Technology Activity Guide

The purpose of this guide is to assist teachers in incorporating technology to enhance student learning.  Although good technologies offer new and better learning opportunities, even the best cannot replace the teacher.  It is through good teaching and using good technology that the best learning will take place. So, teachers must thoughtfully and purposefully utilize technology in situations as it offers advantages over traditional means.

Obviously learning units can be developed without technology, but technology in many cases affords unique advantages.  For instance, simulations affords experiential opportunities that are otherwise difficult or impossible using traditional materials.  The explosion of the Internet:  the world wide web, and e-mail offer exciting ways to share information and collaborate with others.  The steps or phases below offer suggestions to how technology activities can structured to enhance the learning experience.

Challenge

The teacher should present a challenging and real-world situation tied to curricular goals and objectives. Whenever possible, students should be given latitude to pursue their own interests. Asking open-ended, problem-solving questions requiring critical thinking tends to engage students more deeply than teacher-centered or fact-driven assignments.  A rubric and exemplar are recommended at the start so students better understand the quality of expected work.  [Posting a rubric and examples of poor, satisfactory and exemplary work].

Explore

Usually the research phase of a project where students should be encouraged to explore all aspects of the activity.  Since research has shown that students develop deeper understandings by doing, the more hands-on opportunities the teacher provides during this phase, the better. [Using simulation software to explore the solar system, engage in virtual dissections, or build geometrical structures with flexible tools].

Hypothesize

During this phase students should analyze information.  Students should be able to explain the significance and relevance of key concepts and issues raised in the research and collaboration phases.  This phase can also be inserted after the collaboration phase.

Collaborate

Feedback via collaboration is extremely useful in developing new solutions and perspectives.  Collaboration, between students, teachers, and outside experts helps students develop deeper understanding as students must negotiate meaning and significance with others.  [Using e-mail, online discussions, or even the telephone to ask questions and share information amongst teacher, student, and experts].

Communicate

Research has shown that understanding is enhanced as students actually teach material to others.  Therefore, explaining or demonstrating the how and why is key.  Whether this phase is an essay, presentation, diagram, or providing students opportunities to demonstrate their knowledge in a real-world context shows deeper understanding.  [Using multimedia to incorporate sound, graphics, animation, or video to complement an oral presentation].

Reflect

While the previous phases concentrate on subject matter like history, science, or math, examining the process provides the student with a greater appreciation for the discipline of a particular professional such as a scientist, historian, or engineer.  This phase can be integrated throughout the activity/project as an ongoing student journal or as a verbal component at the end of a presentation.