Integrating Technology Into Instruction

8/4/2019 Integrating Technology Into Instruction

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INTEGRATING TECHNOLOGY

into INSTRUCTION

Mrs. Hazel B. France

[email protected]


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How to integrate Technology into

Classroom Instruction

Keeping students connected to the real

world is essential in the learning environment.

When students are able to incorporate real

world experiences into any learning endeavor,

they are more likely to retain the information.


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1. Create a class website. Students can visit

the site to catch up on missed assignments or

to check on the next day's lesson plan. The

class website is also an excellent place to

showcase exceptional work by students and to

make announcements regarding tests andhomework assignments.


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2. Create online assignments. Have the

students search for information on a particular

subject and prepare a report. Send them on a

Virtual Field Trip or Scavenger Hunt to locate

information on whatever subject you are

teaching.


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3. Provide the Internet sites where students

can participate in interactive assignments.

There are plenty of places on the Internet that

provide lessons and tests that give students

immediate feedback. Use these for tutoring

sessions, regular homework or extra credit.


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4. Require students to participate in a

discussion forum. You can easily create one

of these through groups like

yahoogroups.com. Messages are sent back

and forth via email. It encourages students to

interact with one another.


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5. Hold periodic chat sessions. Perhaps once

or twice throughout the semester, I require my

students to participate in an online chat

session. Again, this activity encourages

student interaction.


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6. Provide instruction on navigation. No

matter how you choose to integratetechnology into the classroom, it is of utmost

importance to first instruct the students on

navigating the Internet. You should plan on at

least two class lessons on how to work online.


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PlanningObjective: To define the current knowledge

base and to develop the foundation for the

organization of learning .

Tools: Inspiration Concept Mapping

Software


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The planning stage is the first stage, and isoften the most critical.

This is the point where the instructor has to

provide a hook that will create interest inthe learner to continue with the process over

the months to come.


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Example:The instructor can set the hook by

posing an open-ended question that frames the

context of the subject matter to be studied.

An example might be, What do you know about cell?What is the structure of a Cell?


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The instructor can begin the lesson by

brainstorming what students already know about

sustaining life and the needs within a community.

These items can be put onto a white board,chalkboard, or butcher paper.


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This is a moment where the technology canbe integrated with great ease and efficiency.

Inspiration is a concept mapping software

that permits the user to define the

relationships that exist in their knowledgestructure.

It also allows the user the flexibility to

shape, move, link, draw, connect, arrange,and rearrange the individual concepts and

ideas.


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Research

Objective: To allow the learner to explore the

content area and to deepen their knowledge

base

Tools: Browsers for the Internet (Netscape,

Internet Explorer), e-mail


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The research stage follows the planning

stage so that learners can explore the

knowledge base and deepen it through

independent or cooperative research

activities.


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This includes searching on the Internet for

useful sources of information, but also for

sharing these resources in discussion

formats. Research activities give the students the

ability to retain these facts by affording

them the opportunity to think critically, towork through problems logically and to

make connections with the real world.


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Developm

ent

Objective: To provide the learner with the

opportunity to construct their knowledge

following the curriculum materials and scope

and sequence of the instruction

Tools: Inspiration, word processors


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Now the learner is ready to drive towardputting their ideas into a format that can

lead to a demonstration of the learning.

Note: The given scenario was to develop

understanding about cell structure.


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Important questions that the students

need to discover and strive to answer:

How will the students go about doing this?

What will they do to make sense of the

work they have done so far?

How will this result in a viable

presentation?


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Students begin this phase by revisiting the

planning stage and identifying the areas

they are to work on to complete the task.

Coupled with reviewing the research phase

in order to discover ways to put their ideas

into reality.


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Inspiration will be a valuable tool to revisit

in this stage

As learners can map their ideas, rearrange

them, and create an outline from the

concept map that can be used to write up

their plan.


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The word-processing software can be

introduced at this time, yet this may be theone tool with which learners have the most

experience.

Now, the technology tools are framed inanother context for learning and can be

integrated for the development phase.


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Plagiarism should be discussed and

avoided, and this is best accomplished by

requiring a unique student task that willframe the research.


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Refinement

Objective: To further the development and to

lead the learner to the implementation phase

Tools: Inspiration, word processors,

WYSIWYG editors, HTML instruction


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The learner (or teams of learners) should

proceed to refine their work and make it

ready for public dissemination.

It is one thing to do a project and turn it into

a teacher in your school, it is quite another

to publish your work on the Internet foranyone around the world with access to read

and consult.


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The need for refinement becomes clear and

the instruction can center on the tools of

Web building, primarily the use ofWYSIWYG (what-you-see-is-what-you-

get) editors and the use of HTML coding.


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The research now may center on finding

images to enhance the presentation or the

planning of links within the Web site.


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Implementation

Objective: To demonstrate the learning that

has taken place through the phases

Tools: Inspiration, word processors,

WYSIWYG editors, HTML instruction, FTP,

Fetch


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The implementation of an end product that

will be the focus for pulling all the material,

ideas, and applications together.

This should be done in a public forum to

develop skills in communication and

presentation.


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The learners should have some presentation

options, and these choices should be given

at the beginning of the assignment. It is also a time to use peer instruction and

cooperative groupings, as the knowledge

students gained in applied software skills

can be valuable to the progress and learning

in the classroom.


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This is also the point where the classroom

appears most constructivist, in that learners

are constantly putting their new knowledgeto use and building on their previous

premises.


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The classroom should be active, filled with

discussion and group interaction, far from

your basic drill-and-kill approach.

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Integrating Technology Into Instruction