Integrating Technology with Content Standards

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Integrating Technology with Content Standards

• Pre-Service Teacher Training
• Demi Coleman, Debbie Gotto, Wendy Lampner, Joy
  Meszaros

2
Analysis

• Began with meeting (group, Dr. OConnor, and Dr.
  Savery)
• Documented in outline format
• Learning problem
• Learning goal
• Needs Expressed and Anticipated
• Learner Analysis
• Task Analysis step-by-step procedure
• Developed a flowchart based on task analysis

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Problem Statement

• There is evidence that pre-service teachers in an
  early childhood education program require direct
  instruction including practice activities,
  models, and procedures for the design of lessons
  which effectively integrate technology with the
  Ohio K-3 math, science, and social studies
  content standards.

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Learning Goal

• Pre-service teachers in an early childhood
  education program will be able to design lessons
  that effectively integrate technology with the
  Ohio K-3 math, science, and social studies
  content standards.

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Design Phase

• Developed a design specification in a group
  meeting outside of class
• Learning Theory
• Each Objective
• Sequenced
• Initial Presentation
• Generative Strategy
• Assessment

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Development Phase

• Developed an Instructor's Guide and 2 PowerPoint
  presentations
• Selected 2 model units for the entire guide
• Division of labor
• Divided objectives among group members
• Each member developed unit(s) based on assigned
  objectives

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All Units

• Introduction
• Instructor Materials
• Student Materials
• Tutorial or PowerPoint Presentation
• Assignment for students
• Rubric for the Assignment

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Unit 1 Technology Planning

• Objective 1 The early childhood pre-service
  teachers will successfully complete 4 out of 4
  items of the technology plan prior to designing a
  unit that integrates technology and content
  standards

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Unit 2 Creating Lesson Goals

• Objective 2 All lesson goals developed by the
  early childhood pre-service teachers will be
  grade appropriate, theme-based, incorporate the
  selected content standards, and be developed
  prior to the design of the unit.

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Unit 3 Finding a Model

• Objective 3 Prior to developing the unit
  instructions, the early childhood pre-service
  teachers will be able to locate one relevant
  model which meets at least one content standard
  for a specific grade level and which incorporates
  at least one technology component

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Unit 4 Developing the Instructions

• Objective 4 Prior to the pretest of the unit,
  the early childhood pre-service teachers will
  construct detailed project instructions that
  envelop the rules and a rubric for a unit which
  integrates technology and content standards.

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Unit 5 Pretesting a Unit

• Objective 5 During the pretest of the unit, the
  early childhood pre-service teachers will be able
  to troubleshoot and resolve all problems with
  equipment, instructions, or the time line.

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Unit 6 Evaluating a Unit

• Objective 6 Early childhood pre-service
  teachers will complete 3 out of 3 steps in the
  evaluation process for the unit after it has been
  pre-tested.

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Final Product

• Instructors Guide
• Six units
• View Table of Contents
• Two PowerPoint Presentations
• www.ikeepbookmarks.com/dr_oconnor

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Evaluation Phase

• Met with 13 members of Dr. OConnors class
• Presented the PowerPoint presentation
• One observer
• Videotaped the presentation
• Students completed a survey
• Compiled a summary of the presentation

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The Process

• Usage of webct
• Email 163 messages
• Discussions 115 messages
• Group work area 7 folders, 33 files flowchart
• 2 in-class and 3 off-site meetings