Best Practices To Empower Diverse Learners With Technology In The Classroom

1: THE ENTRY

2: THE WELCOME

3: A LIFESTYLE

4: NAPTIME

5: VISTA GRANDE

6: EXIT STRATEGY

BEST PRACTICES IN A DIVERSE WORLD

APPLYING TECHNOLOGY RESOURCES TO EMPOWER DIVERSE LEARNERS IN SIX STEPS...

Before we explain the six steps, let us review the challenge we face...

The Challenge Current Classroom Environment...

• demographically poor 1 • most students are bilingual ELD / ESL • students enjoy little computer access outside • tech-savvy teachers are few • more students than computers • equipment is outdated 1

Title 1 school with 94% Hispanic demographic and 85% Free Lunch.

The Solution? Should be as easy as P.I.E.1 must be simple to Plan quick to Implement easy to Evaluate

1

P.I.E. Instructional design model (Newby, Stepich, Lehman, & Russel, 2000).

Here are six researchbased steps that fit our P.I.E. model of instructional design to use technology to improve learning...

Step 1: The Entry First impressions last... “LEARNERS OFTEN NEED TO BE MOTIVATED TO LEARN SUBJECT MATTER BEFORE INSTRUCTION IS SUCCESSFUL.” 1 1

Morrison, Ross, & Kemp, 2007, pp. 107-108).

What it means –>

Technology Motivates Nearly all ages are intrigued by technology. Staging intermittent computer use into lesson plans motivates students to progress through the stages. Offering extra credit options that incorporate computers can be an additional incentive.

Step 2: The Welcome We’re in this together... • Constructivism 1 • Group-paced approach 2

What it means –> 1 Morrison,

Ross, & Kemp, 2007, p. 146. 2 Lebow, 1994

Classroom Democracy Ensure synergy is built into lesson plans by grouping students in different ways, thus maximizing constructivist learning opportunities. Education today is a level playing field.

Step 3: A Lifestyle At home as a lifelong learner... • Generative learning 1 • Observation & application 2

What it means –> 1 Wittrock

(1989)

2 Morrison,

Ross, & Kemp (2007)

Learning is an attitude Working together ensures students generate connections between what they already know and the new information presented. Thinking out loud with their peers creates opportunities to observe and apply in a safe environment.

Step 4: Naptime Beware of cognitive overload... • Feedback loops 1

What it means –> 1 Feedback

looping (Reigeluth, 1999).

Digestion takes time Add feedback loops throughout lesson plans by asking open-ended questions and encouraging discussion with peer groups. To meet this need, computer time can be allocated for blogging and text chat.

Step 5: Vista Grande The big picture... • Higher order thinking evidenced by elaboration 1

What it means –> 1 Elaboration

strategy (Jonassen, 1988).

Learners add ideas Lesson plans must go beyond teaching merely ‘what’ to encouraging higher order thinking about ‘what if?’ Give students time to elaborate by applying the base facts to other areas of their experience.

Step 6: Exit Strategy Authentic assessment strategies 1 • Self-evaluation • Peer-to-peer evaluation • Project portfolio What it means –> 1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).

Responsible assessment “Learning is promoted when learners engage in a taskcentered instructional strategy” (Merrill, 2002). Such strategies are easier to assess in a constructivist manner through peer evaluations, thus effecting further learning.

y t s g i o e v l d i o t u n c t i h u t r t t s A Tec n o C ! s e t a v i t o M 1: THE ENTRY

d i o v A d a o l r Ove 4: NAPTIME

SUMMARY

2: THE WELCOME

e t a r o b a l E

5: VISTA GRANDE

3: A LIFESTYLE

s s e s s A

6: EXIT STRATEGY

APPROPRIATE INTEGRATION OF TECHNOLOGY RESOURCES ENABLE AND EMPOWER LEARNERS WITH DIVERSE BACKGROUNDS, CHARACTERISTICS, AND ABILITIES.

For more information... email: [email protected] phone: (608) 4DA-LLAS (google Voice)

Thank you.

References •Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th edition) Syracuse: ERIC Clearinghouse on Information & Technology. IR-103. Retrieved July 9, 2009 from http:// www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED477517

•Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In D. H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 151-182). Hillsdale, NJ: Erlbaum.

•Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.

•Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ: John Wiley & Sons, Inc.

•Nelson, B., & Erlandson, B. (2008). Managing cognitive load in educational multi-user virtual environments: Reflection on design practice. Educational Technology Research & Development, 56(5), 619-641.

•Newby, T., Stepich, D., Lehman, J., & Russel, J. (2000). Educational technology for teaching and learning. Columbus: Merrill Books, Inc.

•Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

•Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376. All photos provided by Apple’s Keynote application as stock images. Original musical composition performed by Paul McPheeters.