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TECHNOLOGY IN THE CLASSROOM Integration of technology in teaching and learning.

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Using a Personalized Instructional Playbook to Revitalize Your Teaching

This type of guide helps teachers choose appropriate technology to go along with a particular instructional strategy.

In today’s educational landscape, where technology plays such a pivotal role, integrating instructional strategies with technology is increasingly important. As an instructional technology resource teacher, I have a primary role of supporting teachers in effectively integrating technology into their classroom instruction. The shift to remote learning in 2020 necessitated a rapid and often uncomfortable adaptation to technology use in teaching.

Creating an instructional playbook emerged as a pathway to support teachers with leveraging technology, not just as a supplementary tool but as a crucial component in enhancing impactful teaching strategies, ensuring that technology’s role in education is purposeful and powerful.

A Collaborative Beginning

Inspired by researcher Jim Knight’s The Instructional Playbook , I sought an existing playbook that would resonate with my role as an instructional technology coach. However, I realized that most resources did not fully encapsulate the nuanced relationship between technology and instructional strategy, particularly in the post-pandemic era of heightened technology usage in education.

This gap led to a collaborative effort with educators and coaches across North America to create a playbook that purposefully integrates technology with instructional strategies, enhancing my approach to teaching.

Creating the Playbook

The essence of a well-crafted instructional playbook lies in its ability to be both concise and comprehensive, outlining evidence-based teaching strategies crucial in assisting teachers and students. These strategies should form the foundation of a district’s professional development program, emphasizing the playbook’s role as a pivotal tool.

For me, crafting the playbook was as much about exploration and discovery as it was about creation. Initially, our team grappled with fundamental questions: What instructional strategies should be central to our playbook? How do we distinguish between strategies and activities? These early discussions were crucial, as they helped us sift through a myriad of educational practices to identify what truly mattered.

During these formative stages, we learned to focus on our overarching purpose and the specific needs that the playbook was meant to address, rather than getting bogged down in details. This perspective allowed us to develop a playbook adaptable to diverse educational settings.

For the broader educational community, we endeavored to create a playbook that was comprehensive in scope, including various instructional strategies carefully aligned with International Society for Technology in Education standards and Universal Design for Learning principles . We aimed to ensure that technology integration was intentional and meaningful, enhancing rather than overshadowing the instructional strategies.

As the playbook evolved, it became a living document, shaped by continuous contributions and enriched by diverse perspectives. Educators from different backgrounds brought templates and ideas, each adding unique value to the playbook. This collaborative approach meant that the playbook could be adapted and modified to fit unique contexts, making it a versatile tool for educators.

In contrast to this broad resource, the playbook I tailored for my professional learning community (PLC) had a much narrower focus. Recognizing the specific needs and goals of my PLC, I crafted a version of the playbook with a more concentrated scope. This personalized playbook addresses the particular challenges and objectives we face in our learning environment , proving that the playbook’s format and content could be as flexible and varied as the educators and students it serves.

Overall, crafting the playbook highlighted the importance of purpose-driven design in educational resources. By understanding our goals, we created a comprehensive, adaptable playbook that resonates with educators’ and students’ diverse needs.

Refocusing on Instructional Strategies

With more than two decades of teaching experience, this project allowed me to refocus on the core of teaching—instructional strategies. The playbook became a common language among teachers, coaches, and administrators, facilitating more focused discussions on teaching practices. It encouraged a shift from merely engaging students in fun activities to employing strategies that significantly impact learning.

Back in the classroom, the playbook transformed my approach to lesson planning. I started with the learning objectives and anticipated barriers, which allowed me to select the most appropriate instructional strategies. This backward-design approach ensured that technology was used not as a substitute but as a meaningful enhancer of the lesson objectives. Since developing the playbook, I have noticed a marked increase in collaboration, classroom discussion, and flexible grouping in my lesson plans. Technology was no longer just a tool for substitution but a means for collaboration, creation, and learning opportunities that students would not have with paper and pencil.

The Impact of the Playbook

Creating a playbook is not a one-off task. It demands continuous engagement, reflection, and refinement. We continue to update our activity hub, ensuring that it remains a relevant and dynamic resource for educators. Creating and using the Comprehensive Instructional Playbook reinvigorates my teaching practice. It makes me more mindful of the instructional strategies I choose and their alignment with my lesson objectives. It fosters a deeper understanding of when and why to use specific methods and how to effectively integrate technology into my teaching.

The playbook also proves valuable for new teachers and career switchers who need more exposure to diverse instructional practices. It serves as a guide, helping them navigate the complexities of effective teaching strategies and technology integration.

The playbook is more than a collection of strategies; it’s a testament to the power of collaboration and continuous learning in education. It reminds us that the teaching process, like learning, is ever-evolving and enriched by shared experiences and knowledge. As educators, we must remain adaptable, always seeking to enhance our practices for the ultimate benefit of our students.

Check out “ Collaborate to Create Your Own Instructional Playbook ,“ which has a variety of resources and templates.

The Innovative Instructor

Pedagogy – best practices – technology.

PowerPoint in the Classroom

Do you use PowerPoint (or Keynote, Prezi or other presentation software) as part of your teaching? If yes, why? This is not meant to be a question that puts you on the defensive, rather to ask you to reflect on how the use of a presentation application enhances your teaching and fits in with other strategies to meet your learning objectives for the class.

A key point from that post to reiterate: “Duarte reports on research showing that listening and reading are conflicting cognitive processes, meaning that your audience can either read your slides or listen to you; they cannot do both at the same time. However, our brains can handle simultaneous listening to a speaker and seeing relevant visual material.”

It’s important to keep this in mind, particularly if your slides are text heavy. Your students will be scrambling to copy the text verbatim without actually processing what is being said. On the other hand, if your slides are used as prompts (presenting questions or key points with minimal text) or if you don’t use slides at all, students will have to listen to what you are saying, and summarize those concepts in their notes. This process will enhance their understanding of the material.

An article in Focus on Teaching from August 1, 2012 by Maryellen Weimer, PhD asks us to consider Does PowerPoint Help or Hinder Learning? Weimer references a survey of students on the use of PowerPoint by their instructors. A majority of students reported that all or most of their instructors used PowerPoint. Weimer’s expresses the concern that “Eighty-two percent [of students surveyed] said they “always,” “almost always,” or “usually” copy the information on the slides.” She asks, “Does copying down content word-for-word develop the skills needed to organize material on your own? Does it expedite understanding the relationships between ideas? Does it set students up to master the material or to simply memorize it?” Further, she notes that PowerPoint slides that serve as an outline or use bulleted lists may “oversimplify” complex content, encourage passivity, and limit critical thinking.

Four journal articles from Cell Biology Education on PowerPoint in the Classroom (2004 Fall) present different points of view (POV) on the use of PowerPoint. Although written over a decade ago, most of the concepts are still relevant. Be aware that some of the links are no longer working. From the introduction to the series:

Four POVs are presented: 1) David Keefe and James Willett provide their case why PowerPoint is an ideal teaching software. Keefe is an educational researcher at the Center for Technology in Learning at SRI International. Willett is a professor at George Mason University in the Departments of Microbial and Molecular Bioscience; as well as Bioinformatics and Computational Biology. 2) Kim McDonald highlights the causes of PowerPointlessness, a term which indicates the frequent use of PowerPoint as a crutch rather than a tool. She is a Bioscience Educator at the Shodor Education Foundation, Inc. 3) Diana Voss asks readers if PowerPoint is really necessary to present the material effectively or not. Voss is a Instructional Computing Support Specialist at SUNY Stony Brook. 4) Cynthia Lanius takes a light-hearted approach to ask whether PowerPoint is a technological improvement or just a change of pace for teacher and student presentations. Lanius is a Technology Integration Specialist in the Sinton (Texas) Independent School District.

These are short, op-ed style, pieces that will further stimulate your thinking on using presentation software in your teaching.

For more humorous, but none-the-less thought provoking approach, see Rebecca Shuman’s anti-PowerPoint tirade featured in Slate (March 7, 2014): PowerPointless . With the tagline, “Digital slideshows are the scourge of higher education,” Shuman reminds us that “A presentation, believe it or not, is the opening move of a conversation—not the entire conversation.”

Shuman offers a practical guide for those, like her, who do use presentation software, but seek to avoid abusing it. “It is with a few techniques and a little attention, possible to ensure that your presentations rest in the slim minority that are truly interactive and actually help your audience learn.” Speaking.io , the website Shuman references, discusses the use of presentation software broadly, not just for academics, but has many useful ideas and tips.  

For a resource specific to academic use, see the University of Central Florida’s Faculty Center for Teaching & Learning’s Effective Use of PowerPoint . The experts at the Center examine the advantages and challenges of using presentation software in the classroom, suggest approaches to take, and discuss in detail using PowerPoint for case studies, with clickers, as worksheets, for online (think flipped classes as well) teaching, the of use presenter view, and demonstrate best practices for delivery and content construction.

Macie Hall, Senior Instructional Designer Center for Educational Resources

Image Source: CC Oliver Tacke https://www.flickr.com/photos/otacke/12635014673/

One thought on “ PowerPoint in the Classroom ”

This post offers a well-framed discussion of the pedagogical choices behind presentation choices we make in our classes–thanks!

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How to Successfully Use Technology in the Classroom

by Nick Adrian | Oct 30, 2018 | Apps , Educational Technology , Online Learning , Teachers , Uncategorized

It’s sometimes hard to determine how to use technology in the classroom responsibly. However, if used efficiently, technology can greatly enhance learning experiences.  Here’s how to successfully use technology in the classroom.

Use PowerPoint or other modes of presentation

Having a visual guide to go along with a lesson will grab students’ attentions.  Using presentation programs like PowerPoint can not only add a bit of multimedia flare to a lesson plan, but also a much-needed aid that can help students visualize the subject at hand. However, don’t let PowerPoint be the teacher. Including too many notes and bullet points on slides can bore students. Instead, try adding pictures or sound effects to enhance the lesson plan.

Let the students play educational games

Educational games, whether on the computer or a tablet, are a great way of helping students learn the day’s lesson. Websites like Kahoot! include multiple learning games for all ages that could be beneficial in the classroom.

Show videos in class for visual aids

Some subjects are a little difficult to understand based solely on the words written in students’ textbooks. Furthermore, some students learn better with visual aids. Showing videos can help students visualize the material they’ve been studying and give them a better understanding of the topic. Websites like TeacherTube and Edutopia offer a wide range of educational videos that can enhance lesson plans.

Prepare your students for future uses of academic technology

Students won’t just be using technology in the classroom. Most college classes expect familiarity when it comes to various types of technology. If they don’t have another way of learning, some students might feel unprepared once they start classes.  Teaching students typing techniques, how to use websites like Google Drive and how to access online databases will better prepare them for their college career.

Teach students to use technology responsibly

The classroom is not the only place students will be using technology. While using computers or tablets for educational purposes, it might be beneficial for teachers to inform them about technological safety outside of the classroom. Students who are aware of cyberbullying and other online dangers will be more cautious of it while using devices on their own.

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Integrating Technology in the English Classroom

Oct 23, 2014

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Integrating Technology in the English Classroom. Megan Saunders EDUC 506. What is Technology Integration?.

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Integrating Technology in the English Classroom Megan Saunders EDUC 506

What is Technology Integration? • “Integration is NOT the use of managed instructional software, where a computer delivers content and tracks students’ progress. Integration is NOT having students go to a computer lab to learn technical skills while the classroom teacher stays behind to plan or grade papers… Integration is NOT using specialty software for drill and practice day after day. Integration does NOT replace a teacher with a computer… • Integration is when classroom teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curricular targets.” (Source: Hamilton)

Reasons for Integration • Collaboration • Communication • Creativity • Innovation • Critical Thinking • Problem Solving

Communication & Collaboration • Collaborate – to work, one with another; cooperate • Technology has made it possible to connect with others around the world instantaneously. As students prepare to enter the working world, having the necessary skills to work efficiently with others, either in partnerships or groups, becomes more and more critical. • “The increased use of computer-mediated communication and collaboration is helping…overcome barriers such as time and place…” (Source: Davis & Resta)

Creativity and Innovation “Creativity is ‘coming up with new ideas and unconventional things from an original source’” (Source: Zambroski)

Critical Thinking and Problem Solving • Problem solving and critical thinking refers to the ability to use knowledge, facts, and data to effectively solve problems. Students should be able to think on your feet, assess problems and find solutions. • Try this example: A man needs to cross a river in a canoe. With him, he has a bag of grain, a chicken, and a fox. He can only carry one of the three at a time. If he leaves the grain and the chicken, the chicken will eat the grain. If he takes the grain, the fox will eat the chicken. How does he successfully cross the river with his load? (Source: www.expandyourmind.com) Click for Solution The man first takes the chicken across, leaving it on the other side.  He returns alone in the canoe and picks up the bag of grain.  After bringing across the grain, he takes the chicken back to the original side, dropping him off, and picking up the fox.  After bringing the fox to the other side, and leaving it with the grain, the man returns back to the original side, retrieving the chicken, and making his 3rd and final trip crossing the river.  At no point was the fox left alone with the chicken, or the chicken with the grain.

How Does Integration Work? • Students are able to use the devices that they are familiar with in order to create, explore, and take control of their own learning.

Integration does not happen overnight. Technology and innovation do not exist in a void, nor does one new advance automatically spawn another. Integrating technology into the classroom requires the process of administration, teachers, parents, and students in order to succeed. Before any integration can begin, there are eight key areas that must be addressed: FEAR of change TRAINING in basics PERSONAL use TEACHING models LEARNING based CLIMATE MOTIVATION SUPPORT Beginning the Process of Integration Source: Bitner & Bitner

Fear of Change • The first obstacle to overcome when attempting to integrate technology into the classroom is the fear of change. • Schools have long run on traditional methods, rules, and curriculums. Technology is speeding ahead, and schools are struggling to keep up. One contributing cause to this is the fact that teachers often have a great deal of anxiety over change, especially among veteran teachers who have had success in the past with traditional methods. • Integrating technology will require the teachers to become familiar with new devices, applications, and programs that they may never have used before, which leads directly into the next key area: Training

Training in Basics • Schools that want to successfully implement an integrated technology model must be willing to provide the training for their teachers in the use of the new technology. Simply placing the devices in the classroom without providing any background or familiarization will lead to a failure of the program. • Going beyond the basics also means that with the wide variety of applications and devices available on the market, the potential for confusion and frustration is great. Many schools choose to provide the software and hardware that they want to use, in order to provide some unity among their staff, and thus decrease the frustration.

Personal Use • Teachers should be encouraged to use technology for their own personal use outside of school hours. The more frequently technology is used, the more comfortable the teachers will become with the devices and software.

Teaching Models • Teachers should be given the opportunity to explore and evaluate the proposed devices and software before implementation begins. • “An important skill for teachers to develop is that of evaluating software. This will provide them with a base from which to begin to choose which software will best suit their classroom needs.” • Different content areas require different skills. An application that works in the math classes may not be appropriate for a Social Studies class, while a program that encourages the use of English skills may or may not be applicable to a Science classroom. The opportunity for administrators to model and for teachers to explore different software will help to make the integration process smoother.

Learning Based • “Learning should be the impetus that drives the use of technology in the school. Its use can allow teachers and students to become partners in the learning process. Technology integration necessarily alters the traditional paradigm of the teacher providing wisdom and the student absorbing knowledge...” (Source: Bitner and Bitner) • Putting technology into a classroom simply for the sake of putting technology in the classroom will not benefit the students or teachers at all. Technology cannot and should not take the place of the teacher – it should be used as a tool to enhance the learning and exploratory process, but it should not be the only thing that students use to gain their education.

Climate, Motivation, and Support • Failure should be expected during the first stages of technology integration. Administrators need to ensure that their teachers do not lose the respect of their students or the parents if there are initial struggles and difficulties. • A community-wide climate should be created that allows teachers and students alike to explore and learn the nuances of the new technology without being afraid that they will lose their standing (or jobs in the case of the teachers) if something doesn’t work right. • Administrators, teachers, parents, and students must all be willing to provide the appropriate support and motivation for each other during the learning curve.

“There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, TI lines, software, and so forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one.. .the teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum.” (Source: Bitner & Bitner)

Applications/Websites in the English Classroom • Watson School of Education @ University of North Carolina Wilmington – Power Point Games • http://people.uncw.edu/ertzbergerj/ppt_games.html • This site contains templates for many different types of content review games. Teachers can create their own games for use in a large-group setting, or students can create their own games to review with in a small-group. • Blogger • https://www.blogger.com/ • Rated one of the best educational sites/applications by Edudemic, this site allows teachers and students to create individual and classroom blogs and utilize collaboration, creativity, and innovational skills. The blogs can be linked to social media like YouTube and Twitter. • Google Drive • https://drive.google.com • A file storage and synchronization service that allows cloud storage and access from any computer or mobile device. Requires a free Google account and the software to be downloaded onto the device. Includes free access to Google Docs, Google Sheets, and Google Slides (alternatives to Microsoft Office programs)

Applications/Websites in the English Classroom • Penzu • http://penzu.com/ • An online journaling site which allows students to import pictures, customize an avatar, and send their entries securely via email. • Testmoz • https://testmoz.com/ • An easy-to-use, free test creator which will automatically grade the tests and create exportable reports of the test results. No registration is required. Teachers and students can use the software to create and take the tests. Useful for encouraging students to create review quizzes for each other. • Stanza • This is an application that is available on iPhone, iPod Touch, or iPad. It is a free app that includes an easy-to-use ebook reader interface, as well as over 50,000 free classic and contemporary works of literature. Although limited to Apple devices, this could be used to replace the need for a classroom set of novels, if a school provided iPads.

Personal Learning Networks • In previous years, teachers had the opportunity to share and collaborate via journal publications, email, and books. In the digital age, sharing and collaborating has become even easier. • Programs like Netvibes (www.netvibes.com), ReMashed (www.remashed.ou.nl), Twitter (www.twitter.com), and Facebook (www.facebook.com) make it easier than ever to link and connect to other teachers around the world and share ideas and lesson plans. • Personal blogs, vlogs (video blogs) allow teachers to post their thoughts and writings where a simple internet search can find them.

Sources: • Bitner, Noel & Bitner, Joel. “Integrating Technology into the Classroom: Eight Keys to Success”. Journal of Technology and Teacher Education. Volume 10. Issue 1. (2002): 95-100. Online. • Davis, Barbara H. & Resta, Virginia K. “Online Collaboration: Supporting Novice Teachers as Researchers”. Journal of Technology and Teacher Education. Volume 10. Issue 1. (2002): 101-105. Online. • Edutopia. “An Introduction to Technology Integration”. (http://www.youtube.com/watch?v=d59eG1_Tt-Q) • Hamilton, Boni. “IT’s Elementary! Integrating Technology in the Primary Grades.” International Society for Technology in Education. 2007. (www.iste.org) • Zambroski, Brooke. “Break Through to Student Success: Creativity Edition”. Pearson Students Blog. 10 April 2013. (http://pearsonstudents.com/blog/break-through-to-student-success-creativity-edition/)

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Technology Integration - PowerPoint PPT Presentation

Technology Integration

Concern regarding integrating technology into lesson plan ... integrating technology: some thing you should know. learning and leading with technology, 27(3) ... – powerpoint ppt presentation.

• Kathleen Banks
• PT3 Outreach Coordinator
• Indiana University of Pennsylvania
• What is technology integration and what isnt it?
• Where does technology integration happen?
• What are the barriers to technology integration?
• What are the stages of technology integration?
• Taking students to the computer lab once a week for 40 minutes
• Using the computer as an electronic worksheet
• Using the computer as a reward station for students who are finished with their other assignments
• Part of the daily activities taking place in the classroom
• Supporting and extending curriculum objectives in a seamless manner
• Engaging students in meaningful learning
• Enabling students to demonstrate what they have learned in new and creative ways
• Teacher-oriented
• Single-sense stimulation
• Single-path progression
• Single media
• Isolated work
• Information delivery
• Passive learning
• Factual, knowledge-based learning
• Reactive response
• Isolated, artificial content
• Student-centered
• Multi-sensory stimulation
• Multi-path progression
• Multi-media
• Collaborative work
• Information exchange
• Active/exploratory/inquiry-based learning
• Critical thinking and informed decision-making
• Proactive/planned action
• Authentic/real-world context
• Constructive
• Collaborative
• Intentional
• Conversational
• Contextualized
• To learn how to use both hardware and software
• To plan lessons
• To collaborate with other teachers
• Lack of local training options
• Lack of time to attend training
• Lack of computers in the classroom
• Lack of appropriate software to support the curriculum
• Financial support
• On-site technology expert
• Appropriation
• Use primarily text-based materials
• Traditional instruction
• Teacher-directed activities
• Problems encountered
• Resource management
• Technical issues
• Concern regarding integrating technology into lesson plan
• Traditional methods still dominate instruction
• Technology used to teach students how to use technology
• Begin to perform basic trouble-shooting on equipment
• Integration of new technologies into traditional classroom occur
• Learned to use computer to save time
• Support issues
• Flexible schedules
• Introduce and discuss alternate pedagogies
• Train staff to use software tools
• Introduce videodiscs and scanners
• Personal attitudes toward technology change
• Understand usefulness of technology
• More interaction between students is observed
• Evidence of project-based instruction, collaboration, cooperation and creative schedules
• Experiment with new instructional patterns and ways of relating to students
• See knowledge as a construction process instead of a transfer process
• Interdisciplinary project-based instruction, team teaching, and individually paced instruction
• Students work together in collaborative ways
• Adopt new teaching tools
• Change the way they teach their students
• The role they play in the classroom
• The way classrooms are physically arranged
• Define expectations for technology integration
• Create a common vision of technology integration
• Recognize the barriers that will surface
• Plan to address changes that will occur
• It takes time!
• Dias, Laurie B. (1999) Integrating Technology Some thing you should know. Learning and Leading with Technology, 27(3), 10-21.
• Jonassen, D.H. (1995) Supporting communities of learners with technology A vision for integrating technology in learning in schools. Educational Technology, 35(4), 60-62

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