Integrating Technology Integrating Technology into the Classroominto the ClassroomDesign Team: The Design DivasDesign Team: The Design Divas

Kristen Sabo, Kelly Neville, Candi Chandler, Leigh Davis

Instructional Design

EDIT 6170

Dr. Lloyd Rieber

Summer 2005

Needs AnalysisNeeds Analysis

• Madison County High School

• The target audience is teachers who have a personal comfort level using technology, but are not using technology to its fullest potential in classroom instruction.

Needs AnalysisNeeds AnalysisDescription of Instructional NeedsDescription of Instructional Needs

Research

-Madison County High School met AYP for the 2003-2004 school year, however, 22% of their students did not meet state standards and the graduation rate was only 57.5%. (http://www.doe.k12.ga.us)

Needs AnalysisNeeds AnalysisDescription of Instructional NeedsDescription of Instructional Needs

Teacher Survey

Madison County teachers were surveyed and findings indicate that while teachers are on average somewhat comfortable when using technology for personal reasons, transferring use of technology to direct classroom instruction is more difficult for these teachers. See results of survey at right.

0

5

10

15

20

25

30

Email Microsoft Office Internet DigitalPhotography

Personal Use

Instructional Use

Problem StatementProblem Statement

Teachers at Madison County High School are underutilizing the technology

resources available to them.

Goal StatementGoal Statement

The goal for this course is for the teachers of Madison County High School to

incorporate technology in engaging and effective ways into their daily teaching.

Learner AnalysisLearner Analysis

• Teachers who range in subject area expertise.

• Have experience from 2-20 years in the teaching profession.

• Have at least a basic level of computer skills and are able to navigate Microsoft Office programs such as Word, PowerPoint, and Excel.

Course ICMCourse ICM Teachers will be able to generate lessons using technology across the curriculum by

implementing a variety of tools.

Teacher will appropriately generate a graphic organizer by using Kidspiration based on grade

level curriculum.

Teacher will appropriately generate a newsletter that includes clip art and imported digital pictures by using Microsoft Publisher

based on grade level curriculum.

Teachers will appropriately generate and implement an Excel spreadsheet based on grade

level curriculum.

Teachers will appropriately generate and facilitate a webquest that includes an

introduction, process, task, evaluation, conclusion, and teacher page based on grade

level curriculum.

Integrating T echnology into the ClassroomBy: Candi, Kelly, Kristen, Leigh

Unit ICMUnit ICM Objective: Teachers will appropriately generate and facilitate a webquest that includes an introduction,

process, task, evaluation, conclusion, and teacher page based on grade level curriculum.

Designing Webquests to Integrate Curriculum

Teachers will choose to create a webquest using grade level curriculum. A

Given a completed list of web resources, teachers will generate a webquest based on their grade level

curriculum.

-----------------------------------------------------------Basic Computer Skills

including typing; cutting, copying, pasting; saving;

printing; select all

Using the Internet to find clip art and websites

Prerequisites

Given 3 webquests, teachers will be able to evaluate the quality of each webquest using a rubric.

State pros and cons of each webquest.

V

Given a variety of Internet resources, teachers will be able to generate a list of web resources related to their

grade level curriculum.

Basic knowledge of Microsoft PowerPoint

State the six steps of

webquests.V

Lessson One:Lessson One:Introduction to WebquestsIntroduction to Webquests

• Instructional Goal: The teacher will be able to evaluate three given webquests according to quality by using a given rubric.

• Overview: Teachers will explore webquests and discuss their usefulness. They will then use a rubric to focus their attention on what makes a quality webquest.

Lesson One:Lesson One:AssessmentAssessment

• Pre-Assessment: Teachers will discuss the obstacles they face in integrating technology. They will also have a chance to share any knowledge they have of WebQuests in group discussion as well.

• Post-Assessment: The teachers will evaluate 3 WebQuests using the rubric provided to them. They will then rank the 3 according to the rubric. A discussion of the results will allow each teacher to share their rationale in the evaluation process and further demonstrate their understanding of the process.

Lesson TwoLesson Two

Instructional Goal: The teacher will be able to compile a list of web resources that will be used to create a webquest.

Overview: The lesson begins with a brief group discussion of what the teachers already know about different web resources. The group as a whole will compile a brainstorm list of web resources already known to the teachers. The instructor presents a PowerPoint on the projector concerning the process of searching online for resources. Additionally, a list of “starter places” to look for web resources will be handed out, along with a copy of the presented PowerPoint. An example of using a search engine will be demonstrated online via the projector for the teachers to see. The teachers will choose a general topic for their research, and will compile a list of web resources that they have found online. The teachers will share their findings with the group, and will email their topic and list of resources to the instructor.

Lesson Two, AssessmentLesson Two, Assessment

Pre-Assessment: – A brief group discussion concerning what web

resources teachers are already familiar with– A “brainstorm list” will be created as both a starting

point for the teachers and as a measure of the level of familiarity the teacher have in term of online research.

Post-Assessment:-The teachers will participate in a group discussion that shares their findings with the group.-The teachers will compile a list of web resources found online during this session, along with the teacher’s chosen topic, and email it to the instructor.

Lesson ThreeLesson Three

• Instructional Goal:- Given prior knowledge from previous lessons teachers will

appropriately generate and facilitate a webquest that includes an introduction, process, task, evaluation, conclusion, and teacher page.

• Overview:-After a quick review over prior knowledge is given teachers will begin

to work on their own webquest given a PowerPoint template. As teachers begin to fill in each category in the PowerPoint template, the facilitator will circulate around the room. Teachers will be given a helpful hints worksheet to use during webquest creation. After webquests are created teachers will evaluate their own and their peers based on a given rubric.

Lesson Three, AssessmentLesson Three, Assessment

• Pre-Assessment:

-A brief review over the 6 categories in a webquest, pros/cons of a webquest, and making sure topic and resources were determined.

• Post-Assessment:

- Creation of Webquest that contains all six categories.

Formative AssessmentFormative Assessment

• Subject Matter Expert: The Technology Specialist Technician for Madison County High School will review lessons based on content, accuracy, and quality of instruction.

• One-on-One: The instructors will assis t and observe the three participating teachers as they work through the lesson, taking note of what was in need of improvement. Each teacher will also complete an interview to discuss their experiences with the lesson.

• Small Group: Follow up interviews and written evaluations will help the instructors determine if changes made after the first stages have been beneficial.

• Field Trial: Written evaluations, checklists, interviews will be conducted with participants, observations made during instruction, and course evaluations completed by the participating teachers.