Final Assignment:Technology Integration Plan

Katherine Halas MoultonEDUC 5106

Cape Breton UniversityMarch 28, 2013

The rationale was written in part collaboratively with

Virginia Ferguson-Read, Kimberly Hogg, and Kelly Petit

Table of contents

Introduction 2

Rationale 2

PurposeAudience

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Vision 3MindtoolsStudent-centred LearningTechnology for DifferentiationBecoming a facilitatorTechnological JourneyBudget

46689

10

Technology Intervention: Goals, Objectives, Strategies, PD, Timeline and Infrastructure 11

Evaluation for Continuous Improvement 16

On-going assessmentCriteria for Evaluation: Multiple Ways of Showing LearningStudent Involvement in Assessment Assessing my GoalsAssessing my Teaching

1616171819

Conclusion 20

References 21

Appendix A: Technology Integration Plan 24

Appendix B : Assessment of Technology Integration 40

Appendix C: Personal Improvement Plan 46

Appendix D: Adaptive Instructional Design 28

Appendix E: Differentiation with UDL Example 49

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My mission is to engage all students in a collaborative, positive, 21st Century learning community that builds the skills, knowledge, and values needed for personal achievement.

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Creating a technology integration plan (TIP) for the classroom involves creating a long-range

vision that supports classroom practice and student learning through technology-rich educational

environments. This document contains the many tools needed to implement my TIP including a

rationale, goals and objectives, budget, evaluation tools, a detailed curriculum plan, and a model for

instructional design.

Rationale

A comprehensive plan supports “authentic learning that uses new technologies that is

integrated in meaningful ways to enhance the production of knowledge and the communication and

dissemination of ideas” (Yelland, 2006, p. 122). Goals and deadlines are set within the plan, but should

be regularly reviewed and revised to produce continuous action with the ultimate goal of helping

students become computer literate and prepared for an ever-evolving world of technology. In contrast

to what technology planning IS, it is NOT about simply amassing an inventory or wish list of technology

gadgets and software: it's about setting goals and making the most of technology in schools to provide

the best educational experiences for students. This comprehensive plan is grounded in an educational

vision that provides for the supportive conditions for classroom practice and pupil’s learning

(Vanderlinde, Dexter & van Braak, 2011): “What is important is how the technology is integrated with

the instructional program” (Bennett & Everhart as cited in Gülbahar, 2007).

Purpose

The purpose of the classroom level technology plan is to guide both me and my student through

the process of technology integration in the classroom. It is important to lay out shared values

(Anderson, 2005) and align the goals with the school, district, and provincial plans as well as curriculum

((Fullan, 2010; Vanderlind, Dexter & van Braak, 2011). Appendix A pairs provincial curriculum objectives

with learning strategies and skills. Appendix B is an assessment tool is based on the standards

established by the International Society for Technology in Education (ISTE). This tool helps to ensure

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that global standard goals of technology integration are being met as well as the specific technology

integration goals found in Table 1, page 13.

Audience

The TIP is mostly prepared for me to guide planning, and as a tool for self-assessment.

Technology plans at the classroom level are also prepared for the school administration. I am

accounting for the need for technology to support students and enhance the curriculum. An

interesting extension of this technology planning is to include students by having them write their own

personal technology plan (Vanderlinde, van Braak, & Hermans, 2009). The idea of a personal plan is an

innovative one that puts emphasis on the learner to be responsible for choosing, and achieving their

own goals.

The responsibility for implementing the plan falls on me and I need to do careful

implementation. All of the planning and training is ineffective if technology is not well contextualized

within the lessons. In end, if the students themselves are not learning and achieving then it has not been

successful.

Vision

My vision for my classroom which opened this paper works in tandem with my school’s and

district’s vision as McNabb, Valdez, Nowakowski and Hawkes (1999) suggest. My school’s mission is to

“provide a safe, positive learning community where all students learn and reach their individual

potential.” My district’s mission is to engage “students in an inclusive environment that embraces team

work, responsibility, innovation and personal excellence.” Robert Fritz (1996) suggests that when all

individuals collectively understand and believe in the “compelling dream” they are motivated to work

together to reduce the gap between today’s reality and tomorrow’s possibility.

To achieve the goal of positive learning for all I created a technology integration plan for my

teaching schedule with an added column that explicitly considers differentiation strategies (see

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Appendix A). The courses included are senior level technology courses, as well as grade 11 Modern

History, and grade 9 Language Arts for French immersion students. Also included is a section for

integrating technology into administrative tasks, such as marking and communicating with parents. The

goal of this implementation plan is not only to integrate technology for the more obvious sake of

motivating and engaging students, but further to enhance my ability to differentiate, and to allow for

cognitive development through constructivist methods. The teaching strategies included here follow

the constructivist model as laid out by the Educational Broadcasting Corporation (2004): my classroom

will be constructed, active, reflective, collaborative, inquiry-based, and evolving.

Technology is being integrated to create an interactive, structured, student-centred learning

environment. However, it is not the actually technology that improves student learning it is, as Clark

states, “the nature of the instruction itself that is most important” (as cited in Ottman, 2012). Press

(2006) has a similar finding stating that “Variance in student performance is explained by their

preparation and effort and teacher skill, not the teaching material.” Therefore, as with any tool for the

classroom, it is not the quality of the tool that makes the difference, but the implementation strategies

used by the teacher (Halas Moulton, 2012a).

Mindtools

This vision transforms computers into what Jonassen, Carr and Yueh (1998) call mindtools for

critical thinking. Richard Culatta's (2013) concept of the digital divide clarifies the need to integrate

technology in a meaningful new way, and not simply as a digitization of traditional teaching methods.

The concept of mindtools changes the focus from passive direct teaching to engaging the students

through the active use of technology to construct their own knowledge. Therefore, technological

interventions in the plan are separated into minor and major interventions. Most of the minor

interventions include using multi-media, video, and blogs. Even though some of these are only an

extension of traditional direct teaching where, for example, videos were shown the quality is improved

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and enhanced. Another example is rather than showing some static pictures of Versailles in a textbook

classes can explore the palace travelling back in time and moving around exploring the castle for

themselves in Verseilles 3D. This is an example of technology as amplification where its use enhances

and deepens the experience for students.

However, this is not a free-for-all. There is a need to contextualize their exploration with

guiding questions will help to facilitate the focus on curriculum goals. This generation of graduates will

not only need traditional literacy and numeracy, they will also need to be creative, fluent in information

and communication technologies, and have, “the ability to solve complex problems and adapt to shifting

technologies” (Foundation, 2008; Scacchi, 2012). Using computers as mindtools is one way of meeting

the need to engage mindful learners.

Something that is obvious as one reads through my plans is that SMART products are used

extensively, both on a nearly-daily basis by me to do direct teaching and modeling during my mini-

lessons, and by my students to create products for presenting their learning. The advantage of the

SMART board is that it is interactive; for instance, moving and revealing features help to focus their

attention. SMART boards can also be used with the SENTEO responders to provide formative feedback

for the students and show the teacher whether students are getting the concepts mid-stream.

Moreover, my students will also be asked to do research on given topics and present them interactively.

This not only helps them to learn content knowledge, but gives some presentation skills for learning how

to engage their own audience through interactivity.

Blogs are also used extensively in all of my classes. They are a great way to connect a class

intellectually, and give students a real audience for their writing. Luehmann and MacBride (2009) offer

these uses for a blog: sharing resources, eliciting and publishing students’ responses to teacher prompts,

recording lesson highlights, posting learning challenges, reflecting on what was learned, and engaging in

online conversation. Moreover, these tasks can contribute to meaning making and in-depth reflection,

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and thereby knowledge construction, in a student-centered way. In their review of the literature they

offer more ways that blogs increase learning including facilitating reflection and/or revision of one’s

work; extending conversations and interactions outside of the classroom; increasing exposure;

accountability and recognition of one’s work; facilitating access to resources; and participating in

professional discourse. Furthermore, the use of blogging, which is a very public task, can give a context

for teaching the very important skill of digital citizenship, by learning to protect one’s digital footprint

(Halas Moulton, 2012b). These are all important 21C learning goals that are part of my vision.

Student-centred learning

Even though I am strong in most areas of the technology implementation I have not empowered

students to really choose their own learning paths (see Appendix C). Despite giving choice of

assignments and building my lessons around varying learning styles and multiple intelligences, but I have

not yet put that control into their hands. Students could be taught more about guiding their own

learning. I have learned a lot about constructivist learning in this course and I would like to apply some

of it. For me, there is a place for direct instruction; however, I do believe students will be more engaged

if they are choosing their own questions, research methods, and styles of presentation. Self-assessment

is also important for developing students into lifelong learners by giving them the skills to improve

themselves.

Technology for Differentiation

I added a new column labelled “Assistive Technologies” to the TIP table (Appendix A) to

facilitate my objective of learning for all. When I did the technology survey at the beginning of this

course the results were that I was proficient in all areas except using assistive technologies in the

classroom. Therefore, my goal is to allow all students to be successful and engaged in the learning

experiences. Filling in the extra column forces me to think about how I am going to meet different levels

of ability, interests, multiple intelligences, and learning styles. I have also decided that my Exit Paper for

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completing my Master’s is going to be on using technology for differentiation. I will explore the

technology and strategies that are already available and figure out how best to use them in my

classroom.

The main ideas behind teaching to diversity and Universal Designs for Learning (UDL) is that by

differentiating not only are we meeting the needs of students with specific learning needs we are also

doing a better job of engaging the rest of the students (Katz, 2012). For example, this essay was

formatted in Myraid Pro which has been shown to be suitable for helping those with dyslexia (Diansyst,

2013). I suspect that using this font either did not change your reading of this text or may have even

helped you if you have other problems like visual impairments. Even gifted students benefit from a

differentiated classroom by improving skills like leadership, social skills, cooperative skills, and problem-

solving skills (Howe, 2013). Carol Ann Tomlinson’s five non-negotiables for the differentiated classroom

are tasks that are respectful of all students; a supportive learning environment; high quality curriculum;

continuous assessment; and flexible groupings (as cited in Howe, 2013). My third goal is about using

several of the UDL strategies to improve cognitive skills of all students.

This vision of learning for all is the foundation of all three of my technology integration goals

(see Table 1). The first goal is to improve writing and reading for in French as a second language. My

experience that there is a wide-range of readiness abilities in these skills with even the most gifted

students struggling with language conventions. The choice of using Antidote software is because the

software gives explanations about errors and makes the learner critically choose how to fix their

mistake. Since students have different abilities in grammar and word choice in French they will make up

their own individualized weekly quiz based on their learning needs. They will then practice the skills that

they need to learn with online games that they find or create themselves. The second goal is clearly

about learning for all as I am using a variety of strategies to adapt my program implementation to a

range of learning styles, and levels of readiness. The final goal is to teach cognitive learning strategies

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which are listed under the Universal Designs for Learning which can help all students to develop

metacognitive skills (Arpin, 2013).

My evolution from the traditional teacher-centred classroom to a constructivist student-centred

learning environment can be assisted by thoughtfully implemented technology. The ideal student-

centred classroom is where students’ interests, learning-styles, strengths, and weakness are accounted

for (Culatta, 2011), and every student is working in their zone of proximal development to meet their

potential. This ideal is challenging for one teacher with many students, but it is within reach with the

use of technology to differentiate. I plan to try new ways of engaging students in constructivist learning

and not just use technology to digitize traditional methods.

Becoming a facilitator

The role of teacher as facilitator is very different from the sage on the stage of old preaching

their knowledge to students. However, as I I move into this new role I need to be cautious as it is easy

to underestimate the complexity of it. Mitra (2013) claims that the collaborative process can drive the

learning; and therefore, the teacher’s new role is to ask the driving questions, then to play the granny

role of only encouraging the learners. However, the role of the teacher is more complicated than that:

it is to ensure that learning is occurring and to react appropriately when it is not, as well as to do

assessment, and ensure that learning objectives are being met (Delwiche, 2006; Halas Moulton, 2012a;

Lim & Nonis, 2006). For all the strengths of technology it also has the ability to confuse, intimidate, and

frustrate learners (King, 2002). I also need to be trained to know when, for example, collaborative

learning is appropriate like with English second language learners or low-achievers (Chen, Looi, Lin, Shao

& Chan, 2012). Likewise, I need to recognize where concrete step-by-step software is more appropriate

like for students with special learning needs. These new norms for quality teaching can be addressed

with technology standards as a measure of achievement. International Society for Technology in

Education, ISTE, (2008) lists standards that are based on many factors including the ones discussed here

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like: technology integration, the needs of individualized learning, and the role of professional growth.

My TIP will be evaluated against that standard (see Appendices B and C).

Technological Journey

I have been fortunate enough to have taught for the last ten years in a district that places great

emphasis on technology and training. Not only do we have access to great technology, technicians,

mentors, and PD we have built a culture of technology integration that is evident in our yearly Creative

Use of Technology in Education awards. Moreover, one of my biggest sources of professional growth

has been through the collaborative culture that I created in my classroom. My students have taught me

more about technology than I have learned from any course. They show me new ways of doing things

and new technologies daily. They also tell me what works for them and I modify my teaching to

accommodate their needs. I have also had wonderful educational assistants who have discussed and

showed me strategies that work to meet the needs of the students with whom they are working. This

collaborative environment has brought me long way on my technology journey as I now integrate some

form of technology into pretty much every lesson I teach.

My professional improvement plan (see Appendix C) shows areas where I have room for growth.

There are many tools available for extending learning beyond the classroom. I could use a tool like

moodle to increase student collaboration. Students will learn how to use Google docs, wikis and/or

blogs to facilitate sharing and academic conversation. Using these tools will also provide for venues of

discussing appropriate use of technology. I have also begun to use these collaborative tools

professionally to contribute to blogs and lesson sharing sites. I recently wrote a paper about PLC’s

where I discussed ways of using blogs to do PLC’s in the school. Even though I will not be the principal

next year I will suggest that I could create one for our staff for use in PLC’s if our new principal is

interested (Halas Moulton, 2013).

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Budget

As mentioned I have the good fortune of teaching in a district that puts great emphasis on

technology so I do not many new investments to implement my plan. For instance, we have district

licences for Kurzwiel, locally hosted Wordpress blog sites, discoverystreaming, SMART Synch, and World

Book online. Moreover, I have my own digital lab that is equipped with a green screen, SMART board,

video cameras, still cameras, tablets, tripod lighting, and good computers with Adobe Creative Suite and

the range of SMART software. It is a rare and beautiful thing – I am very lucky. The only investment I

would like would be in the Antidote software and the quia.com licence. However, even without these

we can use lepatron.com and Microsoft Words’ French spell-check for goal one though the software is

not as powerful. Likewise, I can find a free version of game building software though it will probably

have advertising and be less organized than the quia site.

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Technology Integration Objectives

Table 1: Technology Integration Objectives, Strategies, PD, Timeline, Infrastructure, and Budget

Goals: To use technology tools to assist with improving reading and written FrenchObjectives: To improve the use of grammar conventions in writing in French

Strategies PD Timeline Infrastructure Use “Antidote” editing software that detects, explains, and has students self-correct their grammatical mistakes to have students prepare written work. Students will use the corrections list generated by Antidote to create their own spelling/grammar test for the week.

Self-directed exploration of the software capabilities and search through research for similar strategy implementations.

Sept – modeling and begin weekly quizzesOct-Nov – Continue editing weekly writing assignments and doing weekly quizzesDec – prepare summative writing assignment and continue weekly quizzes.January – Formally assess the strategy against their entry writing ability and last year’s writing samplesFeb-June – Continue to use Antidote for editing assignments for Social Studies and Science

Class set of computers with software installed Approximately $69 per license – cost sharing with district and possibly donated by the company with a promise to share the implementation results

Use grammar games online to improve knowledge of conventions based on the list provided by Antidote

Explore availability of good grammar games and learn how to create teacher page and have multiple users creating games

Sept – model how to create games online and play some games in class togetherOct-January – practice grammar skills weekly

Quia license

Students use a blog or Google docs to help edit each other’s work

N/A Sept-Oct – Start blogging about weekly topics with work that has been edited in softwareNov – Do a group-write onlineDec – Edit each other’s major writing assignment online

District has purchased Wordpress sites for classes

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Objectives: To improve vocabulary and word choice in FrenchStrategies PD Timeline Infrastructure

Have students use apps as thesaurus and dictionary

Explore new apps available Sept – recommend and have student download appropriate French grammar skills apps, model how to use them combined with traditional grammar tools. Students do not need a device. They can use traditional tools or share the laptops provided.

Use school laptops and personal devices. Perhaps District would purchase a limited number of IPads

Have students create their own weekly vocabulary quizzes with words they want to learn which can be practiced and tested online

Explore availability of good grammar games

Sept – model how to create games online and play some games in class togetherOct-January – practice grammar and vocabulary skills weekly

Quia license

Have students play some fun video games in French with a rich contextualized vocabulary

Discover some narrative video games with contextualized vocabulary

Now-discover some fun games with an accessible level of French to play next yearSept-Jan – weekly time to play game in class and blog about experience

???

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Goals: To have students of all technology ability levels able to complete digital assignmentsObjectives: To have all students create multi-media projects

Strategies PD Timeline InfrastructureProvide a range of software (If students struggle with the less intuitive but more powerful Adobe products we usually use I could allow them to use simpler software like Audacity, Gimp or Moviemaker)

Explore available software and student accessible tutorials for Gimp and Audacity

On-going Computers for each student. Installed software.Already available

Provide tutorials that teach to different learning styles: video, stills, Notebook interactive tutorials… (see example Appendix F)

Explore and post tutorials as well as improving skills in creating slideshow and video tutorials

Created/discover tutorials before lessons throughout the semester and post on teacher page

Can be created using freeware (by myself or strong students), or found online at sites like Adobe.com or youtube etc.

Structure peer tutoring Read articles and books about this strategy

Plan for built-in structured peer-tutoring weekly or as needed

N/A

Allow access from home for extra practice

N/A On-going Adobe products are available for a free 30-day trial. Other software like Audacity and Gimp are free to download

Choose groups to include students of varying ability where each is required to operate the software with coaching from peers.

Read about different grouping strategies

Frequent changes in groupings depending on needs and skills

N/A

Use text-to-speech software for those having troubles reading instructions in French or English

Collaborate with district mentor for using Kurzweil

Implemented as needed District already has a license for Kurzweil

Use alternative tools like the tablet instead of the mice

N/A Implement as needed Two tablets available. Could ask District to purchase tablets

Assignments designed as a menu leveled for a range of difficulty: example, A = at least five layers of image editing, B = three layers….

Read about best practices for implementing assignment menus

Available for all summative assessments

N/A

Goals: Make learning accessible for all students.

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Objectives: Use UDL strategies and cognitive strategies to improve learning with technological toolsStrategies

These strategies are from Arpin, 2013.

PD and Infrastructure Timeline Infrastructure

Use graphic organizers Research examples of best practices for using graphic organizers

Model and use graphic organizers in September, introduce new ones as appropriateBlank organizers provided with testing

Photocopies provided by the schoolTeacher website

Concrete examples of past projects N/A At the beginning of each assignment show examples of past projects or mock-ups and have them available for students to look at as they are work.Use past projects to collaboratively right rubrics and agree on standards of quality (Reeves & Neilsen, 2013)

Collection of past projectsTeacher website

Do modeling and think-alouds Model writing on the SMART board. Do a group write on the SMART board

SMART board At the beginning of the research project and throughout if there is a need to model missing skills.

SMART board

Scaffold research skills Organizers handoutsUploaded digital handouts

Before the beginning of the project these need to be ready.During the research it is important to make notes about individual students about which skills are lacking – consider rearranging groupings to address any deficits or strengths.

Photocopies are provided by the schoolTeacher website

Allow to work collaboratively Use PBL training books to assist in planning.Build wikis for collaboration and explore the use of moodle as a classroom tool

The platforms would need to be in place at the beginning of the project work.A survey will be given at the end of the project to evaluate the use of the collaborative platforms

Wordpress blog

Access to editing software N/A During the editing phase of the project review how to use lebonpatron.com, Microsoft Word

Computers with editing software installed and activated in French and French keyboard activated

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spell-check, and if available Antidote for editing French work.

Provide digital and hard copy of flowchart of steps and organizers for notes

Read-up on best practices for assignment flowcharts. Find some resources to modify for my class.

Provided at the beginning of projects and referred to throughout

Photocopies and teacher website

Prepare assignments using a font and size that is readable to those with dyslexia or vision impairments

N/A On-going Software with appropriate OpenDyslexia, Calabri and Myraid Pro fonts installed

Published notes N/A When notes are given they will be posted online and therefore available to print off instead of copying down

Teacher website

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Evaluation

On-going assessment

Though it is often overlooked assessment should be integrated at the centre, or the heart, of all

teaching activities (Ertwell, 2003; MacDonald, Halas Moulton, Smith & Morrison, 2013). If one is going

to continuously improve then there is a need to assess both the quality of teaching and student learning

(National School Board Assosciation, n.d.). The Adaptive Instructional Design model is useful for

conceptualizing the reflection phase at the centre of the program design (see Appendix D). Reflection

can be accomplished through ongoing timely examinations of data collected to allow for mid-stream

course corrections (McNabb et al., 1999; Reeves, 2010). Formative evaluation in instruction which has

resulted in revisions has shown to increase student performance levels (Dunn & Mulvenon, 2009) and

implicitly the quality of teaching as well. If the evaluations come only at the end of the unit of study

then it is too late to improve the teaching or learning. The website the Switched-on Classroom (2013)

recommends:

Regular inspection of system functions and users' levels of satisfaction can reveal developing

weaknesses, while periodic investigation of new technology will provide material for upgrade

decisions… continue to monitor success/failure, and document your results; continue to review

visions, goals, and objectives in light of new material; continue to adjust the action plan;

continue to keep things current; eliminate outdated information and programs; and continue to

inform, educate, and motivate the people involved.

Criteria for Evaluation: Multiple Ways of Showing Learning

The constructivist strategies being used in TIP call for a less traditional approach to evaluation: It

should be authentic, and performance- or portfolio-based (Lewis, 2007). More specifically, Freedman

(n.d.) calls for good assessment to include multiple opportunities to show competence and gain skills

using many different modalities and assessment tools. At every phase of the development and

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implementation of this learning plan there needs to continuous mindfulness observing and adapting to

what is going on in the classroom.

Blignaut (1999) points out that, “What is taught and what is learned in most educational

institutions is driven by what we measure.” Therefore, assessments need to be created to measure the

goals and objectives of the plan. She also provides a detailed plan for doing assessments. The

foundation for this type of assessment is contextualized, authentic, real-world, and higher-order

thinking products that allow for multiple ways of showing learning. Moreover, the evaluation process

should not be stressful, but a normal part of the classroom. Freeman (n.d.) offers a valuable caution

that variety in assessment is more than providing a menu of choices. The quality of the choice should

also include: addressing multiple learning styles, variety in semester and week projects, variety in

thinking skills, and variety in inquiries. He explains that students should be “given multiple opportunities

to show their competence and have opportunities to gain experience in styles where they are not so

competent” which comes back to the power of formative feedback.

Student Involvement in Assessment

Though I use standard provincial curriculum objectives to plan my lessons I will not be using any

traditional standardized off-the-shelf- tests in my classroom. My assessments will be based on the

learning goals and designed often in conjunction with the students. A powerful strategy that I used in

the classroom, and plan to use again, was to have my students write the exam. During review week

when I had my students go through their notes from the year and pull out the important information.

They then wrote questions using all the levels of Bloom’s Taxonomy to be used on the exam (Anderson

& Krathwohl, 2001). This not only helped them review the content for the exam, but it helped to build

skills for selecting important information and understanding higher-order questioning. Likewise, I

intend to not only give my students rubrics, but have them work with me to write the rubrics standards

and to mark model assignments according to that standard (Reeves & Nielson, 2013). In the past

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students handed in work that they felt was exceptional that I disagreed with. By taking the time to have

students evaluate others work against the standard they will have a better idea of how to improve their

own work. Students will also have multiple opportunities to practice and get feedback from me and

their peers on their work before taking a test or handing in a summative assignment.

Assessing my Goals

Some of my goals from the TIP are easy to assess while others provide more of a challenge. For

example, analyzing how well writing has improved in French can be accomplished by comparing to

students’ writing to earlier work or benchmark samples. Assessing whether my goal for using

technology to adapt for all students can be tracked through on-going observation and feedback from

students like surveys, interviews and focus groups about engagement, level of difficulty, and comfort.

My final goal which relates to metacognition is more difficult to assess, but can be done. Applying

constructivist ideas of learning includes an emphasis on the process so part of the evaluation should

include student and teacher reflections and documentation of learning (Bednar, et al., 1991 as cited by

Skaalid, 2003). Students will need to show evidence of their thinking process though documents like

concept maps and the quality of their research projects as compared to the rubric and the standard.

Those observations, surveys, and interviews can also help to look at the bigger picture of

student engagement. I want to see whether there is a change in students’ performance and attitudes

that contributes to a more effective learning environment (Kowch, 1996). For the French writing goal

there is provincial reading and writing test given in grade 10 that could be used for comparisons. I

would like to measure whether the students transfer their computer-aided editing skills to a

standardized provincial test and do better than last year’s students. Summative assignments can also be

compared to last year’s students to see if there has been a quality improvement.

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Assessing my Teaching

Reflecting and analyzing the quality of my teaching is essential. This can be done through one-

to-one evaluations and field trials. Kowch (1996) recommends choosing three students to track their

success with the teaching plan: one average student, one slightly above average, and one slightly below.

Focusing on a limited number of students to track may increase the quality of the feedback.

The results of my assessment will allow me to “readjust accordingly by changing the process

where needed, discarding things that do not work, and adding pieces that may be more effective”

(Switched-on Classroom, n.d.). I need to consider whether the material and practice helped students to

reach my technology integration goals as well as the curriculum goals.

Other points to include in my self-evaluation are whether the strategies used were a worthwhile

and efficient use of time and resources (Kowch, 1996) and I need to think about whether assessments

are authentic. Perhaps some objectives need to be combined, left out or added. I could even consider

the idea of having students help with writing the objectives as I set out in my professional development

plan (see Appendix C). Or maybe my groupings or delivery techniques could be done differently. I

would looks at whether if after going through including students in setting the evaluation standards we

were able to have consistent evaluations between the peer-, self- and teacher- assessments described

earlier. The level of consistency between us would really inform whether I need to do more work with

writing rubrics and marking evaluations next year.

Some of my goals like the metacognition or the strategies for French could be generalized to my

other classes next year depending on the data results. I need to look at whether these plans can be

“adapted to new curriculum focus areas, growth in class size, demands for different kinds of applications

and activities, and the incorporation of new technologies? “ (National School Board Association, n.d.). I

want to be able to adapt my plan to accommodate new questions, information sources, and analysis

procedures when necessary (McNabb et al., 1999).

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Conclusion

Technology integration is not just a great tool for engagement it is a powerful tool for

differentiation and learning. For me, a solid plan includes detailed planning and objectives writing based

on core competencies, plans for implementation of technology, consideration of differentiation,

integration of constructivist learning strategies, and concrete planning for assessment of both the

students and teaching. In the end, I am accountable to the students for what they are able to learn in

my class and I need to do everything I can to ensure that all students can learn based on careful

planning.

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References

Anderson, L. & Krathwohl, D. (2001). Quick flip questions for the revised Bloom’s Taxonomy. Boston, MA: Edupress.

Arpin, M. (2013). Special Education Plans: Personalized learning plans [Workshop and PowerPoint]. Miramichi, NB: Anglophone North School District.

Blignaut, A.S. (1999). The use of computer-based mindtools in teaching and learning. Retreived from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2Fassessment.pdf.

Culatta, R. (2011). Learning theories. Retrieved from http://www.instructionaldesign.org/theories/index.html

Culatta, R (2013). Reimagining Learning: Richard Culatta at TEDxBeaconStreet [video]. Retrieved from http://www.instructionaldesign.org/index.html

Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Journal of Educational Society and Technology, 9 (3), 160.

Dunn, K., & Mulvenon, S. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation. 14, 1-11. Retrieved from http://pareonline.net/pdf/v14n7.pdf

Dinasyst (2013). Fonts for Dyslexia. Retrieved from http://www.iansyst.co.uk/about-us/resources/directory/article/articles/2012/10/18/fonts-for-dyslexia?utm_source=Typeface%2Bfor%2BDyslexia&utm_medium=banner&utm_campaign=Traffic%2BMigration

Educational Broadcasting Corporation (2004). What does constructivism have to do with my classroom? Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html

Ertwell, P. (2003). National trends in outcomes assessment. Retrieved from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2Ftrends.pdf

Freedman, R. L. (n.d.). Constructivist Assessment Practices. Retreived from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2FConstructivistAssessment.pdf

Fullan, M. (2010). All systems go: The change imperative for whole school reform. Thousand Oaks: Corwin and the Ontario Principal's Council.

Halas Moulton, K. (2012a). An analytical review of the literature of gaming and learning. Retrieved from http://gamingandlearning.weebly.com/

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Halas Moulton, K. (2012b). Digital Footprint. Retrieved from http://6620halasmoulton.wordpress.com/digital-citizenship-digital-footprint/

Halas Moulton, K. (2013). Empowering teachers in professional learning committees to improve student learning. Retrieved from http://mrshalasmoulton.wordpress.com/empowering-teachers-in-professional-learning-committees-to-improve-student-learning/

Howe, A. (2013). Differentiated Instruction [Workshop and PowerPoint]. Miramichi, NB: Anglophone North School District.

Katz, J. (2012). Teaching to diversity: The three block model of Universal Design for Learning. Winnipeg, MB: Portage and Main Press.

King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39 (3), 83–297

Kowch, E. (1996). Formative and summative assessments. Retrieved from http://people.ucalgary.ca/~ekowch/673/mar20/formsum.html

Jonassen, D. H., Carr, C. & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. Tech Trends, p. 24-32.

Lim, C. P., & Nonis, P. (2006). Gaming in a 3D multiuser virtual environment: engaging students in Science lessons. British Journal of Educational Technology, 37 (2), 211-231.

Luehmann, A., & MacBride, R. (2009). Classroom blogging in the service of student-centred pedagogy: Two high school teachers’ use of blogs. THEN: Technology, Humanities, Education & Narrartive. 6, 5-36.

MacDonald, I., Halas Moulton, K., Smith, J. & Morrison, T. (2013). Adaptive Instructional Design. Retrieved from http://adaptiveidmodel.wordpress.com/

McNabb, M. L., Valdez, G., Nowakowski, J. & Hawkes, M. (1999). Technology connections for school improvement. Retrieved from http://courseware.cbu.ca/moodle/file.php?file=%2F511%2Fhandbook.pdf

Mitra, S. (2013). Sugata Mitra: Building a school in the cloud [video]. Retrieved from http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html

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Ottman, R. (2010). The Effect of student-directed versus traditional teacher-centered presentations of content on student learning in a high school statistics class. Retrieved from http://downloads01.smarttech.com/media/sitecore/en/pdf/research_library/k-12/the_effect_of_student-directed_versus_traditional_teacher-centered_presentations_of_content_on_student_learning_in_a_high_school_statistics_class.pdf

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Appendix A: Classroom Technology Implementation Plan

Curricular and Administrative Outcomes, Goals, and Expectations

Specific Objectives to the Unit Strategies/Technology Integration Activities

Minor interventionMajor intervention

Technology Infrastructure

Available Needed

Assistive technologies Required skills

What is the desired end result

What are the specific steps to fulfilling the goals?

How will technology be used to achieve goals?

What technology is available or needed for successful completion of goals?

What technologies can be used to accommodate the different levels of ability/interests/learning styles/multiple intelligences?

What skills/training is needed?

Digital Technology 120This unit of study will introduce students to the processes and equipment used to create and edit digital audio. Knowledge and skills are developed in this unit through a series of introductory assignments and lessons finishing with and a final audio project. This unit of study will compound with the digital video production unit.

1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.3 Students design and create digital audio products

Students will record their own sounds/music and edit in industry standard software.

They will need to apply their knowledge of copyright laws to the sound clips that they use.

Blog about challenges or weekly topics

Publish work on website

Adobe Audition

Headphones

Microphones

Internet access

Wordpress blog

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-

Audacity is simpler for students who struggle with Audition. Also the assignment can be modified to include fewer sounds or provide them with audio clips that are pre-recorded.

How to use sound capturing software.

How to edit software.

Copyright laws.

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moulton-archived

The aim of this unit of study is to introduce students to the world of website design. It is not intended to make them prolific programmers, but to give them the basic understanding of how to plan, design and program a simple website. The bulk of lessons in this unit focus on helping students understand the design process related to creating a website.

1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.2 Students design and create a web based product (website, blog, wiki, etc.)

Students will design web pages using html and simpler interfaces.

Reflections and responses in an online blog

Publish work on website

SMART Notebook

Adobe Dreamweaver

Wordpress blog

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Weebly or Wordpress can be used for easier editing.

Html

Editing

Uploading

Tables

This unit will introduce students to the principles of effective design and help them develop some advanced image editing skills though a series of hands on activities. Students will identify the target audience and create a graphic design which will effectively communicate a message.

1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the

Students will learn how to edit images on a computer.

Students will also take digital images and transfer them to the computer as well as print.

Reflections and responses in an online blog

Adobe Photoshop

Wordpress blog

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Use Gimp? SMART Notebook? PaintProvide link to step-by-step tutorials

Photography

Uploading pictures

Selecting, manipulating, layering, blending, printing

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importance of pre-production and attention to detail. 3.1 Students design and create digital imaging products.

Publish work on website

This unit of study will introduce students to the processes used to create multimedia video projects which include animations, audio, video, text and images. Knowledge and skills are developed in this unit through a series of introductory assignments and a final multimedia project. It is recommended that this unit be taught after the audio and imaging units so students can use, and further enhance, these skills.

1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.4 Students design and create digital video products.

Students will create videos to tell their stories by planning, capturing, and editing video or stop motion images.

Reflections and responses in an online blog

Publish work on website

Adobe Premiere Pro

Wordpress blogDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Use movie maker (simpler)

Provide link to step-by-step video tutorials

Provide written instructions with visual cues in SMART Notebook

Photography/videography

Storyboarding

Storytelling

Importing video/images/ audio

Cropping, layering, chroma key, audio effects

Graphic Arts 110Upon completion of this course students will:

demonstrate and understanding of image development and manipulations and the reasons for doing this

Major elements of visual perception: balance, line/shape/form, colour, repetitions, space, texture, balance, symmetry, movement, rhythm, illusion of depth, texture,

Major principles of visual perception: gestalt, colour theories, emphasis, dynamics,

Reflections and responses in an online blog.

Application of these principals in the designs that they create

Wordpress blog

Internet

Some students could respond in writing. Students could also present their reflections orally if they don’t want to write.

Blog – login, post, upload pictures

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closure, distortion, and abstraction

demonstrate an understanding of the design process

Research similar image designs, create flowcharts, and rough sketches,

Students will use the internet to find similar images and analyze how images were created.

Students will do rough sketches and project flow charts either by hand to be scanned or mock-ups in SMART Notebook.

SMART BoardSMART NotebookTabletsInternet access

Some students may prefer to work with concrete magazines to find models and examples.

Also some may prefer to use paper for rough sketching.

Provide and digital and hard copy of a flowchart sheet and examples.

Notebook/PowerPoint – layering, selecting from gallery, importing, and manipulating.

SMART board and tablet – how to work hardware

Apply concepts and skills involved in layout; create and manipulate the optical image produce a printed image

Students will use photo editing software to manipulate, and enhance digital images.

They will draw using tablets and use editing software to manipulate their own images

Publish on website

SMART boardDrawing tabletsAdobe PhotoshopArt Rage StudioDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

If students struggle with Photoshop could allow them to use Gimp. Could also provide instructions in different ways like written instructions, Notebook visual tutorials, and video tutorials.

Allow students to manipulate physical images, collages etc

Use SMART board for the drawing instead of the tablets

Photoshop skills – selecting, layering, colour correcting, blurring, burning, blending, and more.

ArtRage – Drawing skills, selecting, use of tools

Tablet – develop hand-eye coordination for using “blind” tool.

Handle the materials, tools, equipment, and processes specific to graphic arts.

They will take photographs using digital cameras, upload, manipulate,

CamerasSD CardsPhotoshopDrupal

Consider using other medium like silk

PhotographyParts of a cameraUploading imagesPhotoshop skills

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and print images.

Publish work on website

Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

screening or t-shirt printing

Modern History 111French Revolution

1.1 Causes of Revolutions 1.1.1 Identify and understand the general causes of revolutions: new ideas, social conflict, political factors, and economic conditions.

1.1.2 Know, understand and be able to explain the new ideas of The Enlightenment.

1.1.3 Analyze elements of social conflict in 18th century France.

1.1.4 Understand, and be able to explain, how and why France‘s Absolute Government functioned without the

1.2 Historical Thinking Concepts Students will: 1.2.1 Understand historians‘ criteria for measuring historical significance 1.2.2 Critically assess the significance of the French Revolution

1.3 Making Connections Students will:

1.3.1 Make connections to allow comparison of the French Revolution to other modern events in the context of rights and freedoms.

Model concept mapping, research skills and writing skills on the SMART board

Video resources

Interactive tours of famous places on a SMART board or individually exploring guiding questions.

Analyze primary sources

Use of video

Use of interactive SMART Notebook presentations

Have students research and present a comparison of the French Revolution to

Editing softwarehttp://bonpatron.com/en/APA resource in French http://guides.bib.umontreal.ca/disciplines/20-Citer-selon-les-normes-de-l-APA?tab=106

http://chnm.gmu.edu/revolution/PowerPointSMART Notebookhttp://streaming.discoveryeduc

Find text-to-speech software for those having troubles reading in French.

Provide visuals

Provide concrete fill-in-the-blank-type sheets for the research skills

Allow choice of project presentations

Allow to work in pairs

Scaffold research skills

Access to editing software

http://faculty.usiouxfalls.edu/arpeterson/high_school_resources.htm#fl

Using concept maps in PowerPoint/SMART Notebook/prezi

Researching, synthesizing,

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consent of the governed.

1.1.5 Comprehend the severity of economic conditions as contributing factors to the revolution.

other revolutions in the world today – present to the class using presentation software

Publish work on website

ation.com/http://www.besthistorysites.net/index.php/modern-historyDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Industrial Revolution

2.1 Causes of the Industrial Revolution Students will: 2.1.1. Know, understand and be able to explain the new ideas and innovations which led to the Industrial Revolution. 2.1.2. Analyze elements of social change/conflict during the Industrial period. 2.1.3. Understand, and be able to explain, how governments and workers responded to issues of

2.2 Historical Thinking Concepts Students will: 2.2.1 Demonstrate their understanding of the immediate and long term impact of urbanization on society during the Industrial period. 2.2.2 Be able to explain the evolution of worker‘s rights, and the implications of these rights, for workers then and now. 2.3 Making Connections Students will: 2.3.1 Compare and contrast one aspect of the Industrial period with a modern, evolving industrialized society.

Concept mapping

Video resources

Interactive tours of famous places

Analyze primary sources

Use of interactive SMART Notebook presentations

Students will create their own interactive timeline of major events related to the Industrial Revolution. Each item on the

SMART NotebookDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Same as above Interactive features of SMART Notebook

Researching, synthesizing, selecting

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industrialization. 2.1.4. Comprehend the economic conditions which led to industrialization and furthered its development.

timeline needs to be compared to something happening today

Publish work on website

Nationalism and Negotiation

3.1 Power, Authority and Decision Making Students will: 3.1.1 Know, understand and be able to express examples of power relationships and rivalries between European nations, as causes of the First World War (1860s to 1914).

3.2 Historical Thinking Concepts Students will: 3.2.1 Be able to express how power is typically exercised on a continuum and that the exercise of power can have both intended and unintended consequences. 3.2.2 Analyze the ingredients of power potential. 3.2.3 Examine historical perspectives to explain the concept of ethnic nationalism and the role it played in the exercise of power by European nations from 1860 to 1945. 3.3 Making Connections Students will: 3.3.1 Examine the role nationalism plays in a modern society involved in conflict.

Concept mapping

Video resources

Interactive tours of famous places

Analyze primary sources

Use of interactive SMART Notebook presentations

Publish work on website

Each student will take a country and discuss their alliances and reasons for way. We will create a class interactive map that can be used to study – in SMART Notebook

Internet SMART NotebookDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Same as above Research skills

More interactivity skills for SMART Notebook

Layout

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Destruction and Disillusionment

4.1.1 Know and understand that mechanized/industrialized warfare led to an increased level of destruction. 4.1.2. Comprehend the effects of war on individuals and societies

. 4.2 Historical Thinking Concepts Students will: 4.2.1 Understand and be able to explain the points of view of those negotiating the treaties to end the Great War in 1919. 4.2.2 Demonstrate how the articles of the Treaty of Versailles were at odds with the stated goal of achieving collective security. 4.3 Making Connections Students will: 4.3.1. Compare and contrast the quest for collective security in 1919 with that of modern day efforts.

Concept mapping

Video resources

Interactive tours of famous places

Analyze primary sources

Use of interactive SMART Notebook presentations

Do a museum interactive display about some aspect of modern warfare or the home front

Publish work on website

SMART Notebook, internetDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Same as above Interactive features on SMART Notebook

Totalitarianism and Total War (The Second World War)

5.1 Totalitarianism Students will: 5.1.1 Know, understand and be able to explain the differences between

5.2 Historical Thinking Concepts Students will: 5.2.1 Understand and be able to explain the concept of Total War. 5.2.2 Recognize and be able to explain the general causes of the Second World War

Concept mapping

Video resources

Interactive tours of famous places

Analyze primary sources

Editing softwarehttp://bonpatron.com/en/

APA resource in French

Antidote (could we purchase for some computers in the lab?)

Models of student essays

Google docs for sharing and peer editing

Fill-in sheets with examplesModel writing on the SMART board. Do a group

Formal writing

Use of editing software

How to use Google Docs

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the political ideologies of the interwar period. 5.1.2 Understand and be able to express why some European governments failed during the 1920‘s and 1930‘s. 5.1.3 Analyze and be able to explain the effects of totalitarian governance on social, political and economic life.

5.2.3 Evaluate and compare the consequences of the First World War and the Second World War. 5.3 Making Connections: Students will: 5.3.1 Analyze and explain which World War was more significant for Canada.6.1 Genocide Students will: 6.1.1 Define: anti-Semitism 6.1.2 Know, understand and be able to explain the progression of the Holocaust from 1933 until 1945 6.1.3 Examine international response to Jewish refugees during and after the Second World War 6.1.4 Identify international action and human rights legislation resulting from this period 6.2 Historical Thinking Concepts Students will: 6.2.1 Investigate the Holocaust by examining and utilizing primary and secondary sources 6.3 Making Connections Students will: 6.3.1 Understand and be able to explain that genocide is not restricted to the Holocaust

Use of interactive SMART Notebook presentations

Write a research paper that is properly cited and edited using the internet and word processing

http://guides.bib.umontreal.ca/disciplines/20-Citer-selon-les-normes-de-l-APA?tab=106

Word processing software

write.

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7.1 Conflict and Competition: War by proxy Students will: 7.1.1 Understand and be able to explain the concepts of Cold War and Containment as well as the concept of arms race (in the context of the Cold War). 7.1.2 Know, understand and be able to demonstrate how the nuclear threat was the defining element of the Cold War 7.1.3 Understand western society‘s response to the nuclear threat 7.1.4 Know, understand and be able to explain the growth of the anti-nuclear/peace movement that developed after 1945

7.2 Historical Thinking Concepts Students will: 7.2.1 Know and understand why the Cuban Missile Crisis was a significant Cold War event. 7.3. Making connections Students will: 7.3.1 Examine anti-communism (McCarthyism) as a Western phenomenon and its impact on societies 7.3.2 Compare McCarthyism in the US with the modern day ―war on terror‖ 7.3.3 Understand that the nuclear threat did not disappear with the end of the Cold War

Concept mapping

Video resources/audio clips

Interactive tours of famous places

Use of interactive SMART Notebook presentations

Students can do a debate/propaganda poster/presentation/song depicting their given leader as either a villain or a hero. They will use the internet for research and creating their presentation

Publish work on website

http://www.nationalarchives.gov.uk/education/heroesvillains/

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Concrete examples

Fill-in research sheets

Presentation software skills

Research, selecting, speaking skills

Remind how to do an APA list of references

FI Language Arts 9Students will be expected to demonstrate a positive attitude towards the French language andtowards francophone communities in Canada and around the world.

• display an interest and a sense of pride in communicating correctly in French, in improving their language skills, and in continuing their Frenchstudies;• demonstrate an interest in and an appreciation of various

Video resources

Interactive tours of famous places from la francophonie

Use of interactive SMART Notebook presentations

Access to computers, presentation software, podcast, video editing software, video conferencing

Provide a range of websites at different reading levels.

Bilingual sites

Fill-in tables for research notes

How to use SMART Notebook

How to research, select information, how to edit and write

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contemporary texts that are appropriate for young persons of their age;• demonstrate and express an appreciation of the contribution of francophones to Canada’sfrancophone community;• demonstrate an understanding and an appreciation of the advantages associated with the opportunity to interact with members of the two linguistic groups.

Internet research

Build a class interactive display with French places all over the world that includes a podcast, slideshow, and well written text.

Publish work on website

software

http://www.symbaloo.com/mix/englishlanguageartsk12

http://www.symbaloo.com/mix/frenchinteractivesites

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Students will be expected to recognize and respect cultural diversity.

• find connections between cultural influences and ways in which people act, think, and expressthemselves;• examine and discuss the conditioning influence of stereotypes and prejudices in society, the media, history, literature, the Internet, song, popular culture, etc.;• explore and explain some of

Students will analyze media and look for examples of stereotypes and bias.

Students will bring in examples to share with the class.

Students will create a PSA podcast or videocast to send a

Internet, speakers, microphones, video cameras, editing softwareDrupal Website http://bonarlaw.nbed.nb.ca/teacher/

Place in groups with others with the technological skills to share.

Step-by-step instructions in several modalities (video, visual…)

Concrete examples of past projects

Research skills, listening skills, photography, videography, audio capturing, sound/movie editing software, scripting, editing, grammar

35

the customs associated with various cultural communities;• describe and demonstrate the contribution of persons of various cultures to different areas ofhuman activity in Canada;• demonstrate an understanding of their rights and responsibilities as adolescents in their environment.

message about these topics

Publish work on website

ms-halas-moulton-archived

Students will be expected to demonstrate their understanding of a range of oral texts in order to meet their needs in accordance with the communication situation.

• summarize and reformulate the information, ideas, opinions, and feelings presented in a text;• react personally to a wide variety of texts, and evaluate their reaction;• react to a wide variety of texts by analyzing various elements.

This can be contextualized in the projects’ research and presentations.

Headphones/speakers

internet

Provide a range of texts on various topics and a different levels

Managing the interface

Choosing appropriate levels for yourself

Students will be expected to express themselves in order to meet their needs in accordance with the communication situation.

• ask relevant questions in order to acquire, interpret, analyze, and evaluate ideas and information;• explain their feelings and support their ideas and opinions;• combine, compare, clarify, and illustrate information and situations;• apply language conventions in order to communicate in a wide variety of situations.

This can be contextualized in the projects’ research and presentations.

Reflect in a classroom blog

Some drill practice for language conventions

Record audio presentations

Recording and audio editing equipment

Provide practice;

provide opportunity to not present in front of class by pre-recording sounds.

Questioning

Reflecting

Editing

36

Students will be expected to plan and manage their listening and oral expression by applying strategies in accordance with their needs and the communication situation.

• draw upon their experience and knowledge, and modify strategies to guide their listening and oralexpression;• organize information and ideas by modifying their strategies;• explain and analyze their own strategies;• adapt print and non-print resources, including technology, to help with their listening and oral expression.

This can be contextualized in the projects’ research and presentations.

Create a movie trailer for the book that we are studying.

Publish work on website

Video conferencing with others in French

Internet, speakers, microphones, video cameras, editing softwareDrupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Video conferencing software

Web cams

Drill and response software for reading? Like FastForward

Provide a range of listening activities at different levels

Research skills, listening skills, photography, videography, audio capturing, sound/movie editing software, scripting, editing, grammar

Students will be expected to demonstrate their understanding of a range of texts in order to meet their needs in accordance with the communication situation.

• summarize and reformulate information, ideas, opinions, and feelings presented in a text;• react personally to a wide variety of texts, and justify their reaction;• react to a wide variety of texts by critically analyzing various elements.

Blog their reactions to text

This can be contextualized in the projects’ research and presentations.

Wordpress blog

Peer tutoring, range of texts, range of topics of student interest

Reading strategies

Critical thinking

How to use a blog

Students will be expected to plan and manage their reading

• draw upon their experience and knowledge, and modify strategies to guide their reading

Read print articles

This can be

Word processing

Provide tables, concept maps to be filled-in

Organizational strategies

37

and viewing by applying strategies in accordance with their needs and the communication situation.

and viewing;• organize information and ideas by modifying their strategies;• explain and analyze their own strategies;• use print and non-print resources, including technology, to help with the synthesis of texts.

contextualized in the projects’ research and presentations.

Reading strategies

Students will be expected to write and represent in order to meet their needs in accordance with the communication situation.

• write and create texts of different types in order to explain their feelings and support their ideas andopinions;• write and create texts in order to combine, clarify, and illustrate information and situations;• apply conventions and stylistic elements in a number of situations.

This can be contextualized in the projects’ research and presentations.

Classroom blog to express ideas

Build grammar skills and use editing software

Editing softwarehttp://bonpatron.com/en/

APA resource in French http://guides.bib.umontreal.ca/disciplines/20-Citer-selon-les-normes-de-l-APA?tab=106

Word processing software

Antidote (could we purchase for some computers in the lab?)

Pairing up

Other technologies available?

Peer editing in Google Docs

How to use goggle docs

How to use blog

How to do good quality postings/responses

38

Students will be expected to plan and manage their productions by applying strategies in accordance with their needs and the communication situation

• draw upon their experience and knowledge, and modify strategies to guide their production;• organize information and ideas by modifying their strategies;• explain and analyze their own strategies;

This can be contextualized in the projects’ research and presentations.

SMART Notebook

Word processor

Same as above Planning flowcharts, storyboarding, analyzing quality productions

Administrative tasksAttendance Take daily attendance Record absences and

latesWinschool (attendance)

How to use Winschool

Grading Grade calculating software Weight assignments differently. Have space for formative and summative assessments

Gradequick Online access to marks for parents through http://www.gradekeeper.com/index.htm

Provide a letter for parents with really clear instructions

How to access marks

Communication with students and parents

Keep up-to-date on deadlines, expectations, and assignments.

Post notes, schedules, links, and rubrics on website. Put curriculum objectives on the website.

Drupal Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Gradekeeper also allows you to quickly and easily email parents and students even from an iPad

Where to find the information

(Parents need to learn this too)

Displaying student work Share students successes Post students’ work Drupal

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online to promote quality, and pride in ones work.

Website http://bonarlaw.nbed.nb.ca/teacher/ms-halas-moulton-archived

Communicating during class, modeling student work, collecting assignments, managing students’ behaviour

Sending to reminders to students, monitoring that they are on task, blocking students who are using inappropriate sites, collecting and handing back assignments

Block sites, send messages, share students’/my desktop, receive and send back assignments

SMART Synch

How to use the features of SMART Synch

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Appendix B Assessment of Technology Integration

The following tool is based on the standards established by the International Society for Technology in Education, ISTE, (2008). The majority of the assessment criteria were written by Joey Savoy though some have been re-written by me.

1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

Beginner Developing Proficient Advancedpromote, support, and model creative and innovative thinking and inventiveness.

Some exploration how to promote, support and model creative and innovative thinking and inventiveness that not yet applied to lessons

Some effort promote, support, and model creative and innovative thinking and inventiveness through isolated classroom activities

New ideas are incorporated into the classroom that regularly promote, support, and model creative and innovative thinking and inventiveness

New ideas are being created daily that fit well with individualized context. Students can see the teacher taking moments that arise in class to create new lessons and learning

engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Some effort is made to connect the classroom to the real-world through passive digital tools like video or showing websites on the board

Some lessons or projects are created around real-world problems and problem solving

Students are regularly engaged in exploring real-world issues and solving problems

Assessments and projects are created using authentic problems and digital tools are the mainstay of the classroom practice

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

Some exploration of how to have students use technology to explore and plan that are not yet implemented

Some limited implementation a collaboration tool online

Collaboration tools are creatively used for reflection, sharing and planning regularly

Collaboration tools are used extensively at home and at school to collaborate, think, plan, and create.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and

Teacher explores online collaboration in a formal PD type-setting only which could be shared with students

Independently the teacher engages a few times in knowledge construction by engaging in learning with students, colleagues, and

Teacher uses online collaboration regularly to construct knowledge and models this to students

Teacher engages in online frequently and models this to the students.

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virtual environments. others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

Beginner Developing Proficient Advanceddesign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Explore which types of digital tools could be used to address curriculum outcomes

Develop some simple activities that allow students to use technology to complete their assignments

Use technology regularly and allow students some choice of technology

Learning experiences are engaging and creative with many different ways of exploring knowledge and presenting learning available to students

develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

Identify ways in which the use of technology can be used to engage students

Introduce students to a variety of technology and occasionally let them use these digital tools while working on various assignments

Provide students with easy access to technology and allow them regular choice over goals

Students use technology to pose their own questions, explore their own learning, present varied products, do self-assessment, and construct meaning.

customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

Research ways to use technology to meet various needs.

Use technology to meet the needs of targeted students

Students have access to various technology, know how to use them and choose to use them

Students customize their own learning based on their own learning goals and choose appropriate technology to get them there.

provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use

Researches different ways to provide varied assessment. Experiment with using technology to give choice on one section of an assessment.

Students are given an opportunity for an assignment to choose various methods of showing their learning from a selected list.

Students often have a choice of product for an assessment. Assessment is still tied to standards

Students almost always have choice of how to show their learning from a list but often choose something original. Assessment is still tied to

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resulting data to inform learning and teaching.

Assessment is still tied to standards

Assessment is still tied to standards

standards

3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

Beginner Developing Proficient Advanceddemonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

Select and use hardware and software best suited to particular learning experiences that appropriately use these tools

Identify, plan and manage students’ understanding and use of technology best suited to their learning

Display and model a variety of digital tools and resources best suited to developing a successful learning environment

Work with students to explore new technologies and discuss how they can be used in real life situations to solve problems

collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

Research some digital resources for communicating and collaborating with students to share information and set up a connection between home and school

Some communication and collaboration with students and others to share information and to support creativity

Effectively and regularly communicate and collaborate using digital tools

Use a variety of digital environments and media to collaborate with projects or students in other schools or even countries.

communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

Research some tools that could be used to communicate with home

Provide students and parents with relevant information using a variety of digital media formats

Choose and use regularly effective media for communication with parents, students and peers

Evaluate and use digital tools, resources and media to communicate with those outside of the school community

model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

Discuss the use of technology to locate, analyze, evaluate, and use information resources for research and learning

Demonstrate the use of digital tools to evaluate, and use information resources for research and learning

Demonstrate and facilitate effective use of current en emerging digital resources and use information to support research and learning

Use modern and emerging digital tools to deepen knowledge of information and its application to teaching and learning.

4. Promote and Model Digital Citizenship and Responsibility

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Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behaviour in their professional practices. Teachers:

Beginner Developing Proficient Advancedadvocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

Some reference is made to ethical use of technology in the classroom

Short lessons are given on digital citizenship

Students are taught about aspects of digital citizenship that are expected to be applied in projects

Students consistently apply good digital citizenship in their work and teach others to do the same

address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

Some exploration of issues related to equitable access and develop strategies for managing technology to address students’ learning styles

Some effort is made to meet the needs of those with obvious needs and some differentiation is available to others

Students have some knowledge of how to meet their own learning needs and use it regularly

Learners know their own strengths and weaknesses, set their own learning goals, and use appropriate technologies to get themselves there

promote and model digital etiquette and responsible social interactions related to the use of technology and info.

Display proper etiquette and explore how social interactions can support student learning and responsible tech use

Model correct and careful use of digital resources and make the users aware of the consequences of misuse

Encourage the appropriate use of digital technology and discuss related ethical issues

Engage learners in researching the responsibilities related to the use of digital tools and the resources and consequences of misuse in a global information society

develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Display the use of communication and collaborative tools for developing student awareness of various cultures

Allow opportunities for students to apply communication technology resources to share and interact with other students or experts from nearby areas

Present students with opportunities to develop cultural understanding and global awareness through digital means and collaborative projects with students in other regions

Engage students in collaborative research and publications with students and experts from other regions to develop deeper understandings

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

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Beginner Developing Proficient Advancedparticipate in local and global learning communities to explore creative applications of technology to improve student learning.

Participate in discussions during PD or at the school level

Explore ideas idea from learning communities and share a couple of your own

Become active participants in local and global communities to exchange and share ideas that benefit student learning

Assist in developing and sustaining learning communities related to technology in education

exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

Model a vision of technology by participate in discussions and offering to help someone develop their technology skills

Actively assist someone else at implementing technology in their classroom

Work at the school level to promote the integration of technology

Share a technology vision and help develop other teachers outside the school

evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Actively discuss current research and how it could be applied in a professional conversations

Implement some new ideas from the research for using digital tools to supports student learning

Seek new learning opportunities like attending webinars, PD opportunities taking online courses, or seeking certifications

Share knowledge with others about research and could even be doing some action research and sharing those results

contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Listen and explore some ideas about professional learning in the school with colleagues you are comfortable with

Actively contribute to conversations about professional learning with colleagues formally or informally

Share learning through closed sharepoints at the district or school level

Contribute to the professional community through sharing of resources online or publishing findings

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Appendix CMy Professional Improvement Plan

Standard Current level of achievement Desired level of achievement Plan of actionengage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Students are regularly engaged in exploring real-world issues and solving problems

Assessments and projects are created using authentic problems and digital tools are the mainstay of the classroom practice

Every assignment or test question could be tied to a real world problem. Research on the internet for sharing sites could provide lots of examples as well as connections to what is going on in the news and culturally.

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

Collaboration tools are creatively used for reflection, sharing and planning regularly

Collaboration tools are used extensively at home and at school to collaborate, think, plan, and create.

I can use a blog for each of my classes and set up a tool like moodle for students to work collaboratively. Also students could be encouraged to use a program like Google docs for working collaboratively from home.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Teacher uses online collaboration regularly to construct knowledge

Teacher engages in online frequently and models this to the students. This could be through PLC’s

I would like to encourage the staff to use technology more. I could set up a private sharing site for posting ideas related to PLC’s this will model use of collaborative technology the rest of the staff.

customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

Students have access to various technology, know how to use them and choose to use them

Students customize their own learning based on their own learning goals and choose appropriate technology to get them there.

I have never considered having students choose their own learning goals. I need do some research into how others have successfully implemented this.

address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools

Students have some knowledge of how to meet their own learning needs and seek to improve their own learning.

Learners know their own strengths and weaknesses, set their own learning goals and use appropriate technologies to get

I need to spend time at the beginning of the year having the students looking at their strengths and learning styles. As well as

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and resources there discussing which strategies and technologies can help them address their weaknesses.

participate in local and global learning communities to explore creative applications of technology to improve student learning.

Become active participants in local and global communities to exchange and share ideas that benefit student learning

Assist in developing and sustaining learning communities related to technology in education

I have never really considered my role in building learning communities. I have been an active participant but I would like to create some ways for teachers to share their knowledge like a PLC moodle.

evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Seek new learning opportunities like attending webinars, PD opportunities taking online courses, or seeking certifications

Share knowledge with others about research and could even do some action research and share those results

I have used others’ ideas to guide my teaching and have shared my work at workshop, but I need to do more and be more systematic about implementing new strategies in the classroom through action research

contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Share learning through closed sharepoints at the district or school level

Contribute to the professional community through sharing of resources online or publishing findings

As stated above I need to look outside my school to sharing my experiences with the wider educational community. I could look at publishing some of my articles.

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Appendix DAdaptive Instructional Design

by MacDonald, Halas Moulton, Smith and Morrison (2013)

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Appendix E: Differentiation with UDL ExampleSome students really require concrete step-by-step instructions. I created the slideshow in SMART Notebook for my Graphic Arts class to show how to do the main skills in an animal merge. This is an example of using Universal Design for Learning strategies that work for one specific student that actually helped many other students in the class.