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Integrating Technology Into The Curriculum
Integrating Technology Into The Curriculum
Integrating Technology Into The Curriculum
CURRICULUM
By
Michael D. King
For more than two centuries, schools have used printed paper
materials such as textbooks, dictionaries, and encyclopedias to educate
students, but today learning resources are reaching a limitless realm. Virtual
learning and Literacy 2.0 has introduced a plethora of new teaching
opportunities for educators: multi-media presentations, computers,
telecommunication resources and web-based lessons and units.
The lessons and units developed will be integrated into all areas of the
curriculum, not just computer, business or technology classes. The process of
blending traditional internal content with the external virtual learning world
will require all members of the staff to develop technology-based learning
units. The school’s teachers will be vital partners in curriculum development
as teams of teachers are selected in the development of at least one
technology-based learning unit.
Using the process outlined in this section, teachers will be asked to
develop virtual learning units to be included in the overall technology plan. In
order to accomplish the development of these virtual units, the school must
first train key members of the instructional staff. Once these key members
are trained in the unit development process, the next step will be to ask
individuals or teams of teachers to develop virtual learning units using the
Technology-Based Learning Unit Planner. The instrument requires the teacher
to identify instructional standards, purpose for the unit, learning tasks, types
of assessment, technology tools and methods for integrating technology into
the curriculum.
Defining Methods of
Assessment
Selecting Content
Standards
A
Technology Steering Committee
Submit all units to be included in the content
planning document
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
author has 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.
Exhibit 1-2
CONTENT STANDARDS COMPONENT
Subject Area Choosing Proficiencies: What content standards does this unit address?
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.
Exhibit 1-3
EXAMPLE OF UNIT PURPOSE COMPONENT
Define your instructional purpose in terms of relevance to real life applications.
The purpose of this unit is to require students to write news releases, a skill that will probably be needed
in their professional lives. The unit will require students to work cooperatively and to evaluate their own
and each other’s work. In order to write a news release, they will have to gather pertinent information
from various Internet sources, compile the information, and communicate it using proper conventions of
the English language. Through this units, students will explore influential African Americans and their
contributions to history. Students will use resources provided through various web links designed by the
instructor for conducting their research. The unit will feature a writing webpage for students to use submit
their work online.
Source: Author
Illustrated Learning At the end of this unit, students will work in small groups to write a news
article, which reports their findings about an influential African
Performance Learning
American leader.
Collaborative Learning
Authentic Learning
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.
Exhibit 1-4a
LEARNING DOMAINS DEFINED
_____________________________________________________________________________________
Experiential Learning
• Ideas, theories, principles of information systems, bodies of knowledge
Inferential Learning
• Deductive powers, inferential reasoning, testing assumptions, decision making
Hypothetical Learning
• Contextualization and interpretation using texts, documents, pictures, objects
Analytical Learning
• Evaluation of systems by observing and analyzing simulated situations or processes
Evidential Learning
• Research skills, methodology, evaluation and reporting, quantification
Virtual or Exploratory Learning
• Testing and evaluating information through experiments and in situ examination or searching
• Skills SQ3R
• Word Identification
Illustrated Learning
• Demonstrations, overviews, framing, setting forth of key information or salient points
Performance Learning
• Production or performance of representative knowledge by students
Collaborative Learning
• Sharing knowledge, collective decision making, forming learning communities
Authentic Learning
• Learner as practitioner, connecting theory to practice, taking responsibility for knowledge
_____________________________________________________________________________________
Source: Author
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
understands 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.
Exhibit 1-5
EXAMPLE OF DETERMINING ASSESSMENT
Identify methods of Identify the performance assessment content standards that are
assessment measured.
Exhibit 1-6
TECHNOLOGY TOOLS
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper
Exhibit 1-7
TECHNOLOGY INTEGRATION METHODS
Presentation Available Technology Resources Methods of Presentation
Online Library Computer Center Instructor will develop three web sites for this
Assignments Home Computer activity. Students and teacher will use these
Whole Class Power Point pages as a basis for learning and presentation.
Presentation LCD Presentations Additional technology presentations will include
Individual Web Links student projects using a variety of media
Small Group One Online Classroom Computer application resources.
Black History Home Web Resource Page
Assignment and Activity Web Page
Writing Lab Web Page
Source: Author
Identify Learning Activity Domains Identify the learning task that the students will be experience.
Experiential Learning The 5Ws of news reporting: Who, What, When, Where and Why
Inferential Learning • The components of an expository paragraph.
Hypothetical Learning • The conventions of properly written English
Analytical Learning • The writing process
Evidential Learning
• Cooperative learning strategies
Virtual Learning
Illustrated Learning • Evaluating and Proofing Techniques
Performance Learning At the end of this unit, students will work in small groups to write a
Collaborative Learning news article, which reports their findings about an influential African
Authentic Learning American leader.
Identify methods of assessment Identify the performance assessment content standards measured.
Writing Rubric • the ability to explain a process in writing
Portfolio • the ability to compose a news release in an expository writing
Observation mode
• the ability to work cooperatively to perform a task
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper
Computer Micro Soft Word Black History Web Site Ink
LCD Projector Power Point On line Writing Lab
Printer Electronic Grade Book
Presentation Available Technology Resources Methods of Presentation
Online Library Computer Center Instructor will develop three web sites for this activity.
Assignments Home Computer Students and teacher will use these pages as a basis for
Whole Class Power Point learning and presentation. Additional technology
presentations will include student projects using a
Presentation LCD Presentations
variety of media application resources.
Individual Web Links Black History Home Web Resource Page
Small Group One Online Classroom Computer Assignment and Activity Web Page
Writing Lab Web Page
http://techntuit.pbworks.com/
You've arrived at a site where the most complete and current source of
information about the Literacy 2.0 will be created. This site will provide a
unified gateway to Web 2.0 resources as they are created through
participating members of The Summer Institute of Technology. The creators
of this Wiki portal hope that the results of this project will invite many other
Web 2.0 developers to create social networking units of learning for other
classrooms across the globe. Whether you're a teacher or student new to the
topic of Literacy 2.0 or an experienced educator looking for Web 2.0
materials, you'll find something here to meet your needs. This wiki is
designed as an inquiry-oriented lesson format. The inquiry format will
provide you with information on Literacy 2.0 digital tools such as Wiki
Widgets that will enable you to create 21st century learning environments.