Assessment 3:

Technology Integration Unit

INST522 Instructional Design

Description of the Assessment

Each candidate will work with a classroom teacher(s) to design and implement a technology-rich unit that aligns with state and district Curriculum Frameworks. The candidate will work with the teacher to identify and implement strategies to integrate technology for maximizing student learning in the specific content area.  The candidate will coach the teacher in the design and use of pre- and post-instructional assessment of student learning. In addition, the candidate will write a brief (500 word) reflection on the effectiveness of the unit as implemented, including a brief discussion of the added value of the technology use.

Alignment to ISTE Standards (see attached)

This assessment requires the candidate to work with a classroom teacher(s) to design and implement a technology-rich unit that aligns with state and district Curriculum Frameworks. The candidate must assist the teacher in designing a unit that is both innovative and sustainable (Standard 1.4). The candidate works with the teacher throughout all stages of planning, implementing, and assessing the unit (Standards 2.1-2.8).  The candidate is expected to assist the teacher in classroom management strategies (Standard 3.1) and basic troubleshooting (Standard 3.5). Effective communication and collaboration are required throughout these processes (Standard 3.7).  Finally, the candidate is required to reflect on and evaluate his/her own professional practice in working with the teacher on this unit (Standard 6.3).  The table below shows how the Technology Integration Unit aligns to each of the ISTE standards/elements addressed in this assessment.

 Assessment Instrument

Assignment: Each candidate will work with a classroom teacher(s) to design and implement a technology-rich that aligns with state and district Curriculum Frameworks. The candidate will work with the teacher to identify and implement strategies to integrate technology for maximizing student learning in the specific content area.  The candidate will coach the teacher in the design and use of pre- and post-instructional assessment of student learning. In addition, the candidate will write a brief (500 word) reflection on the effectiveness of the unit as implemented, including a brief discussion of the added value of the technology use.

Following are requirements in the report for candidates:

I.Planning Process:  Describe how you planned your teaching unit with teacher(s), including:

 Overview of the unit: Information about the design and implementation of the technology integrated unit.

2.      Subject/Content with Curriculum Framework from district and state

3.     Grade level and duration of the unit

4.     Goals and objectives

5.     Technology standards NETS for students

6.     Survey teacher’s knowledge of NETS for teachers and NETS for students

7.     Materials and resources needed

8.     Prior technology skills needed (for both students and teacher)

9. Current research on teaching and learning with technology, technology integration, learning theories, and instructional design principles, i.e., what does the research say is the added value of the technology to be used?

10.  Strategies for

·       Integrating technology resources that reflect content standards within the context of learning activities, curricular methods and strategies that are aligned with district/region/state/ national content and technology standards.

·       Facilitating the use of specific-purpose electronic devices (such as graphing calculators, languages translators, scientific probeware, or electronic thesaurus, etc.) in content areas.   

·       Supporting the teachers as they implement the strategies for productivity, research, problem solving/ decision-making tools, and media-based tools such as television, audio, print media, and graphics, as well as locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications and/or other products (refer to NETS for Students).

·       Managing student learning in a technology-enhanced environment in distance learning, web-based and non web-based authoring tools

·       Classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.

·       Applying UDL or Differentiate Instruction for teaching diverse learners including adaptive and assistive technology.

11.  Assessments

·       Pre- and post- assessment of student learning of subject matter using a variety of assessment techniques.

·       Evaluation and assessment of artifacts and data.

·       Evaluation strategies for improving students' use of technology resources for learning, communication, and productivity.

I.Teaching Unit Template:

Title

Provide a concise and informative title for your unit.

Overview of the Technology Integration Unit

Give a brief summary of the lesson unit that can be informative for teachers who wish to make use of this teaching unit in a future.

Added value of the technology to be used

Provide a brief description of the specific technology to be used and how its use is expected to enhance student learning. Focus on one or two key technologies that are central to the lesson (not every technology students will use throughout the unit.)

Grade Level

Indicate the grade level appropriate for this technology integration unit.

Time allotment

Indicate the time that was required to implement the unit in a classroom setting.

Subject Matter

Indicate the subject matter which the lesson unit addresses. You can indicate more than one subjects or you can write “interdisciplinary” if your lesson unit targets more than two subject areas.

Learning Goals and Objectives

Explain the goals of this lesson and specifically what do you expect students to learn. Try to be concise listing your objectives in bullets.  These objectives will be used as criteria/outcome in designing a rubric to assess student learning.

Standards

ISTE NETS-S and MA/district Curriculum Framework

Resources

Hardware - Indicate the number of computers that will be required for this activity and their minimal technical requirements.

Software - Indicate the specific software tools and other computer peripherals (e.g. scanner, digital camera) that will be required for this unit.

Relevant Material - Indicate whether any other material will be required (e.g. construction paper, access to the Internet, periodicals, newspapers, books etc.)

Bookmarked Sites - If there are any specific sites you will ask the students to visit, list those here.

Activities

Describe in detail the activities involved in your technology integration unit—(this section should be written so that other teachers could conduct your unit by following the activities you describe). This will probably be the most extensive section of your unit. Make sure to list all introductory, guided learning and culminating activities.

Pre- and Post-Assessment

Explain the ways in which students will be assessed through this unit using both formative and summative (i.e., rubric) assessments.

Interdisciplinary Connections

Come up with one or two questions that enabled students to form connections with other subject matters.

Helpful Notes

Provide some notes that might be essential for the success of the unit or that might enable other teachers to modify the unit for different grades.

II.  Exit interview with teacher(s)

·       Teacher’s reflection on the use of technology in the classroom to support student learning and to enhance teacher teaching (Refer to NETS for students and teachers)

·       Collect artifacts or performance evidences from students

·       Analyze data that includes

a.      Pre- and post-assessment results.

b.     Evaluating the use of a specific technology in a P-12 environment.

III.   Essential questions for candidates to reflect

·   How technology tools have been utilized to make a more efficient and effective teacher?

·   What affordances does technology offer in terms of student motivation, productivity, cognitive processes, and achievement?

·   What successes and obstacles did you have in the implementation of this technology integration unit?

·   Did the technology use have the anticipated added value?

·   Any recommendation for teachers?

Scoring Guide (attached)

Overall Assessment of Technology Integration Unit:

Unacceptable (0): It’s not obvious how the Technology Integration Unit was planned and/or not demonstrated how ISTE standards were addressed.

Acceptable (1-2): The Technology Integration Unit was planned with some ISTE standards addressed.

Target (3-4):  The Technology Integration Unit was well planned and addressed ISTE standards.   There is a clear connection among goals/objectives, standards, technologies, and assessments. 

Expert (5): The Technology Integration Unit was well planned and addressed ISTE standards.  The report is professionally presented with clear goals and explanations for professional growth for candidates.  There is a clear connection among goals/objectives, standards, technologies, and assessments.  Annotations explained the significance of student’s artifacts that the viewers of the report can get a complete picture of how the candidate helped teachers integrate technology for maximizing student content learning.