MUST REVIEW PREVIOUS FEEDBACK GIVEN; GRADING RUBRIC MUST BE FOLLOWED AT DISTINGUISHED ACCOMPLISHMENTS
Instructions
This assessment will be done in two parts. First, you will create four lesson plans that support innovation in educational technology. Then, you will write a narrative that analyzes and evaluates your lesson plans. You will submit both the lesson plans and the narrative as your artifact for assessment. Refer to the scoring guide to ensure that you meet the grading criteria for this assignment.
Preparation
- Select a technology or set of technologies you would like to propose for implementation in your school to improve teaching and learning. This could mean bringing a new technology into the classroom or utilizing an existing technology in new ways.
- Select at least six peer-reviewed articles to cite in your assignment.
- These articles should relate to using your selected technology in schools as well as how to effectively implement school change.
- You may refer to Research Guide – Education Technology and Innovation to begin your research in the field of education and technology.
- Identify the subject areas or grade levels that you will want to address in your exemplar lessons.
- Meet with colleagues from these areas to gain a perspective on the needs of teachers and students. In your assessment of student and teacher needs, consider diversity factors such as cultural background, experience level, developmental and readiness levels, and so on.
- Explore what professional communities say about your chosen technology and its implementation in a school.
- Consider some of these questions before you begin to craft your exemplar lessons.
- What subjects and grades are taught in your educational setting?
- How will you differentiate instruction to address the needs of diverse students?
- Consider cultural background, developmental and readiness levels, language differences, speed of learning, experiential knowledge, and so on.
- To what extent and in what specific ways have your collaborations with other educators impacted your design decisions?
- What information would other decision makers, such as administrators, want to know?
- How will you show your technology as valuable for teachers?
- How will you show a variety of integration possibilities for your technology?
- How can you show that your lesson teaches safe, legal, and ethical use of digital information and technology?
- What concerns will your fellow teachers raise? How can you address those in your exemplar lessons?
- How will you balance the need to provide detail so that teachers understand your technology implementation without overwhelming them with too much information?
Part 1: Lesson Plans
Create four exemplar lesson plans that explicitly demonstrate how implementing the technologies you have chosen will look in practice. Your lesson plans should apply across content areas and across grade levels.
- This will likely require you to engage in professional collaboration with individuals with different areas of expertise. Consider using online professional organizations and social media to further these collaborations.
- Use the questions above to help guide your content.
The lesson plans do not need to be articulated using Understanding by Design or other formal lesson presentation formats. Rather, you are designing vignettes that provide sufficient information for other teachers and stakeholders to see how your technology could be implemented in a variety of classrooms.
Part 2: Analysis and Evaluation
In a 4–6-page narrative, address the following:
- Evaluate the impact of your professional collaborations on the design of the lessons.
- Evaluate how the technology integrated into each lesson plan aligns to both content and technology standards.
- Explain how each lesson plan will promote the safe, legal, and ethical use of digital information and technology.
- Analyze how the technology integrated into each lesson plan will support diversity and equity.
- Think about the variety of student needs that exist within your educational setting. Specifically consider cultural background, developmental and readiness levels, language differences, speed of learning, experiential knowledge, and so on.
- In your lessons, demonstrate how the technology can be used to meet those needs.
- Analyze some of the struggles and questions teachers may have in implementing the technology. These concerns may have emerged from your professional collaborations.
- Address those common concerns within your lessons, demonstrating how the technology can be successfully implemented to meet the needs of diverse learners.
- Explain how you would use each lesson plan to promote educational innovation to decision makers and other stakeholders, such as parents and community members.
Resources: Technology-Driven Teaching and Learning
- PRINT
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- Emo, W. (2015). Teachersâ€
motivations for initiating innovations. Journal of Educational Change, 16(2), 171–195.
- Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. Teaching Exceptional Children, 46(5), 70–78.
- Hull, G., Scott, J., & Higgs, J. (2014). The nerdy teacher. Phi Delta Kappan, 95(7), 55–60.
- Kim, C., Kim, M., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.
- Smith, S. J., & Basham, J. D. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, 46(5), 127–137.
Resources: Professional Collaboration and Teacher Resistance
Professional Collaboration
Through these resources, you will examine how professional collaboration can provide feedback that supports your plan of action for technology implementation. The successful implementation of your plan of action will depend on acceptance and support from your colleagues. In fact, part of your plan of action will involve developing feedback protocols for supporting your colleagues in the implementation of the technologies you are promoting.
Teacher Resistance
Some teachers easily transfer their embrace of personal use technology to its use in their professional practice. Others may resist integrating new technologies if they perceive that doing so will threaten pedagogical approaches that have become comfortable routines. Some teachers may resist new technologies because they worry that students will be more competent than they are.
Through these resources, you will examine some of the reasons for teacher resistance to educational technology innovation. This learning will inform your design of lesson plans that will empower, rather than overwhelm, resistant teachers.
Resources: Additional Resources for Further Exploration
Educational Tool Research
Look through some of the Web sites below and choose three skills or tools with which you are not currently proficient but that you feel would enhance teaching and learning in your classes.
For each skill or tool you select, follow the series of links provided until you feel you have mastered this technology sufficiently to implement it in your teaching practice. To master these skills, you may have to conduct additional research beyond these links. You will also want to practice using these tools by creating examples that would work in your classroom. You will then be able to incorporate these into the lesson plans you will submit for the summative assessment.
Note the features of the tools you like and dislike. Also note if the tools would be used only as an instructor resource or if you would plan on having your students use the tools as well. Note: This activity is not part of the summative assessment and is for your own use and reference.
Blog Creation
Set up a blog to encourage professional collaboration among your colleagues in your school or district. On this blog, describe your ideas for change and encourage your colleagues to share their ideas about technology implementation, potential challenges to implementation, and their previous experience with school change initiatives. Note: This activity is not part of the summative assessment and is for your own use and reference.
Professional Organizations
Explore at least three of the professional organizations listed below to discover the resources and support they offer. Initiate contact with a professional organization and participate in some form of professional collaboration, such as communicating in a professional forum, a webinar, or a conference. Even if you already belong to a professional organization, use the links below to access a variety of online PLCs. You are encouraged to find additional organizations that best fit your interests, so you may also choose another recognized professional organization if you wish.
After exploring these resources, share your learning from these virtual professional collaborations with your colleagues on the blog you created, to drive further discussion, planning, and problem solving. Note: This activity is not part of the summative assessment and is for your own use and reference.
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