ERIC EJ697288: Successful Curriculum Mapping: Fostering Smooth Technology Integration

2005·0.48 MB·English

by  ERIC

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By Pamela Morehead a
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and Barbara LaBeau
Subject: Curriculum design for
technology integration
Standards: NETS•T II, III (http://
www.iste.org/standards/)
12 Learning & Leading with Technology Volume 32 Number 4
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Feature
Four years ago, the staff at our We believe technology can be used as a tool
school (Marie C. Graham
for communication and inquiry through a
Elementary School in Har-
rison Township, Michigan) agreed to constructivist approach—fostering student
take an evaluative look at the use of
technology in the classroom. Th rough learning through real-life applications.
a self-study process and a district
technology initiative called Project
2000, teachers had the opportunity As a critical fi rst step, the staff ent” in that teachers would not have
for change relative to technology studied constructivist learning theory students involved with technology
integration. I (Pamela) was heavily and the role technology plays in the for technology’s sake. Technology,
involved as principal at Graham, and learning process. We developed a vi- to be truly transparent, requires teach-
my co-author, Barbara, served as the sion that would drive our decision ers to recognize that technology is one
project consultant. making relative to technology and of many tools available for teaching
Th e vision behind the project curriculum integration: “We believe and learning. We wanted teachers
emerged from a concern held by the technology can be used as a tool for to see the value of technology to help
district administration regarding the communication and inquiry through their students and themselves com-
lack of acceptance of technology by a constructivist approach—fostering plete tasks, to see that some tasks are
the teachers; the poor technology student learning through real-life easier to accomplish with technology
skills of the students entering middle applications.” or cannot be done at all without it,
school; and too much focus on inte- Staff evaluated their current use and to recognize the benefi ts of using
grated learning systems, which was of technology based on research-based technology in the classroom. Far too
observed as limiting the teachers’ best practice, professional develop- often, teachers are eager to identify a
overall understanding of technology ment needs, the building’s school im- multitude of software applications to
integration. provement plan, and North Central address skill-based instruction rather
Elementary schools in the district Accreditation (NCA) Goals, and we than looking for curriculum con-
had the opportunity to apply for the then agreed on a plan of action. Th e nections that encourage higher-level
project if the school had the support evaluation of the technology vision thinking.
of at least 75% of the staff . Addition- resulted in the following suggestions Another consideration of the tech-
ally, staff had to commit to 40 hours as identifi ed by the staff : nology team was to help expand the
of professional development beyond teachers’ view of technology beyond
• Integrate technology into the
their regular workdays. Our school productivity tools. I encouraged the
curriculum.
supported the project with 100% team to lead the teachers away from
• Transform traditional lessons.
agreement. We became one of only a view of technology as a manage-
• Support staff within the building
three elementary schools within a ment tool toward a view of it as a
creating a team eff ort with build-
three-year period to apply and re- teaching and learning tool. Barbara
ing experts/mentors identifi ed; staff
ceive the opportunity to embark on was convinced that teachers needed
support with outside consultant.
a technology adventure. Th e district to be aware of a new literacy for tech-
• Use the media center as the nucleus
provided a technology consultant on nology that extends beyond drill and
for collaborative research, investiga-
site and minimal direction allowing practice, student research, and pupil
tion, and communication.
fl exibility, creativity, and site-based management systems. Th e challenge
• Share resources and ideas.
decision making based on best prac- became one of allowing our teach-
• Distribute computers to eliminate
tice and current research. Th e initial ers to see that a limited number of
computer labs.
challenge I presented to the staff was productivity applications can address
to “dare to dream” beyond gadgets, Our building technology team a multitude of learning levels and cur-
bells, and whistles. wanted technology to be “transpar- riculum standards.
December/January 2004–05 Learning & Leading with Technology 13
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Feature
Social Studies Science Reading Writing Spelling Math
August/ • Map skills • Weather • Establish routine • The Writing • Spelling Center • Lessons 1.1–2.3
September of Reading Life: Launching & Guided Spelling
• Michigan Natural • Michigan • Routines
Workshop the Writing as needed. Also
Resources
Workshop concentration on • Review
• Regions • iRnefoardminagtional texts • Assessment of High Frequency • Assessment
• Great Lakes student writing Words, as needed. • Adding and
• Routines and • Word wall Subtracting
rituals of • Intro whole numbers
Writing
Workshop
Teachers at Marie C. Graham Elementary School began by deciding which topics to cover in each month of the school year.
To help students meet the chal- With the focus of structuring which the content of each curricu-
lenges of an information-saturated our technology integration eff orts, lar area will be taught.
society, Barbara determined that it the staff moved forward to reorganize • Look for connections across the
was important for our teachers to the school and determine professional curriculum.
become fl uent in a new literacy— development options. • Select an organizer for the unit
information and data collection and (e.g., a theme or topic).
analysis. Th e new literacy assumes Distribution Model • Select a conceptual thread
that teachers are able to: Our fi rst step toward technology (e.g., change over time,
integration was to recognize that interdependency).
• use abstract reasoning and
use and availability go hand in hand. • Identify curriculum content
assist students in the collection
Th e faculty decided to take apart standards, expectations, and
of information and application
our computer lab and move to a assessments.
to new learnings
distribution model for our computers. • Develop 2–5 essential questions
• apply information in unique
We placed all of the lab computers for each curriculum area and unit.
ways to help students represent
in classrooms; however, merely plac- We followed H. Lynn Erickson’s
knowledge and understanding
ing computers in classrooms does advice to develop three diff erent
of new content across disciplines
not guarantee use. For technology kinds of questions, as described
and subject areas
integration to occur, we found it in her 2000 book Stirring the Head,
• interpret vast amounts of informa-
necessary to initially understand Heart, and Mind:
tion analytically and represent
and organize the content of the cur- º Conceptual—“Why do govern-
data collection in ways that assist
riculum by grade level. Th e process ments set immigration quotas?”
students with organizational
we used for this purpose was curricu- º Factual—“Why did the
frameworks of understanding
lum mapping. Barbara and I exam- colonists in early America
to have a deep understanding
ined and combined several resources resist British control?
of pedagogy, best practices, and
to develop the process we used for º Philosophical—“Should
content knowledge
curriculum mapping. Th e steps we countries have borders?”
• continue to explore, adapt, and
identifi ed included: • Choose an instructional methodol-
seek to understand new technolo-
ogy (e.g., project based, inquiry
gies and their applications in teach- • Using the school calendar, create a
based, activity based, or a combina-
ing and learning as they emerge matrix that defi nes the month in
tion of methodologies).
• Develop lessons, activities, and
For students to meet the challenges of an collaborative projects.
information-saturated society, Barbara Our teachers continue to work
on essential questions and instruc-
determined that it was important for our
tional methodology because these
teachers to become fl uent in a new literacy— are complex processes. However, the
curriculum mapping process serves as
information and data collection and analysis.
a vehicle to create a more horizontal
14 Learning & Leading with Technology Volume 32 Number 4
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Feature
The teachers made changes in the our attempts to expand the faculty’s
knowledge base. Barbara and I met
technology map as they became aware
weekly to discuss the informal con-
of student capabilities—what might have versations we shared with teachers
regarding their questions, concerns,
been considered too diffi cult a task in November
and needs. Collaboratively, we de-
was considered possible by March. veloped instructional examples and
selected teacher resources to aid in
the teachers’ learning process. Teach-
approach, thereby making the content Support for Technology Literacy ers attended sessions before and after
areas intertwined and the learning/ Professional development and the school to learn about general technol-
teaching more inquiry based. Th e re- development of a technology liter- ogy literacy. Each grade-level team
sults of this process allowed technology ate faculty and staff was not an easy also met with Barbara to discuss the
integration to occur (and make sense task. We used a variety of professional curriculum map they had created.
to teachers) in the fi nal two steps. development delivery systems in Discussions included topic areas, and
Unit/Topic/ Process Skills Technology Connections Standards/Benchmarks/ Essential Questions
Theme Expectations (adapted)
Weather Data collection Use the Internet for weather conditions/weather • Describe weather How does weather
and observation cam. Place data on Excel spreadsheet or Graph conditions. affect people and the
Club for ongoing weather data collection. Video environment?
broadcasting with weather reports. • Describe seasonal changes
What information can
in Michigan’s weather.
we obtain from changing
weather conditions?
Plants Measurement/ Journey North. Plant tulips for spring • Analyze how parts of living What commonalities exist
Prediction collection of data. Form hypotheses of bulb things are adapted to carry between local climates to
depth, growth pattern, planting location. out specifi c functions. allow for plant growth?
Collect data on bulb size.
Michigan/ Acquiring and Read Me on the Map by Joan Sweeney. Use • Sketch maps of the region. Why do we need maps?
Map/ organizing draw/paint program to create maps. Use Kid
• Describe places, cultures, How do maps help us?
Geography information Pix to create bird’s eye view representation of
and communities.
specifi c areas in Michigan. Scan photos for How does geography affect
display of Michigan locations to place on large • Describe the geography of people and locations?
map or create big book. Use Excel or Graph Michigan, its history, and
Club to determine areas most frequently visited reasons for change.
by students. Use predetermined Internet sites • Describe and compare
to collect information regarding the geography location characteristics
and important locations of Michigan. for human adaptation.
Launching Writing process Establish computer pod in classroom for • All students will How can technology assist
Writing skills students to use for writing process with demonstrate the ability us as writers?
Workshop Kidspiration/Inspiration for prewriting; word to write clear and
processing for publishing; Word for word grammatically correct
processing; PowerPoint to begin e-portfolios sentences, paragraphs,
for writing pieces; and digital cameras to collect and compositions.
photos for seed ideas in writer’s notebook.
• All students will
demonstrate, analyze,
and refl ect upon the
skills and processes used
to communicate through
writing.
Teachers added technology-based activities to ensure that technology was integrated across the curriculum.
December/January 2004–05 Learning & Leading with Technology 15
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Feature
compressed video, and electronic
Success breeds success, and it is the
whiteboard presentation area. Th e
nature of teachers to share their successes, individual work or research area
contains 27 multimedia computers,
especially when they have a common vision.
8 wireless laptops, digital micro-
scopes, digital cameras, and a video
the teachers identifi ed core ideas and nology on their maps did they really broadcasting room with video editing
planned assessments. It was then that see what skills they needed to help equipment available to individuals
Barbara suggested technology integra- students learn. Th e acknowledgement and groups of students.
tion activities that correlated with the that they needed support to help their To facilitate collaborative inquiry,
instructional techniques and student students was the beginning of a jour- our media specialist, computer para-
outcomes. Teachers constructed and ney of continued individual and col- professional, media clerk, and consul-
linked the technology integration lective learning for teachers and staff tant formed an outstanding team of
curriculum map to the instructional members. Teacher training often hap- support experts. Th is team provided
curriculum map. Th is map served as pened on an as needed or just in time teachers and students with a wide
an evaluative tool to determine the basis. Th ey continued to learn as their range of opportunities for research,
progress and the needs of the teachers students learned, and they broadened professional development, and col-
and students. their skills to extend the use of tech- laboration supporting inquiry-based
Approximately every two months, nology for future years. learning. Teachers signed up each
teachers met with Barbara to go As the instructional leader of the week for student and classroom activ-
over the changes in the map and the building, I felt it necessary to learn ities and collaborated with the media
training or support needs. Th e teach- side by side with the teachers. I was specialists through e-mail messages,
ers made changes in the technology faced with similar a-ha moments as forms, and informal hallway conver-
map as they became aware of student well as challenges as we engaged as sations. Th is way the team provided
capabilities—what might have been students together in a mostly un- support and resources based on need.
considered too diffi cult a task in No- known world of technology. Th e media center refl ected an open
vember was considered possible by Having a support system in the concept, allowing all students the op-
March. school allowed the teachers to believe portunity to access multiple resources
As teachers and students became that “things” will work. Success breeds on an ongoing basis. Our hope is to
more profi cient with their use of success, and it is the nature of teach- have the media support team develop
technology, we observed the teach- ers to share their successes, especially themes, centers, and special projects
ers testing, refl ecting, or modifying when they have a common vision. in support of curricular needs by
their actions relative to their cur- grade level.
riculum maps. Essentially, the teach- Media Center
ers made more connections between In addition to the distribution model, Transformation of
curriculum content and technology. staff transformed the media center Traditional Lessons
Th e technology and curriculum were into a hub of learning. Th e model One of the original goals of our tech-
blended into instructional methodol- included a presentation area that al- nology plan was the transformation
ogy that was more thematically based lowed students and teachers oppor- of traditional lessons. As teachers be-
and inquiry driven. Professional de- tunity to communicate new learning came more aware of the appropriate
velopment became easier to deliver as to a variety of audiences, including use of technology, new learning sce-
teachers uncovered what they did not parents, other students, teachers, and narios occurred. Teachers envisioned
know about technology. Teachers also new faces through distance learning. possibilities for the use of technology
learned what their students could ac- Th is area houses a data projector, to extend learning in diff erent ways.
complish using technology. Training
needs sometimes involved the simple
task of reviewing a spreadsheet appli- Our hope is to have the media support
cation for charting and graphing
team develop themes, centers, and special
or constructing templates for stu-
dents’ digital portfolios. projects in support of curricular needs by
Not until teachers had mapped
grade level.
their curriculum and integrated tech-
16 Learning & Leading with Technology Volume 32 Number 4
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.
Feature
Th e classroom transformed into a • Professional development must
room without walls, providing stu- be ongoing and off ered as needed.
dents with opportunities to construct • Th e curriculum mapping process,
their own knowledge in diff erent an understanding of what students
ways. WebQuests, distance learning, must know, and best practice
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and collaborative projects replaced methodologies are all critical to
more traditional approaches to learn- the teachers’ understanding of the
IISSTTEE 110000!!
ing. It was wonderful to see what technology’s fi t and capabilities to
interventions teachers constructed enhance the learning process.
when knowledge of the curriculum, • Technology increases the opportu-
learning process, and technology nities for self-directed learning for
came together in their minds. both students and staff .
Shared Resources and Ideas Technology does not drive instruc-
tion; rather, curriculum is the driving
For teachers to use technology
Please join ISTE in
force in the application of technol-
appropriately, they need to have
support and be encouraged to take ogy. Project 2000 has been a success- welcoming these new
ful beginning of our vision to create
risks. Teachers felt encouraged be-
Corporate Members as they
limitless learning opportunities for
cause of the availability of example
our students. We have realized that support ISTE’s efforts
lessons, activities, and student ex-
we need to continue revisiting our
amples found on the district intranet. toimprove teaching and
curriculum maps, our foundation
Th ese examples are classifi ed under
for technology integration. Teachers’ learning by advancing the
subject, topic, and grade level. In
deep understanding of the curriculum
addition, teachers placed the tech- effective use of technology
and how students learn must be de-
nology maps on the district intranet
veloped to avoid the pitfall of using in education.
with student examples attached such
technology for technology’s sake.
as writing samples, Kid Pix projects,
and e-portfolios. Th is process allowed
teachers immediate access to view PPaammeellaa MMoorreehheeaadd iiss ccuurrrreennttllyy NEC Solutions America
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the product, understand the steps
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to follow, and observe the work that
MMiicchhiiggaann.. SShhee hhaass aa PPhhDD Peter Li Education Group
students at a particular grade level are ffrroomm OOaakkllaanndd UUnniivveerrssiittyy iinn
capable of. Th e opportunity to view RRoocchheesstteerr,, MMiicchhiiggaann,, wwhheerree
student products served as a “passive” sshhee iiss aann aaddjjuunncctt ffaaccuullttyy mmeemm-- Tech4Learning, Inc.
bbeerr.. DDrr.. MMoorreehheeaadd iiss aa mmeemmbbeerr ooff tthhee IISSTTEE
form of professional development.
Affi liate Michigan Association for Computer
We found that the more reluctant
Users in Learning (MACUL) and is actively
VBrick Systems, Inc.
teachers felt encouraged to venture involved with her staff in technology integration
into technology integration when and inquiry-based learning.
they could see possibilities and assess
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the quality of student work. Learn more about this outstanding
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ssppeecciiaalliisstt aanndd nnooww hhaass hheerr oowwnn group of corporations and how
Lessons Learned
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As a result of the project, teachers oonn tteecchhnnoollooggyy iinntteeggrraattiioonn..
www.iste.org/iste100.
envision technology as a self-directed SShhee iiss aa lloonngg--ttiimmee IISSTTEE mmeemm--
bbeerr aanndd hhaass bbeeeenn aa mmeemmbbeerr
learning tool in our school. Valuable
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lessons learned include:
Being actively involved in technology in edu-
cation for more than 30 years provides her a
• Collaborating, taking risks, and
unique perspective on technology’s growth.
sharing resources are critical to
the change process.
Want to respond to an author?
• Recognition of adult levels of learn-
Send your comments to us at
ing is essential to the delivery of
[email protected].
support services to teachers.
December/January 2004–05 Learning & Leading with Technology 17
Copyright © 2004, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.