Design Methods for Technology-Based Learning Units
As the process of technology unit development begins, the unit developers should use the school’s current curriculum frameworks as benchmarks for achievement at specific grade levels. The unit developer should identify ways to incorporate technology so that the school will achieve both state and national standards. The units the teachers develop using this process will serve as samples of what is possible when technology steps outside the computer lab and moves into the classrooms.
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed. The author has provided a model of this process in Exhibit 1-1 Model for Technology Unit-Based Development.
Selecting Content Standards
A content standard is an ability or skill that students can demonstrate, usually in a variety of ways. Using the content standard component of the Technology-Based Learning Unit Planner, the unit developer should outline the desired content (proficiencies) in a selected subject area or areas. In Exhibit 1-2 Content Standards Component, the authors have defined the content standards for a unit entitled, “Black History Month.” In this Language Arts Unit, the culminating activity will require proficiencies in student use of technology to produce an original work, drawing conclusions, demonstrating an understanding of various cultures, and applied concepts of effective writing. The unit developers must select specific content standards or expectations for student performance as illustrated in Exhibit 1-2. The author recommends that unit developers choose content standards that are required by the state and/or district.
Establishing Purpose
Students need to know the rationale for learning, and teachers should take the time to explain it. The purpose for providing a rationale on the Technology-Based Unit Learning Planner is to help the developers justify the purpose of the unit. If the purpose for the unit lacks relevance or a real-life application, this step in the process will reveal these gaps. Exhibit 1-3 Example of Unit Purpose Component illustrates how this process should be conducted.
Developing Learning Task
A good task is authentic and requires the student to perform in a real-life context. It can be multidimensional and require not only cognitive skills but also interpersonal skills and abilities. The tasks should always reflect the content standards as can be reviewed in Exhibit 1-3 Content Standards Component. The task will not elicit quality work if it requires knowledge and skills that the students do not have. It will also result in considerable frustration on the part of the students and the teacher. In Exhibit 1-4 Learning Task Component, unit developers are to specify what knowledge will be gained through the development of learning text.
The unit developers also should identify the learning domains (See Exhibit 1-4a Learning Domains Defined) that will be assigned to task within the unit. It should include information about the levels of learning by identifying learning activity domains that will support the unit. These domains are virtual resources on how technology will be used in the unit to support the activity. For example, one of the identified learning activities for this unit is data gathering and synthesis. Students experiencing this unit will be required to interact with technology to obtain the information necessary to complete the assigned task. They will be asked to research information and then report their information electronically.
Defining Methods of Assessment
After designing the task, the unit developers should decide what student learning skills will be measured. The decision on how content standards will be measured will determine the overall development of the assessment strategy. Methods including writing samples, portfolios, rubrics, interviews, observations, surveys and tests should be considered. Unit developers should remember that assessment is only as good as a teacher’s understanding of the purpose of the task and why it is an effective assessment of the standards of learning. The authors have included an example of how to identify assessment methods in Exhibit 1-5 Determining Assessment.
Selection of Technology Tools
Identifying the types of technology tools the teacher will use to deliver the unit allows the developer to analyze the different technology capabilities. This process will allow unit developers to identify important technology tools they can include in their units. They can select from a variety of resources that include available hardware, software and the availability of online resources. In Exhibit 1-6 Technology Tools, the unit developer has selected a variety of technology tools to use in the delivery of the unit. These tools include networking, various presentation software and the incorporation of constructed websites that give students selected resources from which to work.
Technology and Curriculum Integration
The most important part of developing a technology-based unit is to identify how it will be used in the curriculum. During this phase, the unit developers will identify the technology methods and resources they will use to support the instructional unit. Methods of technology integration should specify the way the teacher plans to deliver the unit. Questions should be answered about how “presentations and methods or presentations” will be made, where “technology resources” are located, and what technology resources will be available when the unit is presented. An example of how this can be developed is presented in Exhibit 1-7 Technology Integration Methods.
Once teachers understand the capabilities of the technology, they must then take advantage of these resources as tools for learning, communicating, handling/managing information, and solving problems. Schools must use computers as a means, not an end. These new capabilities will allow the teacher and the school to restructure the way instruction is delivered to students. In exhibit 1-7 a is an example of a completed unit as it was developed through the six step process of (1) selecting content standards, (2) establishing purpose, (3) integrating technology, (4) identifying tools, (5) defining assessment, and (6) developing learning task.
- View Slide Show: Technology Planning
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