Curriculum Integration
- 1. Reading Set 1: Tools for the Mind LOTS vs HOTS Strategies for change: Critical thinking first –technology later - Questions for Teacher Reflection on pattern of technology use in classroom What kind of software should I use in the classroom and why? When should my students use computers in class? When should they not use them? Does the current technology use in classroom support curriculum and deepen content? How? Do certain uses of technology match certain learning outcomes? Does my current technology use improve my students’ learning? How could teachers use x technology tool to better understand curriculm topic/task? of lesson and larger unit?
- 2. Tools….strategies for change Critical thinking first –technology later Questions for Teacher Reflection on pattern of technology use in classroom What kind of software should I use in the classroom and why? When should my students use computers in class? When should they not use them? Does the current technology use in classroom support curriculum and deepen content? How? Do certain uses of technology match certain learning outcomes? Does my current technology use improve my students’ learning? How could teachers use x technology tool to better understand curriculm topic/task? of lesson and larger unit?
- 3. Strategies……focus on Curriculum/Assessment/Instruction Professional Development Model Takes teacher through learning process from POV of learner to allow for reflection by teacher to plan similar activities for own classroom. Time Work together to plan lessons using technology Once solid base in: content knowledge, curriculum, instruction & assessment begin integrating technology. Effective instructional and technology leadership HOTS Learn about and integrate these tools Follow up support and coaching
- 4. Reading Set #2: Collaboration Trust and mutual respect Developing collaborative relations - honour different perspectives & strengths/ weaknesses Creating leadership teams - Share in decision making – emphasize teamwork Develop mutually agreed on goals & shared vision and participation – Vary roles and responsibilities Willingness to collaborate with teachers who reflect range of working styles. Curriculum building is holistic and dynamic -- not repeatedly used without little change. Viewing planning as non-linear
- 5. Collaboration…continued Collaboration one means of achieving goal and not goal itself. Discourage codependency rather then interdependency Works if there is a higher purpose for working together, with clearly defined roles in project and if it is a way to reach an effective worthwhile goal All teachers are responsible for information literacy & technology skills
- 6. Reading Set #3: Dissonance Student vs teacher views on technology Student’s view Efficiency Technology enabled diverse approaches to teaching & learning - sometimes in ways not able to be achieved through textbook based methods. Preparing for future Increased motivation and confidence
- 7. Teacher’s view Used only when necessary To promote abstract thinking (models, graphing) Technology overwhelming and use limited – tech glitches a turn off Did not consider tech increased student confidence –overwhelmingly for students as well. Use only for strong students Willingness to incorporate tech depend on their knowledge and comfort with teaching subject(s). More familiar with content more likely to take risks and integrate technology. Limited resources and fear that technology would take away from “real learning” Fear thei jobs would be replaced by computers.
- 8. Reading set #4: Authentic Learning supported by technology Characteristics of Authentic learning Environments Authentic contexts – reflect the way knowledge is used in real world. Act as illustrations of concepts being taught Provide authentic activities Kind of activities people do in real world- completed over a sustained period of time Provide access to expert performances & modeling of processes Access to expert thinking and performances to observe the task before it is attempted and to access modeling of processes Provide multiple roles and perspectives Provides learner with opportunity to investigate multiple ideas, roles and perspectives People, media and resources used to provide array of opinions & points of view. Collaborative construction of knowledge Collaboration to solve problems
- 9. Authentic learning environments….. Promote Reflection to enable abstractions to be formed Requires students to reflect upon broad basis of knowledge to solve problems, predict, hypothesize and experiment to produce a solution. Promote articulation to enable tacit knowledge to be made explicit Working in groups, discussing the issues or processes, presenting talks, debating—given opportunity to articulate, negotiate and defending their growing understanding. Provide coaching by teacher at critical times, and scaffolding and fading of teacher support Observing, modeling, providing resources, offering hints and reminders, feedback - not didactic Provide for authentic integrated assessment of learning within tasks. Assessed on way they perform rather then on a separate test. Professional Learning Important to keep up with both changing technology and its classroom applications. Establishing a “community of practice” to complement technology.