Integrating Technology into the Classroom Curriculum
Instructor Jackie Gerstein, Ed.D.
Course Description and Objectives
This course examined and explored technology integration strategies within K-12 networked computing environments. I learned to examine technology integration techniques using various application tools, instructional software, productivity software, and the Internet. You also identified relative advantages for choosing technology integration strategies and found resources to draw upon in developing my own technology integration activities (Course Syllabus, 2011).
For standards mapping to completed course artifacts, please select from the list below.
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.
- 1.1 Instructional Systems Design
- 1.2 Message Design
- 1.3 Instructional Strategies
- 1.4 Learner Characteristics
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
- 2.1 Print Technologies
- 2.2 Audiovisual Technologies
- 2.3 Computer-based Technologies
- 2.4 Integrated Technologies
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.
- 3.1 Media Utilization
- 3.2 Diffusion of Innovations
- 3.3 Implementation and Institutionalization
- 3.4 Policies and Regulations
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.
- 4.1 Project Management
- 4.2 Resource Management
- 4.3 Delivery System Management
- 4.4 Information Management
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.
- 5.1 Problem Analysis
- 5.2 Criterion-Referenced Measurement
- 5.3 Formative and Summative Evaluation
- 5.4 Long-Range Planning
I stopped at a roadside fruit stand last summer. The air was heavy and warm and the aroma of nectarines and strawberries embraced me as I walked into the darkened building. As my eyes adjusted to the darkness from behind sunglasses that I forgot to exchange for my “other” glasses, I made out piles and piles of fresh produce. Southern gospel music played at a too-high volume on an old cassette player while green bottle flies landed on first one piece and then another of cut “sample” fruit, gleefully rubbing their tiny forelegs in anticipation of the juicy nectar. The price was well discounted if I could afford the time and energy to go and pick my own fruit. I had time, and could’t resist the unexpected opportunity to traipse out into the orchard in anticipation of biting into a sun-warmed nectarine.
The owner, dressed in long sleeved plaid shirt worn under faded denim overalls connected on only one side by some sort of “work around” where the original fastener had given way, led me out to a section of maybe a dozen nectarine trees. Peering out from the brim of a sweat-stained ball cap, he began “These here are Red Havens—they’re a bit early, but you’ll find a few that are ripe.” Turning, he pointed to another section, “Those over there are ripe, but they aren’t as sweet and juicy as these…but they will keep longer.”
Smiling, he handed me the cardboard box that had previously held bottles of Jack Daniel's whiskey. Cardboard dividers made compartments perfect for keeping fresh nectarines from bruising. “Over here’s a ladder if you want to get up higher; I think that tree has quite a few ripe ones on the south side.” Realizing I wasn’t in a big rush, he warmed up as he pointed here and there to the ripening fruit explaining how I would be able to see crimson freckles and smell the ripeness before I touched the fruit. If it was ripe, it would be sure to detach itself from the tree into my willing hand. I picked as he talked.
That day lingers in my mind as I contemplate another set of choices. The digital future stretches before me with limitless opportunities. Each day spent in this class I had the opportunity to behold another use for technology - another venue for distributing information to myriad learners. Asynchronous versus synchronous, Apple versus PC, face-to-face versus self-direction, apps versus text books. Choices flood the digital orchard. My vision is to be a teacher to those who would learn. My vision is that my course design will lead learners to a set of specific objectives. The owner of the orchard did not lead me to apples, cherries, or peaches. He knew I was seeking nectarines, so he took me to the fruit and allowed me to pick while he provided guidelines, visual references, and a learning opportunity.
Online learners need objectives – needless energy is spent trying to sift through the maze of information that is available when objectives are unclear. Well developed courses provide direction and clarification as well as satisfying the need to know that we learners are seeking. I have found that standards help me in providing clear objectives and relevant assessments. For my secondary education students I follow the Common Core State Standards (CCSS) (National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO), 2011)and the International Society for Technical Education (ISTE) National Educational Technology Standards (NETS) (International Society for Technology in Education, 2011).
If my vision becomes reality, my students can anticipate the best there is to be had...would you like a nectarine?(Brimacomb, 2011)
Brimacomb, S. (2011) BrimaVision. Retrieved July 29 from BlogSpot: Blog Post Monday, June 13, 2011 http://brimavision.blogspot.com/
International Society for Technology in Education. (2011). Standards. Retrieved June 13, 2011, from ISTE: http://www.iste.org/standards/nets-for-students.aspx
ISTE. (2010, September 27). ISTE NETS Standards. Retrieved June 18, 2011, from ISTE: www.iste.org/standards.aspx
National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). (2011). Common Core State Standards for Mathematics. Retrieved June 13, 2011, from Core Standards: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf