Overview

The goal of the Assistive Technology module is to prepare you, as an educator, to be proficient with Standard V of the Maryland Teacher Technology Standards. Standard V focuses on the integration of technology into curriculum and instruction. It requires that teachers to be able to design, implement and assess learning experiences that incorporate the use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication, and/or collaboration. This standard is based on the NETS for Teachers: National Educational Technology Standards for Teachers, Second Edition ©2008, ISTE® (International Society for Technology in Education), www.iste.org . All rights reserved.

Goals

Throughout this module you will learn what is meant by instructional technology, how to organize your classroom and yourself for the use of technology, how technology can meet the needs of various users and how technology can be used to support the various levels of Bloom's Taxonomy. You will review the work of instructional leaders such as Andrew Churches, an expert in the use of technology to support Bloom's Taxonomy.

Throughout this module, you will examine a variety of media in order to:

1. Identify 21st century classroom technology
2. Understand the meaning of technology integration
3. Become familiar with how technology can used to meet student learning needs
4. Identify how Bloom's taxonomy fits with 21st century skills and 21st century tools
5. Select technology tools that can be used to support a unit of study
6. Create a technology integrated lesson.

 

Learning Sections  28 Day Course

The Technology Integration module has 7 learning sections. These sections will take you from the basics of technology integration to developing a complete technology infused lesson. Throughout the module you will use a variety of tools to help you build your understanding about technology integration including videos, journals, group discussions, and other interactive resources. After building your foundation of understanding, you will identify one unit of study for your grade or curriculum area and determine how technology can support each of the levels of Bloom's Taxonomy for this area of study. To complete the final project, you will use your school system, curriculum area, or school's lesson plan format to design a well- structured, engaging, and rigorous technology infused lesson that you can implement with your students.

Listed below is a breakdown of each of the activities in this module.

• Section 1: Orientation and Introduction Due Day 1
• Activity 1: Building Background Knowledge: Module Overview
• Activity 2: Introduction Discussion Forum (required but not graded)
• Section 2: The Basics
• Activity 1: Building Background Knowledge: Why Integrate Technology?
  → Article from Edutopia Due Day 3
• Activity 2: Using a Blog to Communicate Ideas
  → Blog #1: Technology Integration and 21^st Century Learning (graded assignment) Due Day 4
• Activity 3: Identifying Available Technology Resources
  → Available Technology Resources chart (graded assignment) Due Day 4
• Section 3: What You Need to Keep in Mind When Using Technology
• Activity 1: Building Background Knowledge: Teaching Style Inventory Due Day 5
• Activity 2: Which Style Are You? Due Day 5
• Activity 3: Technology Integration Reflection
  → Journal Reflection #1 (graded assignment) Due Day 6
• Activity 4: Learning Styles and Technology
  → Educational Origami Website Review Due Day 6
• Activity 5: Managing Technology
  → Seven Traits of Effective Instruction Using Technology Slide Show Due Day 9
• Activity 6: Using Technology for Assessment Discussion Forum (graded assignment) Due Day 9
• Section 4: A Framework for Using Technology Due Day 10
• Activity 1: Building Background Knowledge: Bloom's Taxonomy
• Activity 2: Beyond Bloom
  → Articles from Dr. Leslie Owen Wilson's Curriculum Pages and Educational Origami
• Activity 3: Identifying the Unit of Study
• Activity 4: Reflecting on Bloom's Taxonomy and ICT
  → TeacherVision website review
  → Blog #2 (graded assignment)
• Section 5: The First Three Levels of Bloom's Taxonomy
• Activity 1: Building Background Knowledge
  → Beyond Bloom: Remembering, Understanding and Applying Due Day 11
• Activity 2: Bloom's Digital Taxonomy in the Classroom Due Day 11
• Activity 3: Finding the Right Resources to Support Learning Due Day 12
  → Independent Research: Looking for the right tools
  → Wiki #1: Integrating Technology: Part 1 (graded assignment)
• Activity 4: Bloom's Taxonomy Chart: Part 1 (graded assignment) Due Day 12
• Section 6: The Next Three Levels of Bloom's Taxonomy
• Activity 1: Building Background Knowledge Due Day 13
  → Beyond Bloom: Analyzing, Evaluating and Creating
• Activity 2: Finding the Right Resources to Support Learning Due Day 13
  → Wiki #2: Integrating Technology Part 2 (graded assignment)
• Activity 3: Applying to the Unit of Study Due Day 16
  → Bloom's Taxonomy Chart: Part 2 (graded assignment)
• Section 7:
• Activity 1: Integrating Technology into Your Lesson Plan Due Day 17
  → Final Project (lesson plan) and discussion forum (graded assignment)
• Activity 2: Journal Reflection 2

 

Expectations

Participants are expected to complete the required reading and activities posted in each of the learning sections. Rubrics are available for all graded assignments. Please refer to the specific sections for complete details for each assignment. The guidelines below outline module expectations for all graded assignments.

Discussion Forum Participation	Participants are expected to contribute at least three postings (one original and two responses) for each discussion forum. Responses will be evaluated based on demonstration of knowledge of course content and connections made among concepts in course and professional practice. Discussion Forums include the following: Section 1: Orientation Discussion Forum (required but not graded.) Section 3: Technology for Assessment Discussion Forum Section 7: Final Discussion Forum Please refer to the rubric linked below to review forum grading guidelines. » Discussion Forum Expectations
Blog	Participants will learn to use a variety of Web 2.0 communication tools, including a blog. In Section 2, participants will contribute one or more entry to a class blog on technology integration and 21st century learning. In Section 4, participants will write one or more blog entries on Bloom’s Taxonomy and technology integration. Please refer to the rubric linked below for Blog grading guidelines. » Blog 1 Rubric » Blog 2 Rubric
Journal Reflections	Participants are expected to respond thoughtfully to journal entry prompts as posted in the learning sections. Journal Reflections include the following: Section 3: Technology Integration Section 7: Final Journal Reflection Please refer to the rubrics linked below for Journal Reflection grading. » Journal Reflection 1 Rubric for Section 3 » Journal Reflection 2 Rubric for Section 7
Class Wikis	Participants are expected to contribute to class wikis that explore tools and ideas for technology integration. The wikis will become valuable sources of information about  the possible uses of the technology tools and resources explored during this module. Class Wikis cover the following topics: Section 5: Integrating Technology: Part 1 (First Three Levels of Bloom's Taxonomy) Section 6: Integrating Technology: Part 2 (Next Three Levels of Bloom's Taxonomy) Please refer to the rubric linked below for Class Wiki grading guidelines. » Class Wiki Rubric
Available Technology Resources Chart	Participants will create an inventory of the technology tools and resources that are available in their classroom and/or school. Please refer to the rubric linked below for grading guidelines for this assignment. » Available Technology Resources Chart Rubric
Bloom's Taxonomy Charts (Parts 1 and 2)	Participants will complete two charts based on the application of Bloom's Taxonomy to instruction. Section 5: Bloom's Taxonomy Chart: Part 1 Section 6: Bloom's Taxonomy Chart: Part 2 Please refer to the Bloom's Taxonomy Chart Rubrics linked below for grading guidelines. » Bloom's Taxonomy Chart: Part 1 Rubric for Section 5 » Bloom's Taxonomy Chart: Part 2 Rubric for Section 6
Final Lesson Plan Project	Participants will demonstrate their learning from this module by completing a lesson plan that integrates technology. Lesson plan must should reflect an understanding of best practices in technology integration. Please refer to the Lesson Plan Rubric linked below for grading guidelines. » Lesson Plan Rubric

 

Grading

Grades are based on active and reflective participation, completion of activities and quality of work. See rubrics and read each section carefully for complete guidelines for each assignment. At the successful completion of all course activities, participants who earn an 80% or above will receive a “pass” designation. Participants who learn less than 80% will receive a “fail” designation. Grades will be apportioned as follows:

Course Components	Points Per Section	Total Points	Percentage/Weight
Discussion and Collaboration	16	32	20%
Blog	12	24	15%
Journal Reflections	12	24	15%
Wikis	12	24	15%
Available Technology Resources Chart	4	4	2%
Bloom’s Taxonomy Chart (Parts 1 and 2)	9	18	11%
Final Lesson Plan Project	36	36	22%

 

Course Resources

The following websites provide additional research, strategies and resources on integrating technology. You may wish to bookmark all or some of these resources for future reference. It is also recommended that you check the MSDE and local school district websites for additional resources.

Edutopia

• Edutopia
• Principal Kappy Cannon Fosters Technology Innovation and Teamwork (elementary)
• Tech-Fueled Differentiated Instruction Engages Elementary School Students elementary)
• A Commitment to High Tech Education (high school)
• Welcome to the Digital Generation (middle school)

» Why Integrate Technology Into The Curriculum? The Reasons Are Many

» The CITE (Contemporary Issues in Technology and Teacher Education) Journal

» T.H.E. Journal

» Journal of Educational Technology and Society

» Tech & Learning

Journal of Technology and Teacher Education

• How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?

Educational Origami

• Educational Origami
• Educational Origami: ICT and Learning Styles
• Educational Origami: ICT and the Visual Learner
• Educational Origami: ICT and the Auditory Learner
• Educational Origami: ICT and the Read Write Learner
• Educational Origami: ICT and the Kinesthetic Learner
• Educational Origami: Gardners Multiple Intelligences and ICT
• 21^st Century Assessment

» Bloom's Taxonomy and ICT Tools

» Bloom's Digital Taxonomy

» Remembering Quick Sheet

» Understanding

» Applying

» Analysing

» Evaluating

» Creating

Leslie Owen Wilson's Curriculum Pages

• Beyond Bloom - A New Version of the Cognitive Taxonomy

» Technology Management Strategies

» Strategies for Classroom Management in a Computer Lab

» Multimedia in the Classroom

Bloom's Taxonomy Resources

• TeacherVision - Bloom's Taxonomy: An Overview
• TeacherVision - Bloom's Taxonomy Verbs
• Bloom's Revised Taxonomy
• Bloom's Taxonomy
• Applying Bloom's Taxonomy

Technology Integration Resources

• Youth Voices
• Diigo
• Evoke
• Interactive Online Simulations from the University of Colorado
• Make Beliefs Comix
• Prezi
• Glogster
• 7 things you should know about Social Bookmarking
• Google Earth
• GIS
• Wordle
• Survey Monkey
• Mind Mapping
• Voice Thread
• PhotoStory (Note: This may already be installed on your computer)
• Examples of Classroom Uses of Photo Story 3
• Animoto
• Scratch
• ReadWriteThink
• Web 2.0 Guru

The Technology Integration Matrix

• Levels of Technology Integration Into the Curriculum

 

This online course is a product of the Maryland Technology Proficiency Project, a federal Title II-D Ed Tech partnership grant, in collaboration with the Maryland State Department of Education and Maryland Public Television/Thinkport.

© 2011 MSDE. All Rights Reserved.