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Lesson Planning

Page history last edited by Katie Cox 2 years, 2 months ago

 

 


Table of Contents


 

 

 

 

There are many logistical considerations for successfully incorporating computers into classrooms.  However, teachers must always keep good instructional practice at the forefront when integrating technology; it's about the learning, not the tools used.  Student learning is maximized when lessons are well planned.   

At the heart of effective technology integration practices, digital technologies offer learners greater opportunities to be more actively involved in the learning experience. 

 

 

 

 

Theory

 

  • TPACK is a framework that identifies the knowledge teachers need to teach effectively with technology. 
  • Learning how to use technology is much different than knowing what to do with it for instructional purposes
  • Designing (or redesigning) instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction 

 

TPACK

 

TPACK Guidelines:

  • CK: What standards are being addressed in the lesson? What big ideas from the unit are being addressed here?
  • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?
  • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? 
  • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? 
  • TPCK: How does the technology support the objective and the pedagogical strategies being employed?

 

  • SAMR is a tool used to evaluate the effectiveness of the technology being integrated into a lesson.

 

 

SAMR 

 

 

  • SAMR is a reflective tool
  • Redefinition does not equal rigor​: Redefinition is at the top of the SAMR model, but that doesn’t mean that you “win” or that you’re doing it right only if you reach redefinition. Some tasks just aren’t made for redefinition, and great learning can happen without redefinition. 
  • Focus on enhancement vs. transformation and not necessarily each individual step
  • Teachers need to keep good instructional practice in mind when integrating technology:​

 

 

 

   

 

Development

 

 

Lesson Planning with Technology

  • Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning.
  • Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement or an increase in learning.

 

 

Questions to consider while planning with technology.

  • What is my instructional standard and objective?
  • Why do I want to integrate technology?
  • How will make it happen?
  • How will I respond to unanticipated technology challenges? 

 

 

 

Additional Resources 

 

 

Peadagogy First Model
Quotations
   

 

Selecting Digital Tools

  

 

Student safety and privacy are important to Baltimore County Public Schools.  BCPS has designated three levels of digital tools.

 

Level 1

Digital tools accessed through BCPS One. They are found in Digital Content and Instructional Tools or they appear in the BCPS One navigation bar or repository. The tool vendors have signed an agreement with BCPS regarding student privacy. Students and teachers have a single sign-on with these tools. Level 1 tools are FERPA compliant.

 

BCPS One Tools 

Level 2

Digital tools identified by the Office of Innovation and Digital Safety. Found in the Digital Toolbox or the Instructional Activities section of the Innovative Learning wiki, the tools are marked for teacher use and/or student use. Teachers must use discretion using level 2 tools. See the disclaimer below from the Digital Toolbox page:

 

 

Innovative Learning Wiki

 

Baltimore County Public Schools and the Office of Innovation and Digital Safety do not guarantee the accuracy or quality of information located on the websites listed below. We have made every reasonable attempt to ensure that the sites are educationally sound and do not contain links to any questionable material or anything that can be deemed in violation of the BCPS technology acceptable use policy. The linked sites are not under the control of BCPS but are provided as a convenience and do not necessarily imply an endorsement of the linked Web site.  Teachers should use their own discretion prior to using any of these tools.  

Additionally, per BCPS Policy and Rule 5230, teachers may not create student accounts if any non-directory information is required and may not create accounts for any student whose parents have opted to not allow their students' directory information to be shared.  View our approval flowchart for more information.

 

Level 3

Digital tools not identified by the Office of Innovation and Digital Safety. These tools require the most teacher discretion to avoid violating FERPA regulations. It is best to not use level 3 tools. If the tool passes the approval flowchart, submit the tool to the Office of Innovation and Digital Safety for inclusion to level 2.

Web-Based Tools Approval Flowchart

 

 

 

 

·         CK: What standards are being addressed in the lesson? What big ideas from the unit are being addressed here?

·         PCK: Do these pedagogical practices make concepts
   clearer and/or foster deeper learning?

·         TCK: Does the use of technology help represent the
   content in diverse ways or maximize opportunities to
   transform the content in ways that make sense to the
   learner? 

·         TPK: Do the pedagogical practices maximize the use of
   existing technologies for teaching and evaluating
   learning? 

·         TPCK: How does the technology support the objective and the pedagogical strategies being employed?

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