TIP A technology Integration Model for Teachers Phase 1 Reflect on Technological, Pedagogical Content Knowledge The situation: Year

10 Commerce assignment has traditionally been a basic affair. Students would have some some research using the text book, and produced some sort of advisory documents. In all reality, this task is more about finding and repeating information, rather that defending or explaining it. What I wanted to do was find a technology that I could use for students to narrate or annotate a document that I provided, so that they could demonstrate their understanding.

What is my knowledge of this technology? A friend recommended that I use a technology called Voice Thread (http://www.voicethread.com) to do this task, I had heard of it, but not used it in an assessment situtation. What is the relative advantage of using Voice Thread Voice Thread allows voice, video and text annotation of slide shows. It allows students to see what others are thinking and saying, allowing peer scaffolding of learning. It is an online tool that requires no new software How can Voice Thread assist in these issues? As with Google Documents, Voice Thread allows for the collection of sharing of information online without the need for flash drives or printing out documents. More importantly, it forces students to speak rather than write a vital 21st Century skill (communication) What are relative advantages of Voice Thread in this context? y y y y Demonstrate student understanding by responding to a prompt Allows archiving of student work (export) for later reflection and reference Allows students to see, hear and write solutions to problems allowing them to choose the method they think suits them Allows multiple views on one question students seek to add to the information not simply replicate it Uses simple tools and requires only basic technology skill learning Has online demonstrations and tutorials (no new resources needed)

y y y Is the relative advantage worth the effort?

Yes, students have access to webcams and microphones, and seem adept at commenting on prompt information.

Phase 2: Deciding on Objectives and Assessments How Will I Know Students Have Learned? Criteria What outcomes do I expect of students after the instruction to show me they have learned? What is the best way for me to assess students' learning (e.g., written tests, products)? Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them? Evidence To have placed voice, video and text onto the prompt provided To collect work from students online in an encapsulated form. This would be a formative assessment, that would be used to scaffold students towards a large, summative task.

Phase 3 Designing Integration Strategies What Teaching Strategies Will Work Best Criteria What outcomes do I expect of students after the instruction to show me they have learned? Evidence Use the inquiry process, problem-solving strategies, and resources to synthesize and communicate information using voice and text using technology Single Individual Directed Students are encouraged to view the work of others and to add their responses to the body of work (social inclusion) Voice Thread will be explored by demonstration, students will conduct an in class activity, then be asked to complete the Voice Thread activity. Yes, they will have completed several writing tasks before grading, and had opportunities to share documents. Yes, resources are available online from Voice Thread on how to use it

Will the instruction be single subject or interdisciplinary? Will students work as individuals, pairs, small or large groups, whole class, a combination? Should activities be directed, constructivist, or a combination of these? What strategies should I use to encourage female and minority student involvement? What sequence of activities should I teach?

Will students have enough time to learn the technologies before I begin grading? Do I have demonstrations of equipment and the software skills students will need?

Phase 4 - Preparing the Instructional Environment Are the Essential Conditions in Place to Support Technology Integration? Criteria How many computers and copies of software do I need to carry out the activities? Over what time period and for how long will technology resources be needed Do I need to schedule time in a lab or media center? Do I need to schedule projection devices or large-screen monitors for demos? What other equipment, software, media, and resources will I need? Are the uses I am planning legal according to copyright laws? Have I provided for students' privacy and safety? Have I made all necessary access provisions for students with physical disabilities? Am I familiar with troubleshooting procedures specific to the hardware or software? Have I built in time to test-run an equipment setup before the students arrive Have I built in time to back up important files? Have I trained students to back up theirs Do I have a backup plan if I cannot use the resources as I had planned? Expected Outcomes Each student has his or her own laptop with wifi access to the internet, so yes. Technology is integrated into the activities, so continual access over 3 weeks is needed No No Microphones (if not built into laptops) Yes Yes, student work is de-identified Not an immediate issue in this cohort, though adaptive, accessibility is provided. Yes Yes Yes Yes, class tasks can be completed without a computer though class presentation.

Phase 5 Evaluating and Revising Integration Strategies What Worked Well? What Should Be Improved? Criteria Were objectives achieved? What evidence do I have to indicate success? Have I asked students for feedback on how to improve the activities? Do data and comments indicate changes are needed to improve outcomes? Evidence Yes, students quickly added their comments Yes, in a class discussion. They wanted to hear more adults comment, and so I asked a few colleagues to comment on too. The outcomes were not assigned formally in the task, however it was a chance for me to investigate how to use an alternative software technology (pedagogy) Not sure at this stage, results were very satisfactory.

Are there other ways to arrange technology resources or activities to improve results?

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