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TWT: Teaching With Technology: Training Course

Stage 1: Desired Results

Established Goals

The goal of this module is to empower Participants to consciously and purposefully leverage technology for their professional development and to support the teaching/learning process at the level of preparation, implementation - including learner engagement and fostering a learner centered approach - and assessment for learning and of learning.

This module targets the following domains and competencies in the teachers’ competency framework:

Domain 1. Professional practice expertise. Competency 3. Utilizes the appropriate teaching & learning methodologies in accordance with learning theories and learner characteristics.

Domain 1. Professional practice expertise. Competency 5. Develops diverse assessment strategies and methods.

Domain 2. Professional Relationships. Competency 1. Communicates with various educational stakeholders.

Domain 3. Continuous Professional Development. Competency 2. Leverages various techniques for professional development.

Transfer Goals

Participants will be able to independently use their learning to…

1.            Domain 1. Competency 3. Component 6. Leverages technology for learning.

2.            Domain 1. Competency 5. Component 1. Assesses learners periodically adopting situations in accordance with educational objectives and learning outcomes.

3.            Domain 2. Competency 1. Component 4. Leverages adequate communication techniques in accordance with ICT ethics.

4.            Domain 3. Competency 2. Component 3. Remains on top of the latest educational trends and research.

Making Meaning – Enduring Understandings

Participants will understand that…

MU1      A conscious and purposeful leveraging of available technology can enhance teaching and learning.

MU2      Technology is a tool that can facilitate the various phases of instruction (planning, teaching methods, assessment…)

MU3      Technology can assess learning more effective and efficient.

MU4      Technology can be leveraged to serve the teaching/learning objectives.

MU5      Technology can facilitate data building regarding needs and capacities of learners in support of a learner-centered culture.

MU6      Technology is a tool that can enhance the productivity of teachers.

MU7      Technology can provide educators with ongoing professional development and exchange opportunities.

MU8      The use of technology is associated with certain risk factors that can be mitigated.

Making Meaning – Essential Questions

Participants will keep considering. ..

MQ1      Why should we integrate technology into the teaching/learning process?

MQ2      How is technology affecting the learning process?

MQ3      How does pedagogy inform technology integration choices?

MQ4      What considerations guide the selection of ICT tools to support the various phases of instruction?

MQ5      What types of tools (Hardware, Software, Apps, sites…) are available for students of various age levels in subject matters?

MQ6      How is technology affecting the teaching process, the mindset, and the profile of the teacher?

MQ7      How does technology change the way we think about collaboration?

MQ8      What are the main educational technology competencies required for teachers?

MQ9      How does a teacher progress towards proficiency in ICT competencies?

Acquisitions – Knowledge

'''Participants will know that. . .'''

AK1        Educational technology is a combination of the processes (software applications, utilities …) and tools (computers, electronic devices …) involved in addressing educational needs and problems (Roblyer, 2016).

AK2        Integrating educational technology refers to the process of determining which tools and which methods for implementing them are appropriate responses to given classroom situations and problems (Roblyer, 2016).

AK3        Modern economies are increasingly based on information and knowledge.

AK4        To thrive in today’s innovation-driven economy, learners need a different mix of skills than in the past. In addition to foundational skills like literacy and numeracy, they need competencies like collaboration, creativity and problem-solving, critical thinking and character qualities like persistence, curiosity and initiative. These attributes reflect the World Economic Forum’s interpretation of the 21st Century Skills. (WEF, 2015)

AK5        The UNESCO ICT Competency Framework for Teachers (2011) is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards, and constitutes an important component of an overall ICT in Education Master Plan. (UNESCO, 2011)

AK6        The policy goal of the technology literacy approach is to enable learners, citizens and the workforce to use ICT to support social development and improve economic productivity. (UNESCO, 2011)

AK7        Changes in the curriculum entailed by ICT integration approach might include improving basic literacy skills through technology and adding the development of ICT skills into relevant curriculum contexts. This will involve incorporating of a range of relevant productivity tools and technology resources within the curriculum framework.

AK8        The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in new ways, to merge new technology with a new pedagogy, to develop socially active classrooms, encouraging co-operative interaction, collaborative learning and group work.

AK9        Didactic teaching is a pedagogical approach of transfer of selected knowledge effectively from the expert (teacher) to the learner (student).

AK10      Constructivist teaching is a pedagogical approach which focuses on helping students construct knowledge by themselves and through interactions with each other.

AK11      Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (Flipped Learning Network, 2014)

AK12      Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Projects are focused on student learning goals and include Essential Project Design Elements: (1) Key Knowledge, Understanding, and Success Skills, (2) Challenging Problem or Question, (3) Sustained Inquiry, (4) Authenticity, (5) Student Voice & Choice, (6) Reflection, (7) Critique & Revision, (8) Public Product (bie.org, n.d.)

AK13      Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning. This section provides links to bibliographies, research summaries, articles, and other resources about active learning.

AK14      Individualized and personalized learning: The term personalized learning, or personalization, refers to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. (edglossary.org, 2015)

AK15      Just in time teaching/learning (JiTT) is a teaching and learning strategy designed to promote the use of class time for more active learning. Developed by Gregor Novak and colleagues, JiTT relies on a feedback loop between web-based learning materials and the classroom (Novak et al., 1999). Students prepare for class by reading from the textbook or using other resources posted to the web and by completing assignments (called WarmUps and Puzzles) online. These assignments often have complex answers; students’ work outside class serves as preparation for more complete work in class. The students’ answers are delivered to the instructor a few hours before class starts, allowing the instructor to adapt the lesson as needed. Importantly, JiTT allows the instructor to create an interactive classroom environment that emphasizes active learning and cooperative problem solving. (Brame, n.d, cft.vanderbilt.edu)

AK16      Development Tasks see extension task

AK17      Extension Task an extension task is further activity around the aims of a class but after it, often as homework. Extension tasks can provide more, or different, forms of practice. They can also make classroom learning more meaningful, as they give learners a chance to personalize language and content (teachingenglish.org.uk, n.d.)

AK18      Differentiation is simply attending to the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike. (Tomlinson, 2000)

AK19      Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. Teaching is a complex combination of what teachers know about the content they teach, how they decide to teach that content, and the tools they use to carry out their plans. Originally called TPCK, or the combination of technological pedagogical content knowledge required to integrate technology most effectively into instruction, this textbook refers to this combination as “Tech-PACK” to emphasize the critical contribution of technology to teaching. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge. The TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK emphasizes the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). (Roblyer, …., p. 19).

AK20      Types of tools/ apps/software/ utilities:

a.            Word processors: MS Word

b.            Spreadsheets: MS Excel

c.             Presentation software: MS PowerPoint, Mix

d.            Digital Notebook: MS OneNote

e.            Search engine: Bing, Google

f.             Browser: Internet explorer, Chrome

g.            Operating System: MS-Windows

h.            Graphic software: MS Paint

i.              Wiki

AK21      Formative data are used to inform instruction. Formative data provide information about how students are doing during instruction so that actions—or, more specifically, reactions—can occur to modify instruction based on that information. Formative use of data enables teachers to improve instruction before it’s too late. Formative assessments can be as large and encompassing as a quarterly exam covering multiple chapters or as small as a single “check for understanding” question a teacher asks the class after presenting new material. In both examples, the information gleaned from the assessment is meant solely to assess where students are at that particular point in time so that the teacher can address student gaps in learning and adjust instruction accordingly. (Venables, 2014)

AK22      Summative Assessment Summative data are used to evaluate instruction. Summative data exist to classify, categorize, and label students’ level of mastery and, as such, to classify, categorize, and label the teacher’s accompanying instruction. Summative data are “dead end” data, typically gathered at the end of instruction with no pretense of affecting instruction. (Venables, 2014)

AK23      Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. (digitalcitizenship.net/nine-elements.html)

AK24      Teachers’ professional Learning from digital literacy to knowledge creation: The implications of the digital literacy approach for teacher education focus on the development of digital literacy and the use of ICT for professional improvement. In the knowledge deepening stage of integrating ICT in education the teacher should be able to manage and guide. The implications of this approach for teacher professional learning focus on the use of ICT to guide students through complex problems and manage dynamic learning environments. In the knowledge creation stage the teacher is Model Learner. From this perspective, teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice. (UNESCO, 2011)

AK25      Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. (ISTE, 2008).

AK26      Learning outcomes: Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation. Learning outcomes should outline the most central and essential elements of a particular course or program. They will also shape assessment. As such, the process of developing learning outcomes offers an opportunity for reflection on what is most necessary to help learners gain this knowledge and these skills. Considering (1) key words for the course, (2) desired types of learning, and (3) the context in which the knowledge and skills gained in the course will be used, including possible applications, provides a foundation for the development of learning outcomes. (University of Toronto, n.d.)

AK27      Bloom’s taxonomy: Bloom’s Taxonomy is a classification system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning. Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation. In the 1990s, one of Bloom’s students, Lorin Anderson, revised the original taxonomy. In the amended version of Bloom’s Taxonomy, the names of the major cognitive process categories were changed to indicate action because thinking implies active engagements. Instead of listing knowledge as a part of the taxonomy, the category is divided into different types of knowledge: factual, conceptual, procedural, and metacognitive. This newer taxonomy also moves the evaluation stage down a level from remembering, understanding, applying, analyzing, evaluating, and the highest element becomes “creating.” (Coffey, N.D.)

AK28      Learning styles: There are well over 70 different learning styles schemes (Coffield, 2004), most of which are supported by “a thriving industry devoted to publishing learning-styles tests and guidebooks” and “professional development workshops for teachers and educators” (Pashler, et al., 2009, p. 105) as quoted from Chick (n.d.). The term learning styles is generally used to describe how learners gather, sift through, interpret, organize, come to conclusions about, and “store” information for further use. These styles are often categorized by sensory approaches:  visual, aural, verbal [reading/writing], and kinesthetic (VARK). Many of the models that don’t resemble the VARK’s sensory focus are reminiscent of Felder and Silverman’s Index of Learning Styles, with a continuum of descriptors for how learners process and organize information: active-reflective, sensing-intuitive, verbal-visual, and sequential-global. (Chick, n.d.)

AK29      Multiple intelligences: Howard Gardner's Eight Intelligences: The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information: (1) Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails, (2) Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems, (3) Visual-spatial intelligence allows people to comprehend maps and other types of graphical information; (4) Musical intelligence enables individuals to produce and make meaning of different types of sound; (5) Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world; (6) Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems; (7) Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions; and (8) Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

AK30      Professional Learning Community: A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The term is also applied to schools or teaching faculties that use small-group collaboration as a form of professional development. (edglossary.org, 2014)

AK31      Professional (Personal) Learning Networks: A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time. Participating educators, worldwide, make requests and share resources. (Whitby, 2013, edutopia.org)

AK32      Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. (stopbullying.gov, n.d.)

AK33      Sexting is the activity of using a mobile phone to send text messages that are about sex or to send sexual photographs. (collinsdictionary.com)

Acquisitions – Skills

Participants will be able to

AS1        Demonstrate the ability to explore the potential (relative advantage) of ICT and recognize the importance of matching learning outcomes with technology resources. (Domain 1. Competency 3. Component 6. Indicator.1)

AS2        Use variety of ICT tools to enhance and differentiate instruction. (Domain 1. Competency 3. Component 6. Indicator.3) (Domain 1. Competency 3. Component 6. Indicator.6)

AS3        Conduct activities that require the use of technology to explore learning. (Domain 1. Competency 3. Component 6. Indicator.4) (Domain 1. Competency 3. Component 6. Indicator.5)

AS4        Identify the pivotal role of ICT in the acquisition of 21st century skills such as creativity, communication, information literacy, and professional development. (Domain 1. Competency 3. Component 6. Indicator.2)

AS5        Develop a responsive and contextualized ICT integration approach.

AS6        Analyze ICT integration scenarios based on classroom reality and learning objectives.

AS7        Identify the potentials and limitations of hardware devices in an educational setting.

AS8        Anticipate and manage the problem of ICT-based instructions.

AS9        Leverage the potential of internet use to enhance learning and research.

AS10      Using a search engine, fetch and evaluate the instructional resources that best suit a lesson’s learning outcomes or objectives in an efficient manner.

AS11      Use the technologies of communication and collaboration in an effective manner.

AS12      Recognize the potential of ICT for collaborative learning activities for teaching and learning.

AS13      Design and manage collaborative activities, using blogs and wikis, in classroom practices.

AS14      Use ICT tools to support the various types of assessment (Diagnostic, Formative, and Summative). (Domain 1. Competency 5. Component 1. Indicator.2)

AS15      Use the assessment data to modify the teaching/learning processes accordingly. (Domain 1. Competency 5. Component 1. Indicator.4) (Domain 1. Competency 5. Component 1. Indicator.5)

AS16      Use ICT tools to manage and secure data.

AS17      Utilize ICT tools for professional development. (Domain 2. Competency 1. Component 4. Indicator.3) (Domain 3. Competency 2. Component 3. Indicator.2)

AS18      Build, or affiliate to a Professional Learning Network. (Domain 2. Competency 1. Component 4. Indicator.1) (Domain 3. Competency 2. Component 3. Indicator.1)

AS19      Mitigate the risks of internet use for teaching and learning.

AS20      Abide by the norms and ethics of using ICT. (Domain 2. Competency 1. Component 4. Indicator.2)

Acquisitions – Attitudes

Participants will develop/demonstrate an attitude of…

AA1        Participants (teachers) demonstrate a positive attitude towards integrating technology to enhance learning by experiencing hands-on, the strategies for adopting technology-based approaches in their professional practice.

AA2        Participants (teachers) will demonstrate a positive attitude towards leveraging technology to develop learning experiences that are contextualized and relevant to learners to motivate them. Participants (teachers) gain awareness that content relevant to learners and skills learners can use in their future careers are significant factors for motivating learning, and integrating technology is a key asset to developing learning experiences fostering this factor.

AA3        Participants (teachers) will demonstrate more trust in technology as a learning tool knowing that they can count on support structures and be proactive in identifying the type of support they need and in requesting it.

AA4        Participants (teachers) will demonstrate an attitude towards teaching as a professional practice with inherent values of learning excellence.

AA5        Participants (teachers) will demonstrate an attitude of self-efficacy towards integrating technology based on a framework embracing content, with pedagogy and technology in a coherent scenario.

https://carleton.ca/edc/teachingresources/teaching-with-technology/what-is-teaching-with-technology/