

Santally, M., Rajabalee, Y., & Cooshna-Naik, D. (2012). Learning Design Implementation for Distance e-Learning: Blending Rapid e-Learning Techniques with Activity-Based Pedagogies to Design and Implement a Socio-Constructivist Environment. European Journal Of Open, Distance And E-Learning.

Article Review # 2: The Student-Centered Classroom of the 21st Century...

Thiele, A. K., Mai, J. A., & Post, S. (2014). The Student-Centered Classroom of the 21st Century: Integrating Web 2.0 Applications and Other Technology to Actively Engage Students. Journal Of Physical Therapy Education, 28(1), 80-93.

This report describes various types of technology integrated into a traditional, face-to-face Doctor of Physical Therapy (DPT) degree curriculum. The technologies that are implemented and described here include Moodle Learning Management System, Raptivity, Camtasia Studio, Jing, and Triptico. I will be discussing the advantages and disadvantages of implementing Jing and Triptico into the classroom.

This research was developed by the Research and Evaluation Team from the Office of Information Technology at the University of Minnesota.

The ability to engage students inside and outside of the classroom has become an issue in regards to technology. The purpose of my article is to describe the implementation of the selected web applications to build a 21st-century student- centered classroom. There will be a description of each application, including how the technology has been integrated into the classroom, there'll be feedback from faculty regarding the advantages and disadvantages for each, there'll be student data, and there will also be recommendations for implementation.

There are three specific points that emerge from this research:  (1) Students know basic computer concepts, but are using the web in a limited fashion. (2) Students liked the use of educational technology in the classroom. (3) Students recognize the limitations of technology. Educators must consider learning objectives when choosing technology, realizing that it is important to know faculty and student comfort level with technology, plan for distractions, and overcome barriers to implementation. All of these factors must be taken into account for successful implementation.

According to Lee Rainie¹ of the Pew Internet Project, life as we know it has changed in the past decade because of three revolutions in technology: (1) the spread of broadband; (2) the rise of mobile connectivity; and (3) the emergence of technological, social networks. The Internet has shifted from a resource for looking up information to being an interactive medium. Web 2.0 refers to websites that have the ability to allow users to interact through social media, wiki's, blogs, and web applications, and is the largest growing Internet activity of our students’ generation².

Jing:

·         Used to quickly capture images to paste into documents or e-mails to help explain text

·         Used to record a video demonstrating a process, highlight areas of importance, or to narrate a text.

Advantages: it is useful for tutorials, screenshots and video with audio capability, and it is free. Disadvantages: is limited to 5 min. of video, and the video cannot be edited.

Triptico: 

·         Can be used to keep a “team scorer” for competitive in-class games (e.g. review for a quiz)

·         Can use the ”Student Selector” option for calling owners student to answer an impromptu question

·         Can use the “Student Grouping” option for unbiased group creation for projects or discussions

·         Can use the “Flip Timer” option to communicate to students. The amount of time left for an activity

·         Many other options

Advantages: easily group students together while removing instructor influence, multiple classroom management applications, forces students to work with other classmates, students have developed relationships with other students in the class, new activities frequently added by creator, free.

Disadvantages: students disliked at first because they were forced into different groups, need to download to computer, need to create a class list.

Reflection

Implementing technology can enhance learning by making the classroom more active, engaging, and student- centered. The key to the whole puzzle is when you meet students at their level of comfort with technology. Not all students in this “technology generation” are comfortable with the latest emerging applications; because of this the effectiveness of that technology integration into the classroom could suffer.

References

1. Pew Internet. The new normal in the digital age. http://pewinternet.org/Presentations/2012/Feb/NFAIS--New-Normal.aspx. Accessed April 12, 2012.

2. Pew Internet. Generational differences in online activities.  http://www.pewinternet.org/Reports/2009/Generations-Online-in-2009/Generational-Differences-in-Online-Activities.aspx?view=all. Accessed April 12, 2012.