Redan Middle School

Summer Professional Learning

Technology Integration
Teacher: Kali W. Alford

Kali_W_Alford@fc.dekalb.k12.ga.us

Course/Standards Description
This 5 day course is designed as an introduction to newly developed technological applications in
the classroom. The applications introduced in this course will be used to assist teachers in the
design, implementation, and assessment of students learning experience in the classroom. It is
also the aim of this course to introduce educators to technology concepts and strategies to
improve basic technological literacy among students, productivity, and group collaboration. Each
day of the course will be used to introduce educational software applications, as well as web 2.0
software with academic implications. In order to better grasp concepts, each days content will
categorized thematically according to ease of use and NETS Teacher Standards.

NETS and Performance Standards for Teachers

1. Facilitate and Inspire Student Learning and Creativity
Teachers 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:
a. promote, support, and model creative and innovative thinking and
inventiveness
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning, and creative
processes
d. model collaborative knowledge construction by engaging in learning
with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the NETSS.
Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
b. 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
c. customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting data
to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
Teachers:
a. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using
digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents,
and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support research and
learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
Teachers:
a. advocate, 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
b. address the diverse needs of all learners by using learner-centered strategies
and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related
to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging
with colleagues and students of other cultures using digital-age communication
and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers 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:

a. participate in local and global learning communities to explore creative

applications of technology to improve student learning
b. 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
c. 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
d. contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community

Suggested Reading
THERE IS NO REQUIRED READING FOR THIS COURSE. However, below you will
find summaries and links to some suggested articles that will help us gain a better
understanding of what exactly technology integration encompasses and how it can be of
benefit to instruction and learning.
A Technology Integration Plan for Practicing Teachers
The author of this article suggests various ways in which technology should be used in
conjunction with instruction. The author recommends using technology to assist in problem and
project based learning. He makes the distinction that technology should not be used as the
instruction, but instead as a means to further enhance the instruction. He further suggests that the
integration of technology should first take place alongside early childhood education and
correlating to the tenants presented by the Nation Association for the Education of Young
Children. The author concludes that the goa lof technology integration should not be to subplant
instruction, but instead should be used to prepare learners to be successful in the 21st century as
they advance their education.

Curriculum Integration of Technology

The authors begin their article by describing the beneficial effects of technology on each of
Gardeners Multiple Intelligences. They further suggest that despite which learning style the
technology is being specifically catered to, it should be planned while thinking about learning
theory and proven educational practices. The authors concluded that by considering the learning
styles of all students when planning to integrate technology, it is best to use a backwards
approach. That is to say not to think what benefit the learning will have on instruction, but instead
what learners will have gained from the technology.

TPACK A Case Study of a Middle School Digital Documentary Project

The authors begin this article by proposing that in order for technology integration to be
successful it must be supported by content related processes in a savvy manner. They call this
occurrence TPACK and offer that it can best be described as the intersecting of a teachers
content knowledge, their pedagogical knowledge, and the technological knowhow. They go further
in suggesting that the aptitude of ones TPACK is observed and measured in the planning of
technologicallyintegrated lessons and often vary depending on the content.

Class Schedule
Each day of the course will have both a morning and afternoon session. Descriptions
of each session are listed below.

Day 1
Facilitate and Inspire Student Learning and Creativity
AM: Presentation Tools in the Digital Classroom.
Methods of Improving Instruction and Delivery of Content
PM: Team Work Makes the Dream Work: The Online Classroom and Cloud Classwork
Using the internet and software to create online classrooms and promoting group learning using
cloud computing.

Day 2
Design and Develop Digital-Age Learning Experiences and Assessments
AM: Creating Digital Projects that Maximize Learning
Using wikis, blogs, social media, and media presentation to spur creativity and solidify learning.
PM: Quantitative and Qualitative Assessments in the Digital Age
Creating rubrics and forms of assessment that evaluate learning as well as technology literacy.

Day 3
Model Digital-Age Work and Learning
AM: Fitting the Square Peg in the Round Hole: Solutions to Common Technology Problems
Steps to troubleshoot common problems that we face when using technology
PM: Better communication and Reiteration Using Technology
Tools to help teachers and content become more accessible to students and parents.

Day 4
Promote and Model Digital Citizenship and Responsibility
AM: Teaching Proper Research Methods and Internet Usage
Common misconceptions students make when research and browsing the internet and how
educators can prevent them.
PM: Teaching the World Around Us Using the Web
Exposing our students to the world inside classroom using online collaborative tools.

Day 5
Engage in Professional Growth and Leadership
AM: How Can We Improve Technology Integration At Redan?
PM: How Do I Do That Again?

Helpful Information

Some of the software that we will be using is owned by Google. Because of that only
Gmail Account holders can access them. Prior to the first day of the course register for a
free Gmail account and be sure to write down your logon information for class.

The course dates are from June 20-24

Mon-Thur 9am-3pm and Fri 9am to 1pm

If you be unable to attend one of the sessions, each session will be made available for
viewing online via Screencast.com at the conclusion of the course. Email me for the
viewing links.

Contact Information:
Email: Mrkalford@gmail.com
Cell: 404-285-9132