BEST PRACTICES IN A DIVERSE WORLDAPPLYING TECHNOLOGY RESOURCES TO EMPOWER DIVERSE LEARNERS IN SIX STEPS...

1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

Before we explain the six steps, let us review the challenge we face...

The ChallengeCurrent Classroom Environment...

• demographically poor 1

• most students are bilingual ELD / ESL• students enjoy little computer access outside• tech-savvy teachers are few• more students than computers• equipment is outdated

1 Title 1 school with 94% Hispanic demographic and 85% Free Lunch.

The Solution?

must be simple to Planquick to Implement

easy to Evaluate

Should be as easy as P.I.E.1

1 P.I.E. Instructional design model (Newby, Stepich, Lehman, & Russel, 2000).

Here are six research-based steps that fit our P.I.E. model of instructional design to use technology to improve learning...

Step 1:The EntryFirst impressions last...

1 Morrison, Ross, & Kemp, 2007, pp. 107-108).

“LEARNERS OFTEN NEED TO BE MOTIVATED TO LEARN

SUBJECT MATTER BEFORE INSTRUCTION IS SUCCESSFUL.” 1

What it means –>

TechnologyMotivatesNearly all ages are intrigued by technology. Staging intermittent computer use into lesson plans motivates students to progress through the stages. Offering extra credit options that incorporate computers can be an additional incentive.

Step 2:The WelcomeWe’re in this together...• Constructivism 1

• Group-paced approach 2

1 Morrison, Ross, & Kemp, 2007, p. 146.2 Lebow, 1994

What it means –>

ClassroomDemocracyEnsure synergy is built into lesson plans by grouping students in different ways, thus maximizing constructivist learning opportunities. Education today is a level playing field.

Step 3:A LifestyleAt home as a lifelong learner...• Generative learning 1

• Observation & application 2

1 Wittrock (1989)2 Morrison, Ross, & Kemp (2007)

What it means –>

Learning is an attitudeWorking together ensures students generate connections between what they already know and the new information presented. Thinking out loud with their peers creates opportunities to observe and apply in a safe environment.

Step 4:NaptimeBeware of cognitive overload...• Feedback loops 1

1 Feedback looping (Reigeluth, 1999).

What it means –>

Digestion takes timeAdd feedback loops throughout lesson plans by asking open-ended questions and encouraging discussion with peer groups. To meet this need, computer time can be allocated for blogging and text chat.

Step 5:Vista GrandeThe big picture...• Higher order thinking evidenced by elaboration 1

1 Elaboration strategy (Jonassen, 1988).

What it means –>

Learners add ideasLesson plans must go beyond teaching merely ‘what’ to encouraging higher order thinking about ‘what if?’ Give students time to elaborate by applying the base facts to other areas of their experience.

Step 6:Exit StrategyAuthentic assessment strategies 1

• Self-evaluation• Peer-to-peer evaluation• Project portfolio

1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).

What it means –>

Responsibleassessment“Learning is promoted when learners engage in a task-centered instructional strategy” (Merrill, 2002). Such strategies are easier to assess in a constructivist manner through peer evaluations, thus effecting further learning.

1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

SUMMARY APPROPRIATE INTEGRATION OF TECHNOLOGY RESOURCES ENABLE AND EMPOWER LEARNERS WITH DIVERSE BACKGROUNDS, CHARACTERISTICS,AND ABILITIES.

Technology

Motivates! Construct

ivist Attitude

Avoid

OverloadElaborate Assess

For more information...email: dallasm12@gmail.comphone: (608) 4DA-LLAS (google Voice)

Thank you.

References•Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th edition) Syracuse: ERIC Clearinghouse on Information & Technology. IR-103. Retrieved July 9, 2009 from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED477517

•Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In D. H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 151-182). Hillsdale, NJ: Erlbaum.

•Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.

•Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ: John Wiley & Sons, Inc.

•Nelson, B., & Erlandson, B. (2008). Managing cognitive load in educational multi-user virtual environments: Reflection on design practice. Educational Technology Research & Development, 56(5), 619-641.

•Newby, T., Stepich, D., Lehman, J., & Russel, J. (2000). Educational technology for teaching and learning. Columbus: Merrill Books, Inc.

•Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

•Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.

All photos provided by Apple’s Keynote application as stock images. Original musical composition performed by Paul McPheeters.