542 – Designing Integrated Curriculum

 

“Asking kids to do real world things naturally requires them to go beyond what they know.” – Cheryl Hibbeln

Interdisciplinary project development creates relevance for students and allows teachers time to reflect and learn from each other. Too often teachers are forced to teach in isolation, but when they are brought together to plan collaboratively they can gain insight and energy from each other. Integrated curriculum is by nature based on reality and the real word beyond the school doors because school is really the only place where you are expected to focus in on one thing at a time. In the workplace and in social environments people are expected to respond within multiple domains. The difficulty with this approach is finding ways for individual subject teachers, especially at the secondary school level, to satisfy the requirements of the learning outcomes of their course within the context of the interdisciplinary project. Interdisciplinary projects must contain material from relevant disciplines that are necessary to know in order to complete the project.

 

Unfortunately, this approach is virtually impossible in my school given the restriction of the timetable and teacher assignments. There would have to be a fundamental shift in the way we design the school day at our school in order to allow students timetabled into specific blocks in specific courses to cross over for collaboration with students and teachers in other areas. Teacher assignments would have to be designed to allow opportunities for, not only the planning process, but also to actually implement a project.

Inspiration for this post is found at this Youtube link.

Advertisements

541- Final Course Reflection

Throughout this course, AECT content standards have been a driving factor. Technology standards around design, development, and utilization have been at the core of the direction and strategy of each unit.
Development of a technology integration vision is integral to the design process. One must have a complete vision of the “why” and “how” of integration before the implementation of design. Determining the relative advantage to using technology over other strategy methods is a key element in developing a philosophical approach to designing classroom integration. Each unit of study within this course was designed to implement best practices of instructional theory and design, targeted at specific groups of learners with a standards driven learning outcome.

The following is a list of course projects with links and the standards they address:

Vision Statement

Relative Advantage of Instructional Software

  • 1.1 Instructional Design Systems
  • 1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.
  • 1.2 Message Design
  • 1.3 Instructional Strategies

Network Project

  • 1.2 Message Design
  • 1.3 Instructional Strategies
  • 2.2 Audiovisual Technologies
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.1 Media Utilization

Instructional Software

  • 1.2 Message Design
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.1 Media Utilization

Interactive Presentation

  • 1.1 Instructional Systems Design (ISD)
  • 1.3 Instructional Strategies
  • 2.3 Computer-Based Technologies
  • 3.1 Media Utilization

Spreadsheets and Databases

  • 1.1 Instructional Systems Design (ISD)
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • The design of a spreadsheet or database driven lesson combines computer-based and integration technologies.

Social Media for Instruction

  • 1.1 Instructional Systems Design (ISD)
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.2 Diffusion of Innovations

Internet Safety

  • 1.1 Instructional Systems Design (ISD)
  • 1.4 Learner Characteristics
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.2 Diffusion of Innovations

Video Enhanced Lesson

  • 1.1 Instructional Systems Design (ISD)
  • 1.3 Instructional Strategies
  • 2.3 Computer-Based Technologies
  • 3.1 Media Utilization

Content Areas

    Language Arts    Social Studies    Art, Music. PE    English Language Learners

  • 1.1 Instructional Systems Design (ISD)
  • 1.2 Message Design
  • 1.3 Instructional Strategies
  • 1.4 Learner Characteristics
  • 2.2 Audiovisual Technologies
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.1 Media Utilization
  • 3.2 Diffusion of Innovations

Adaptive/Assistive Technology

  • 1.1 Instructional Systems Design (ISD)
  • 1.3 Instructional Strategies
  • 1.4 Learner Characteristics
  • 2.1 Print Technologies
  • 2.2 Audiovisual Technologies
  • 2.3 Computer-Based Technologies
  • 2.4 Integrated Technologies
  • 3.1 Media Utilization

 

In working towards the conceptual framework of a professional educator as stated by the college, this course has allowed me to understand more fully the theoretical approach to technology integration for educating all learners, no matter their age, learning style or disability. The material for study and the development of relevant technology integration projects have helped me to better “create environments that prepare learners to be citizens who contribute to a complex world”. The development and study of tech implementation strategies that engage learners in content has been an integral part of this course, moreover, these strategies also serve to help students, “understand the implications of technology in today’s society”. The main thrust of this course for me has been building skills to develop strategies that help students learn how to use technology to become better thinkers and life-long learners.

Another benefit for me professionally has been the detailed look at integration in content areas other than my own. Developing strategies for tech integration into curriculum across all content areas is a personal goal for me in my career path with the intent of sharing a sound theoretical approach and effective strategies with teachers and administration. Considering the relative advantage of integration strategies I have found especially valuable. Using this approach with my own work and sharing the value of considering why you use technology in a given educational setting validates the process.

References:

Boise State University. EdTech Department: http://edtech.boisestate.edu

Blog Entries: Self Evaluation

  1. Vision Statement

This blog entry is a comprehensive look at my personal vision for technology integration, supported by several external sources.
Ranking: Outstanding

  1. Relative Advantage of Instructional Software

This blog entry outlines the relative advantage of instructional software in the classroom. My findings are supported by external resources and a multimedia Glog that gives specific examples of instructional software available for computer and tablet.
Ranking: Outstanding

  1. Spreadsheets and Databases

This blog entry examines the relative advantage of the use of these applications in education, including their ability to save time, contain and display a large amount of information and to quickly see the results of variables to a result.
Ranking: Proficient

  1. Social Networking and Walled Gardens

“Censorship, in the guise of protection, is evident throughout history when governments or religious organizations have controlled the flow of information or eliminated the expression of perceived subversive ideas, usually with the intent of suppressing dissent.” This blog entry examines my personal view of the value of social networks and the concept of “protecting” students from internet content.
Ranking: Outstanding

  1. Internet Applications via the class Voicethread

This blog outlines my personal views on using internet applications in the classroom. “…to ignore the capabilities of the Internet for gathering information, sharing resources, engaging students, communication, solving problems, building artifacts, and exploration is a disservice to students and does not prepare them for life in the world outside of school.” This entry includes a narrative on some of the ways in which I currently use the internet in my teaching and also has a link to the class voicethread on this topic.
Ranking: Outstanding

  1. Video Blog

This blog entry has a link to a video version of the text and is about the integration of video in the classroom. The entry discusses the use of video as an instructional tool, but also as a method for students to use in preparing artifacts of learning such as video documentaries.
Ranking: Outstanding

  1. Integrating Technology Into the Content Area

I believe this entry represents my best blog work for this course. I detail relative advantage and specific integration strategies for all content areas using external resources and my personal experience.
Ranking: Outstanding

  1. Obstacles and Solutions for Integrating Technology Into the Content Area

This blog entry addresses some of the problems with technology integration in content areas such as equal access for all, and security issues and includes a link to a screencast presentation that addresses technology integration strategies and solutions for English Language Learners.
Ranking: Outstanding

  1. Assistive Technologies

This blog entry outlines the accessibility capability of my Macbook Pro and was written in conjunction with the unit on adaptive and assistive technologies.
Ranking: Proficient

Overall Blog Assessment

  • Content 70/75
  • Readings and Resources 33/35
  • Timeliness 25/25
  • Responses to other students 28/30
  • Total 156/165

 

Creating My Learning Log – 513

Create a new post, calling it “Creating My Learning Log,” discussing how you used a blogging platform to create a website. Include information on how this activity aligns with the AECT Standard(s) you included on the post label.

This learning log was created in my first semester of study at Boise State University as a way to keeping track of, and reflect on the learning activities within the course work. I have posted comments and displayed work here from each course I have taken over the past year. The use of the wordpress blogging platform is an easily accessible strategy for students to create content, generate discussion, gather feedback and display their work to the world. Through the use of tags and categories students can keep track of posts and access material quickly. By using an RSS feeds students can also keep track of posts from classmates and access those posts to reply. WordPress offers many free templates for users to customize the look and feel of their site, with new templates developed by users being offered continually. Of course, the biggest advantage to the use of a blogging platform to set up a website is that there is no cost and students do not need coding knowledge or a subscription to a web hosting service. Students can use the many widgets available to customize their site and embed images, audio, and video material directly on their site.

With the ease and convenience of a blog platform to develop a website students and teachers will address many of the AECT standards in learning. Teachers and students can use the the website to design and develop engaging, interactive instruction and multimedia responses that demonstrate learning. The management standard is addressed as students and teachers organize and manage information that is used on their web page to organize project material and deliver content in an easily accessible manner.

2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

AECT Standards

STANDARD 1 DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

STANDARD 2 DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

STANDARD 3 UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

STANDARD 4 MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

STANDARD 5 EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.