integrating technology into instruction
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INTEGRATING TECHNOLOGY
into INSTRUCTION
Mrs. Hazel B. France
h.france@gmail.com
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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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