EDUC 730 WK 6 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning se

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EDUC 730 WK 6

Technology Integration: Problem-Based Learning Plan Assignment Instructions

Overview

The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning session where technology is integrated in ways that will help your learners gain decision making and problem-solving skills, demonstrate increased creativity, and form stronger social connections with peers.

You will use a Problem-Based Learning approach to design the learning plan for a specific audience of learners.  The ASSURE model for instructional planning, the Technology Integration Matrix, and the ISTE standards for students each provide valuable frameworks to help you define a well-conceived technology integrated learning plan.

Instructions

The ASSURE model (Smaldino, Lowther, & Russell, 2008) encourages a purposeful look at and selection of appropriate technologies to foster student engagement. The first step in using ASSURE is to understand your learners. Assess the learner’s knowledge, skills, and dispositions before planning the instruction so that you target the areas of most need and design activities that will most likely engage and motivate them to learn. It is critical that you recognize where the learners are before the instruction even begins.  This front end planning will go a long way to ensure success. The instructional decisions you make are opportunities for making a difference in people’s lives, both now and in the future.

The A in ASSURE stands for Analyze Learners.

Describe your learner and their characteristics such as learning styles, prior knowledge, skill level, and attitudes towards learning. For instance, some learners are very hesitant in learning math skills but are excellent writers.

The S stands for State the Standards and Objectives.

You will select 1–2 curriculum standards for the lesson. Then select 1–2 ISTE standards for students from the ISTE Standards for Students link in the Technology Integration: Problem-Based Learning Plan Assignment page.  Use these standards to determine 2 -3 associated specific and measurable learning objectives for the lesson.

The second S stands for Select Strategies, Technology, Media, and Materials.

Digital technologies can facilitate students and teachers in the collaboration process.  Great thinking and lesson planning include instructional strategies that incorporate the highest level of technology integration for student engagement. To help you evaluate and plan for the integration of technology in the lesson you will use the Technology Integration Matrix (TIM) framework where you will compare the level of integration and engagement typically experienced during instruction and learning experiences with those presented in the TIM. The Technology Integration Matrix link is provided in the Technology Integration: Problem-Based Learning Plan Assignment page. You will select one of the 5 interdependent characteristics of meaningful learning environments to structure your learning activities and design a vibrant technology integration plan for your target learners: active, collaborative, constructive, authentic, and goal-directed. Your goal in designing the lesson and use of technology is to move as far to the right on the meaningful engagement scale as possible.  Push past the Entry and Adoption to Adaptation, Infusion, or Transformation.  This is not easy to do and the TIM provides examples in video form to help you.  For instance, if you click on the Active Learning under the Infusion level you will find several videos that model this level of use with active learning taking place.

The U stands for Utilize Technology, Media, and Materials.

Once you have assessed what technology tools you have available for use and observed some exciting ways these tools might be best utilized to promote learning, describe what you actually will use and how the tools will be used. You want your learners to collaborate in examining the important issues and identifying solutions to the problem.  You also want them to leverage technology to help co-construct solutions. Jonassen (1996) refers to technology tools as “intellectual partners” (p. 9) that aid learners as they seek to expand their thinking and understanding.

The R stands for Require Learner Participation.

This is where you plan the learner’s actions.  How will you plan for your learners to engage with the ideas and with the technology tools in order to meet the learning goals and objectives? Good questioning is an important aspect of formative assessment. Include your questioning strategies and questions for introducing the problem and lesson, processing the problem, designing solutions, ensuring understanding, and final checkpoints.

The E stands for Evaluate and Revise.

The final section is where you will describe the methods you will use to assess the learning.  Then describe how the resulting data might be used to revise the instruction plan for next time.

Focus on the integration of technology. Think in terms of the types of questions an instructional coach might ask after observing the actual instruction that you have planned such as:

·      Did the lesson accomplish what you intended?

·      Were the objectives met?

·      Would different tools have done a better job of facilitating the problem-based learning approach?

·      Did anything surprise you?

·      What would you do differently next time?

·      What score would the selected technologies have according to the Triple E Framework?  See the provided link for the Triple E Evaluation Rubric in the Technology Integration: Problem-Based Learning Plan Assignment page.

Download the Technology Integration and Problem-Based Learning Plan Template.  Open the template and review each section of the template.  The template requires you to complete the following sections:

o   Introduction to Problem-Based Learning (PBL)

o   Technology Integration

o   The ASSURE Model for Instructional Design

o   Analysis of Learners

o   Analysis of Technology in the Local Setting

o   Standards and Objectives

o   Strategies, Technology, Media, and Materials

o   Require Learner Participation

o   Evaluate and Revise

Save your file with the following naming convention: Last-First initial-Tech and PBL-73

References:

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th Ed.)  Upper Saddle River, NJ: Prentice Hall

EDUC 730 WK 6 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning se
EDUC 730 Technology Integration: Problem-Based Learning Plan Grading Rubric Criteria Levels of Achievement Content Advanced Proficient Developing Not Present Synthesis Problem-Based Learning 8 points The candidate provides a rich overview of Problem-Based Learning (PBL) and what this approach looks like in classrooms, providing solid detail. 7 points The candidate provides a solid overview of Problem-Based Learning (PBL) and what this approach looks like in classrooms, providing adequate detail. 1 to 6 points The overview of PBL is lacking depth and/or significantly lacking in detail. 0 points Not present Synthesis Technology Integration 8 points The candidate provides a rich overview for integrating technology in the classroom, providing solid detail. The five interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the five levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation) are carefully explained. 7 points The candidate provides a solid overview for integrating technology in the classroom, providing adequate detail. The five interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the five levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation) are adequately explained. 1 to 6 points The overview is lacking depth and/or significantly lacking in detail and/or the five interdependent characteristics of meaningful learning environments and/or how these relate to the five levels of integration are lacking in explanation. 0 points Not present Learner Analysis 8 points The candidate provides a descriptive profile that includes rich detail on learning styles, prior knowledge, skill level, attitudes towards learning, physical traits, and other relevant learner characteristics. 7 points The candidate provides a descriptive profile with adequate detail on all of the important learner characteristics 1 to 6 points The candidate provides a descriptive profile that is somewhat lacking in detail and/or excludes some important learner characteristics. 0 points Not present Technology Analysis 8 points The candidate provides a descriptive profile that includes rich detail on the available technology in the local setting, including Internet access, tools, and software, and how these will be leveraged to maximize learning potentials. 7 points The candidate provides a descriptive profile that includes sufficient detail on the available technology in the local setting, including Internet access, tools, and software, and how these will be leveraged to maximize learning potentials. 1 to 6 points The candidate provides a descriptive profile that is somewhat lacking in detail and/or excludes analysis of Internet access, tools, or software, and/or fails to provide adequate determinations on how these will be leveraged to maximize learning potentials. 0 points Not present Standards and Objectives 8 points The candidate provides background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. 7 points The candidate addresses all but one requirement listed below: Background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. 1 to 6 points The candidate fails to address 2 or more requirements listed below: Background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. 0 points Not present Planning the Strategies, Technology, Media, and Materials 20 to 22 points The candidate identifies strategies and methods for meaningful engagement at the Adaptation, Infusion, or Transformation levels of integration, carefully outlining vibrant ways to promote learner success. Technology, media, and materials are listed and described in detail. 18 to 19 points The candidate adequately outlines and describes ways to promote learner engagement at the Adaptation, Infusion, or Transformation levels of integration. Technology, media, and materials are listed and adequately described. 1 to 17 points The candidate fails to adequately outline and describes ways to promote learner engagement and/or strategies are largely limited to the Entry and Adoption levels of integration, and/or the technology, media, and materials are not adequately described. 0 points Not present Utilizing Technology, Media, and Materials 20 to 22 points The candidate carefully describes how the technology, media, and materials will be used, providing detailed step by step instructions for implementing the instructional plan. 18 to 19 points The candidate describes how the technology, media, and materials will be used, providing step by step instructions for implementing the instructional plan. 1 to 17 points The candidate fails to adequately describe how the technology, media, and materials will be used, and or fails to provide adequately detailed step-by-step instructions for implementing the instructional plan. 0 points Not present Requiring Learner Participation 8 points The candidate requires learner participation and active use of technology tools in vibrant ways to best meet the learning goals and objectives. Questioning is well planned to function as a part of the formative assessment. 7 points The candidate adequately identifies ways to require learner participation and active use of technology tools to meet the learning goals and objectives. Questioning is adequately planned to function as a part of the formative assessment. 1 to 6 points The candidate fails to adequately identify ways to require learner participation and active use of technology tools, and/or these are not planned in a way that clearly meets the learning goals and objectives, and/or questioning is not adequately planned to function as a part formative assessment. 0 points Not present Evaluation and Revision 8 points The candidate carefully plans for and describes the methods that will use to assess the learning and describes how assessment data might be used to reflect on and revise the instruction plan for future use. 7 points The candidate adequately plans for and describes the methods that will use to assess the learning and describes how assessment data might be used to reflect on and revise the instruction plan for future use. 1 to 6 points The candidate fails to adequately plan for and describe methods to assess the learning and/or fails to adequately describe how assessment data might be used to reflect on and revise the instruction plan for future use. 0 points Not present Structure Advanced Proficient Developing Not Present Organization and Mechanics 12 to 13 points The learner provides a lesson that displays good practices in instructional planning with logical progression. The learners’ instructional plan is free from APA, grammar, and spelling errors. 11 points The learner provides a lesson that displays good practices in instructional planning with logical progression. Only one type of APA, grammar, and/or spelling error is noted. 1 to 10 points The learner provides a lesson that loosely displays good practices in instructional planning, and/or more than one type of APA, grammar, or spelling errors are noted, and/or errors substantially detract from the communication of the instructional plan. 0 points Not present Terminology 4 points The candidate demonstrates appropriate use of the key terminology from the field of educational technology. 3 points The candidate generally demonstrates appropriate use of terminology from the field of educational technology. 1 to 2 points The candidate fails to demonstrate appropriate use of key terminology from the field of educational technology. 0 points Not present References 8 points The learner uses the appropriate number of references. Citations and references are in correct APA format, and citations match in the body and in the reference section and vice versa. 7 points The learner uses references; however, they are not sufficient to support assertions. Citations and references have a few APA formatting errors, and one or two citations in the body do not match those in the reference section or vice versa. 1 to 6 points The learner uses references, however, they are not sufficient to support assertions. Citations and references have frequent APA formatting errors, and/or several references that appear in the body are not cited in the reference section or vice versa. 0 points Not present
EDUC 730 WK 6 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning se
Technology Integration: Problem-Based Learning Plan Author Begin by discussing what is meant by Problem-Based Learning (PBL), what this approach looks like in classrooms, and how it is different from project-based learning. Include a minimum of three scholarly articles in support. Technology Integration In this section, discuss what is meant by technology integration and what it looks like in classrooms. Spend some time exploring the Technology Integration Matrix (TIM) (link provided in the assignment area), and briefly explain the interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation). Include a minimum of two scholarly articles in support. The ASSURE Model for Instructional Design Begin this section with a brief introduction to the ASSURE model. Then, in the sections below, identify the instruction plan according to the model. Analysis of Learners Describe your learner and their characteristics such as learning styles, prior knowledge, skill level, attitudes towards learning, comfort level and experience with technology, and other relevant characteristics. For instance, some learners are very hesitant in learning math skills but are excellent writers. Analysis of Technology in the Local Setting Describe the technology that is available to you in your local setting. If your resources are limited, you will want to leverage every tool possible to the highest extent in order to maximize learning potentials and discovery through learning. Include Internet access, tools, and software. Standards and Objectives Introduce this section with background on the curriculum standards you are using to establish the foundations of the lesson. Then, below, identify the specific standards you will use. List one or two curriculum standards used for the lesson: a) b) Select one or two ISTE standards for students: a) b) Determine the 2-3 associated specific and measurable learning objectives. The objectives of this lesson are: 1) Learners will construct a persuasive presentation with supporting evidence and publish it to a class wiki (Example 1). 2) Learners will be able to articulate the advantages of using Venn diagrams to contrast and compare different representations of a concept (Example 2). 3) Planning the Strategies, Technology, Media, and Materials This section and the one following (Utilize Technology, Media, and Materials) together represent the largest portion of the assignment. Begin by identifying the strategies and methods you will use for instruction and engagement and discuss the technology you will use in the lesson. Use the Technology Integration Matrix (TIM) to help you evaluate the integration of technology and make decisions about ways to integrate the available technology to best promote learner success. Select one key focus from the five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. Your goal is to move as far down on the meaningful engagement scale and as far right on the 5 levels of technology integration scale as possible. Seek to push deeper than active learning and past the Entry and Adoption levels of integration to the Adaptation, Infusion, or Transformation levels. This is not easy to do and the TIM provides examples in video form to help you. For instance, if you click on the Active Learning, Infusion Level you will find several videos that model this level of use with active learning taking place. If you click on Goal-Directed Learning, Adaptation Level you will find video demonstrations of what this looks like in practice. Identify your chosen Engagement Level and Integration Level (replace the example below with your selections). Goal-Directed Learning, Adaptation Level List the Extended Descriptors for your selection. Students Teacher Setting Next, identify the technology, media, and materials you will use. This can be done in list form. Add links where appropriate. Technology Media Materials Utilizing Technology, Media and Materials In this section, you will briefly describe HOW the technology, media, and materials will be used. This should read like a road map so that someone else could implement your plan with your learners. Include step-by-step instructions for implementing your plan. Requiring Learner Participation This is where you plan the learner’s actions. How will you plan for your learners to engage with the ideas and with the technology tools in order to meet the learning goals and objectives? The plan should include good questioning, specifically addressing the ill-defined problem of focus. Questioning will function as a part of or your instruction as well as the formative and summative assessment. Evaluating and Revising This final section is where you will describe the methods you will use to assess the learning. One tool you may want to include in your evaluation is the rubric from the Triple E Framework (see the link provided in the assignment area). Once you have evaluated for effectiveness, describe how you might use the resulting data to revise the instruction plan for next time. Think in terms of questions an instructional coach might ask after observing the actual lesson. References Insert all references here.
EDUC 730 WK 6 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning se
EDUC 730 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning session where technology is integrated in ways that will help your learners gain decision making and problem-solving skills, demonstrate increased creativity, and form stronger social connections with peers. You will use a Problem-Based Learning approach to design the learning plan for a specific audience of learners. The ASSURE model for instructional planning, the Technology Integration Matrix, and the ISTE standards for students each provide valuable frameworks to help you define a well-conceived technology integrated learning plan. Instructions The ASSURE model (Smaldino, Lowther, & Russell, 2008) encourages a purposeful look at and selection of appropriate technologies to foster student engagement. The first step in using ASSURE is to understand your learners. Assess the learner’s knowledge, skills, and dispositions before planning the instruction so that you target the areas of most need and design activities that will most likely engage and motivate them to learn. It is critical that you recognize where the learners are before the instruction even begins. This front end planning will go a long way to ensure success. The instructional decisions you make are opportunities for making a difference in people’s lives, both now and in the future. The A in ASSURE stands for Analyze Learners. Describe your learner and their characteristics such as learning styles, prior knowledge, skill level, and attitudes towards learning. For instance, some learners are very hesitant in learning math skills but are excellent writers. The S stands for State the Standards and Objectives. You will select 1–2 curriculum standards for the lesson. Then select 1–2 ISTE standards for students from the ISTE Standards for Students link in the Technology Integration: Problem-Based Learning Plan Assignment page. Use these standards to determine 2 -3 associated specific and measurable learning objectives for the lesson. The second S stands for Select Strategies, Technology, Media, and Materials. Digital technologies can facilitate students and teachers in the collaboration process. Great thinking and lesson planning include instructional strategies that incorporate the highest level of technology integration for student engagement. To help you evaluate and plan for the integration of technology in the lesson you will use the Technology Integration Matrix (TIM) framework where you will compare the level of integration and engagement typically experienced during instruction and learning experiences with those presented in the TIM. The Technology Integration Matrix link is provided in the Technology Integration: Problem-Based Learning Plan Assignment page. You will select one of the 5 interdependent characteristics of meaningful learning environments to structure your learning activities and design a vibrant technology integration plan for your target learners: active, collaborative, constructive, authentic, and goal-directed. Your goal in designing the lesson and use of technology is to move as far to the right on the meaningful engagement scale as possible. Push past the Entry and Adoption to Adaptation, Infusion, or Transformation. This is not easy to do and the TIM provides examples in video form to help you. For instance, if you click on the Active Learning under the Infusion level you will find several videos that model this level of use with active learning taking place. The U stands for Utilize Technology, Media, and Materials. Once you have assessed what technology tools you have available for use and observed some exciting ways these tools might be best utilized to promote learning, describe what you actually will use and how the tools will be used. You want your learners to collaborate in examining the important issues and identifying solutions to the problem. You also want them to leverage technology to help co-construct solutions. Jonassen (1996) refers to technology tools as “intellectual partners” (p. 9) that aid learners as they seek to expand their thinking and understanding. The R stands for Require Learner Participation. This is where you plan the learner’s actions. How will you plan for your learners to engage with the ideas and with the technology tools in order to meet the learning goals and objectives? Good questioning is an important aspect of formative assessment. Include your questioning strategies and questions for introducing the problem and lesson, processing the problem, designing solutions, ensuring understanding, and final checkpoints. The E stands for Evaluate and Revise. The final section is where you will describe the methods you will use to assess the learning. Then describe how the resulting data might be used to revise the instruction plan for next time. Focus on the integration of technology. Think in terms of the types of questions an instructional coach might ask after observing the actual instruction that you have planned such as: Did the lesson accomplish what you intended? Were the objectives met? Would different tools have done a better job of facilitating the problem-based learning approach? Did anything surprise you? What would you do differently next time? What score would the selected technologies have according to the Triple E Framework? See the provided link for the Triple E Evaluation Rubric in the Technology Integration: Problem-Based Learning Plan Assignment page. Download the Technology Integration and Problem-Based Learning Plan Template. Open the template and review each section of the template. The template requires you to complete the following sections: Introduction to Problem-Based Learning (PBL) Technology Integration The ASSURE Model for Instructional Design Analysis of Learners Analysis of Technology in the Local Setting Standards and Objectives Strategies, Technology, Media, and Materials Require Learner Participation Evaluate and Revise Save your file with the following naming convention: Last-First initial-Tech and PBL-730 References Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

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