A WebQuest on Technology Integration
Designed by
Marsha Gladhart (marsha.gladhart@wichita.edu)
Introduction |
Task | Process | Resources |
Evaluation | Conclusion |
Credits
Introduction
What does an integrated
classroom look like? Let's take a trip down the hall and peek into some
classrooms. At the first classroom we see a non-integrated classroom. What is
the instructor doing? What are the students doing? Our next stop is a
class for which the instructor has planned for technology integration to
support learning. How is this classroom different from the first one? What
is the teacher doing? What are the students doing?
[Please note that integration is a
continuum. It's not either/or.]]
The central question is
"How can technology be used to support learning in your teacher education
class?" In order to answer that question, we will try to define what
technology integration means. In this WebQuest you will collect examples and
synthesize what you learn from the examples into your own definition of
technology integration.
The Task
Visit the Web sites
provided in this WebQuest. Collect examples of technology integration that
you could use in your classes. Use the examples to define technology
integration.
The Process
(Read these instructions completely before you begin your search.)
-
Work with your
assigned partner(s) to complete this WebQuest.
-
Visit the Web sites
and look for examples of technology integration appropriate for your
classroom.
-
Record those examples
and their source in the Integration template on the desktop of
your computer. Record each example on a separate slide.
-
Use the APA format for
electronic citations to record the source of your examples. You have
been given an example of the APA format on each slide.
-
Once you have found at
least 5 examples of how technology can be used to support your
instructional goals and entered a description and the source on 5
separate slides,
-
On the last slide,
write your explanation of what integration means. How is it different
from learning technology. Create a small table contrasting integration
with non-integrated classrooms. Provide at least 3 points of contrast.
Resources
The Northwest Regional Profile:
Integration of Technology in Preservice Teacher Education Programs
http://www.netc.org/preservice/challenge.html#survey
Read the first four paragraphs
under Preparation of New Teachers to add focus to your search.
Technology Use in Education http://www.ncate.org/accred/projects/tech/caseintro.htm
Examples of technology
integration in Colleges of Education.
PT3 Grants http://www.pt3.org/pt3_grants/project_db/search_db.php3
Search the Implementation Grants
to see how other institutions are working to integrate technology. Most
descriptions will give a Web address so you can visit the grant Web site.
Electric Teacher http://www.electricteacher.com/
Tutorials and links of interest.
Diversity Projects is a fun link but don't stop there.
Judi Harris' Virtual Architecture http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/
Harris' activity structures are
a good resource for ideas about how to use telecommunication and
collaboration in the classroom.
Virtual Learning strategies http://www.umuc.edu/virtualteaching/module1/strategies.html
Examples from the Web that show how each
might utilize a certain kind of technology or a combination of different
technologies to accomplish specific learning objectives
Virtual resources site for
teaching with technology http://www.umuc.edu/virtualteaching/
- To look at examples of how teachers from a range of
disciplines have integrated Web-based media in their teaching and
associate those examples with particular teaching/learning strategies,
follow the Teaching/Learning
Activities link.
- To go directly to explanations of the technologies,
with examples of each, follow the Technologies
link.
Electric collaboration http://www.lab.brown.edu/public/ocsc/collaboration.guide/index.shtml
Select "Ways to
Collaborate: Activities and Environments" to find examples of
communication tools and how they can be used to support learning.
Evaluation
Instead of evaluating your final
project in this section as is usually done in the WebQuest model, I've
developed the rubric below to help you evaluate and select your examples of
integration.
|
Level of Adoption |
Teacher behavior
|
Student behavior |
Technology tools |
|
Entry
|
Teachers have little or no experience
with technology and demonstrate little interest in changing their
instruction. Teachers have little interaction with colleagues about
their success and failures with technology. |
Students may be sent to computer lab for
instruction.
Lecture, seatwork, and recitation are
common.
|
Technology is text-based. Blackboards
may be replaced with whiteboards. Overhead projectors are used.
Videotapes support lectures. |
|
Adoption
|
Teachers' concerns shift from learning
how to use the computer to learning how to use the technology to
support text-based instruction. Teachers provide technical
assistance to their colleagues and share knowledge abut how to
manage the equipment and use the software. |
Students interact with technology to
replace paper and pen activities or drill and practice. Databases
and spreadsheets may be used to collect and compare
information. |
Computers are present in the classroom
or class is scheduled regularly in the computer lab. Software
includes database, spreadsheet, web browser, word processing,
desktop publishing. |
|
Adaptation
|
Teachers begin to share instructional
ideas instead of technical assistance. Collaboration on
instructional topics moves teachers beyond text-based activities.
Teachers experiment with new technologies. |
Students' productivity has increased,
allowing teachers to engage in higher-level activities and
problem-solving. Quality of students' work improves as well. |
Problem-based technologies, multimedia,
presentations, graphics. Software will include CDs with
problem-based learning and simulations. |
|
Appropriation |
Team-teaching, interdisciplinary
project-based instruction, and individually-paced instruction become
more common. Teachers begin to question old patterns and the
speculate about the causes behind changes they are seeing in their
students. |
Students work collaboratively to solve
problems or create projects. Activities include individualized
instruction, collaborative group work, simulation, distance
learning, self-paced, and multimodal learning. |
Digital camera, computers, laptops,
presentation and multimedia software. Increased use of network for
file-sharing and collaboration. |
|
Invention |
Teachers are ready to implement
fundamental changes in their teaching approaches. They are more
disposed to view teaching as an active, creative, and socially
interactive process. Knowledge is viewed as something children
construct and less like something to be transferred. |
Students are engaged in construction and
constructive activities. Students are active participants. |
Technology is available anytime within
and without classrooms. |
|
(Adapted from stages of
adoption as described in Dwyer, Ringstaff, & Sandholtz, 1992) |
Conclusion At
the end of this WebQuest you should have collected some examples of how you
can integrate technology into your classroom and reported them in a PowerPoint
presentation. You should also have developed a definition of technology
integration that you can share with your students and colleagues.
Credits & References
Dwyer, D.C., Ringstaff, C., &
Sandholtz, J.H. (1992). The evolution of teachers' instructional beliefs and
practices in high-access-to-technology classrooms first-fourth year findings.
Apple Computer. Retrieved June 6, 2001, from the World Wide Web: http://www.apple.com/education/k12/leadership/acot/library.html
International Society for
Technology in Education (2000). National Educational Technology Standards for
Students: Connecting Curriculum and Technology. Eugene, OR: Author.
Dodge, B. (1998). The
WebQuest page. Retrieved June 6, 2001, from the World Wide Web: http://edweb.sdsu.edu/webquest/webquest.html
Based on a template from The WebQuest
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