Bianca Becker
Professional Portfolio
Models of Integration of Educational Technology
Students examine trends and issues related to the integration of technology in instruction based on learning theory, learners’ needs, teaching strategies/practices, social and psychological factors, and state/national standards.
Context
Course: EDTC 5320: Fall 2013
Instructor: Dr. Douglas Holschuh
Artifact(s) Selected:
Artifact Reflection
This course focused on the base theories and strategies of the integration of technology into curriculum for educational purposes. Course readings and discussion provide a deeper understanding of the theory that goes behind in using and selecting technologies. Throughout the course we developed lessons with integrated technology, conducted classroom observations for technology integration practices, and developed arguements for solving technology based problems in schools.
For my first artifact I selected a critical theory lesson plan I created. I selected Project-Based Learning and Constructivism as the basis of my lesson plan. In the first part of my lesson students work as architects to develop new buildings in the city's local community. Their desings integrated their knowledge of geometric shapes, with the city's overall architectural design. The seond part of the lesson students work as safety managers who try to keep the playground equipment safe for children to use. They use their knowledge of 2D and 3D shapes to examine playground equipment and determine if the design is safe. They must explain the hazards the eqipment poses and develop solutions to solve the problem.
From this experience I learned to distinguish and understand the different critical theories, and how to apply them to my instruction. They lesson development assignment helped me practice the integration of these theories with the district and state mandated curriculum.
ISTE Standards for Teachers
1. Facilitate and Inspire Student Learning and Creativity // Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, cretvity, and innovation in both face-to-face and virtual environments. Teachers:
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(A) Promote, support, and model creative and innovative thinking and inventiveness.
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(B) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
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(C) Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
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(D) Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design & Develop Digital-Age Learning Experiences & Assessments // Teachers design, develop, and evaluate authentic learning experiences and assessmetn incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
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(A) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
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(B) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
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(C) Customize and peronsalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
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(D) Provide students with multiple and varied formative and summative assessments alinged with content and technlogy standards and use resulting data to ifnorm learning and teaching.
3. Model Digital-Age Work and Learning // Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
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(A) Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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(D) Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote & Model Digital Citizenship & Responsibility // Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
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(A) Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
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(B) Address the diverse needs of all learners by using learner-centered strategies providing equitable acess to appropriate digital tools and resources.
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(C) Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
5. Engage in Professional Growth & Leadership// Teachers continously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and decmonstrating the effective use of digital tools and resources. Teachers:
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(B) Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
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(C) Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
