Presented by Angela Lawson in the EDUC 675 course of spring 2009 at Lee University.

1. Teaching and Learning with Technology
Designing and Planning
Technology Enhanced Instruction
Chapter 2
 Allyn and Bacon 2002
Teaching and Learning with Technology

2. What is the Learning Environment?
• The learning environment includes all
conditions that impact the learner
• Physical space and its characteristics can
impact learning
• Dunn and Dunn’s research suggests different
aspects of the physical space appeal to
different learning styles
 Allyn and Bacon 2002
Teaching and Learning with Technology

3. What is the Learning Environment?
• Non physical aspects of the learning
environment include:
• Teaching strategies selected by teachers
• Technologies selected to support instruction
• Plan for interaction among students
• Assessment strategies
• Attitude and role of the teacher in the learning
process
 Allyn and Bacon 2002
Teaching and Learning with Technology

4. Why Is Planning Important?
• To build the best possible learning
environment, all aspects of it must be
planned
• A systems approach to planning calls for a
step-by-step process that
designs, creates, evaluates and revises all
aspects of instruction
• The Design-Plan-Act! (D-P-A) system
ensures all necessary steps are addressed
 Allyn and Bacon 2002
Teaching and Learning with Technology

5. Instructional Planning
The DESIGN Phase
• The Design phase allows the teacher to take
a strategic look at the delivery of instruction
• In this phase, the broad steps necessary are
considered and refined
• An instructional design model is often used in
this phase to ensure no steps are missed
• The Dynamic Instructional Design (DID)
model will assist you in creating your design
 Allyn and Bacon 2002
Teaching and Learning with Technology

6. The DID Model
KNOW THE
LEARNER
STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LEARNING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARNING
STRATEGIES
IDENTIFY
AND
SELECT
TECHNOLOGIES
SUMMATIVE
EVAULATION
 Allyn and Bacon 2002
Teaching and Learning with Technology

7. The DID Model
Know the Learner
• To identify the instruction necessary, you must
first know the people you are teaching
• You should consider:
• Physical and cognitive developmental stage
• Cultural and language differences
• Incoming skills and current knowledge base
• Personal characteristics (learning
styles, dominant intelligences, etc)
• Group characteristics and dynamics
 Allyn and Bacon 2002
Teaching and Learning with Technology

8. The DID Model
Articulate your Objectives
• Performance objectives state what the student
will be able to DO at the conclusion of instruction
• Performance objectives have 4 components:
• The Stem
• The Target Performance
• The Measurement Conditions
• The Criterion for Success
• Example: The student will be able to identify the
subject and verb in a sentence written on the
board with 95% accuracy.
 Allyn and Bacon 2002
Teaching and Learning with Technology

9. The DID Model
• Objectives should address different levels of thinking
• Blooms Taxonomy offers a guide for six levels of
cognition
• Knowledge – Recall of facts
• Comprehension – Interpreting facts
• Application – Apply information to new situations
• Analysis – Recognizing components within data
• Synthesis – Creating new ideas for the data
provided
• Evaluation – Making thoughtful value judgments
 Allyn and Bacon 2002
Teaching and Learning with Technology

10. The DID Model
Establish the Learning Environment
• Adjust the physical space to support learners
• Encourage and support a positive climate that
includes a feeling of safety, confidence, and
positive attitude
• Prepare to keep learners active and engaged
• Prepare well organized and articulated lesson
plans
 Allyn and Bacon 2002
Teaching and Learning with Technology

11. The DID Model
Identify Teaching and Learning Strategies
• Decide upon the methods that are most likely to
help the stated objectives
• Utilize the steps of the Pedagogical Cycle to help
determine strategies
• The steps of the Pedagogical Cycle include
• Providing pre-organizers
• Using motivators
• Bridging to past knowledge
• Sharing objectives and expectations
 Allyn and Bacon 2002
Teaching and Learning with Technology

12. The DID Model
Identify Teaching and Learning Strategies
• The steps of the Pedagogical Cycle also
include
• Introducing new knowledge via varied teaching
methods
• Reinforcing knowledge
• Providing practice experiences
• Offering a culminating review
 Allyn and Bacon 2002
Teaching and Learning with Technology

13. The DID Model
Identify and Select Support Technologies
• Determine which technology tools will build
the desired learning environment
• Examine technology options
• Evaluate appropriateness of the technologies
under consideration
• Experiment with the technologies selected
 Allyn and Bacon 2002
Teaching and Learning with Technology

14. The DID Model
Evaluate and Revise the Design
• You have already adjusted continually
throughout the DID model in response to
formative feedback
• Summative feedback is the evaluation that
occurs at the end of the process
• Using the feedback from this final
evaluation, revise the design to make it even
better
 Allyn and Bacon 2002
Teaching and Learning with Technology

15. Instructional Planning
The PLAN Phase
• Once you have completed your design, it is
now time to PLAN your lessons
• Lesson Plans provide day-to-day snapshot of
what will happen in the classroom
• Each component of the lesson plan grows out
from a component of the design so they will
parallel each other
 Allyn and Bacon 2002
Teaching and Learning with Technology

16. Instructional Planning
The PLAN Phase
The essential components of the Lesson Plan
include
• Readying the Learners
• Target specific daily objectives
• Prepare the lesson
Prepare the classroom
Detail the steps of the Pedagogical Cycle
Identify technologies and materials
Check for success
 Allyn and Bacon 2002
Teaching and Learning with Technology

17. Instructional Planning
The ACT Phase
• Once you have completed your lesson plan, it
is now time to take ACT to get ready to teach
• The Instructional Action Plan (IAP) is your
lesson’s To-Do list
• The IAP will detail everything you need to do
in order to carry out your planned lesson
successfully
 Allyn and Bacon 2002
Teaching and Learning with Technology

18. Instructional Planning
The ACT Phase
• The Instructional Action Plan includes
• Identifying learner preparation activities
• Getting the classroom ready
• Preparing all teaching and learning materials
• Creating your personal prompts
• Practice with your support technologies
• Preparing your formative and summative
feedback tools
• Preparing follow-up activities
 Allyn and Bacon 2002
Teaching and Learning with Technology

19. Planning for Technology in
Teaching and Learning
Remember…
• Technology is a tool that supports your
design and your plans
• Technology should make it possible to
something done before better or make it
possible to do something that wasn’t
previously possible
• Many technologies are available, choose
wisely and well
 Allyn and Bacon 2002
Teaching and Learning with Technology

20. URL
• mysandbox.net/C-CHAT%20Leonardo.ppt -
 Allyn and Bacon 2002
Teaching and Learning with Technology