Technology Integration Workshop I
Day
One
As educators, many of us are familiar with the traditional in-services or workshop. Acting on the desire to be a better teacher, the none too subtle insinuations of a well-meaning principal, or perhaps both, we take time away from our already over committed lives to “learn something”. This usually consists of a lecture style presentation, where we sit as passive participants, taking in a pre-conceived agenda of “new” information or helpful strategies. Unfortunately, this canned approach is often of little benefit. Much of what we hear, we do not implement in our classroom, as it fails to meets the specific needs of our learners. This in-service takes a radically different approach to professional development. In place of the typical rigidly structured in-service, you will be asked to interject your own thoughts and ideas into the agenda. This flexibility will help you create a unique experience that will be tailored to meet your needs. By forming a question about something that goes on in your classroom, you will be able to look more carefully at your teaching practices. In time, this will help you develop a model that can continually improve the quality of your classroom.
As a means of introduction have each
teacher write a one-sentence definition of technology integration on a large
strip of poster board. Have the
teachers sign the strips and then post them at the front of the room. Ask each teacher to read their statement, as
a means of introduction and explain their definition. Arend will show a PowerPoint presentation of different types of
technologies that can be used for integration.
Session I1C: Complete Teacher Profile
Form (9:45 – 10:30)
An on-line inventory will be created that asks participants a variety of questions about their attitudes towards technology integration, how much they integrate technology into their classrooms, and areas of perceived strengths and weakness. A cumulative chart will be created so that the participants can compare their results to the rest of the group, as well as individualized printouts. Once the teachers have used the tool, a brief demonstration of how the tool can be modified to fit the needs of the classroom will be given. This activity will be used to demonstrate the creation of an on-line survey for use in the classroom. Spreadsheets will also be created and used as a model of an integration tool.
SessionI2A: PowerPoint of Different Types of
Technology (10:30 – 10:45)
Use presentation to demonstrate that there are many types of technology resources, like tape recorders, that can be incorporated into the Adult Ed classroom. Ask participants to identify some types of technology resources that are available.
Session I2B: Video Example of Technology
Integration (10:45 – 11:15)
Show video of the Intrepid from Captured Wisdom. Ask participants what the initial attitude of the teacher was towards technology. What role did the teacher play as technology was integrated into the classroom? What did the students learn from integrating technology? How did the use of technology alter this project?
Session I2C: Mini-case study: Looking at examples of technology integration
lesson plans (11:15 – 12:00)
Small Group Activity: Have the teachers work in five different groups. Each group will be given a lesson plan that shows an innovative approach to integrating technology in the classroom. The group will be asked to evaluate the lesson. They will discuss the strengths and weakness of the lesson, how or if it could be modified to work in their classroom, and potential problems in replications. Ultimately they will be asked if the lesson’s technology component added value to the lesson, and to defend their response. Each group will then report out to the larger group.
Session I3A: Introduction of the PDK Resources (1:00 – 2:00)
Give each of the participants a PDK CD-ROM. Use the CD-ROMs to view the PDK videos. Using the LCD projector lead participants on a tour of the On-line registration process at www.literacy.org/pdk/register. Show the four main areas of PDK. Have participants use the Knowledge Database Search Engine to locate resources. Bookmark these to the Favorite Resources folder by checking the small check box beneath each resource labeled “Favorite Resources”. Encourage participants to chose a topic from Investigating Practice and view a video clip
Session I3B: Introduction of the Yahoo Group Tool (2:00 – 3:00)
Using a LCD projector a demonstration of the Yahoo group tool will be made. Participants will be asked to team up with one another (novices and advanced users) to register in the Yahoo group. They will be asked to create a reflective journal entry with at least three ideas for integrating technology into the classroom.
Day Two
Session
I4A: Internet Scavenger Hunt of Adult Ed Resources (9:00 – 9:40)
Teachers will form a new group of 2-3 to work on a WebQuest of Internet resources including the PDK website. Once they become more familiar with the concept of a WebQuest, they will see a brief demonstration of www.filamentality.com, and create their own sample quest.
Session I4B: Introduction of WebQuests (9:40 – 10:30)
Once they become more familiar with the concept of a WebQuest, they will see a brief demonstration of the Filamentality tool. Using the Filamentality Search Engine, they will search for content related WebQuests and share the quests they find with the group.
Session I5A: Review of the Investigating Practice Model (10:30 – 11:00)
The PowerPoint presentation on Investigating Practice will be used to review the cycle of Action Research. Participants will be asked to share potential questions they are planning on investigation in their environments
Session I5B: Video Example of Integrating Technology (11:00 – 11:30)
Ask participants to come up with a question, which will guide and govern their study and result in an action plan. Ask them to write their questions in their journal in the Yahoo group, and then present it to the larger group.
Session I5C: Creating meaningful groups (11:30 – 12:00)
Large group discussion - Ask the teachers what would be the most meaningful way for them to form small groups to work on a lesson plan that they can implement together. Would they like to form groups by subject area, building location, skill level or special interest? Do they feel they need to work alone? Once they have decided help them break into small groups.
Session I6A: Creating Individual Action Plan (1:00 – 1:30)
Ask each group to come up with an Action Plan for examining their question. This may or may not include a technology lesson plan, but it must reflect on their current practices in the classroom. At this point, the facilitators will act as resources for the groups who are developing action plans. The action plans will also be posted to a template on the Yahoo group site. This will be part of an on-going work, as it will require teachers to reflect and potentially change their initial questions.
Session I6B: Action Plan Presentation (1:30 – 2:00)
Ask each group to present their action plan to the larger group. Discussion by the whole group will bring up potential obstacles and help provide greater insight into their big question.
Session I7A: Setting Ground Rules
for On-Line Collaboration (2:00 – 2:15)
Ask participants to set the ground rule for the following questions: How often should you post to the group? How often should you check the group?
What types of dialogs are appropriate?
Session I7B: Evaluation of Institute (2:15 – 2:30)
Ask the participants to complete an on-line
evaluation of the Session at