Emerging technology and the methodology Slide presentation

ASSUREing Integration

Larry Ratliff Jr

Strayer Univeresity

EDU 540

Febuary 18, 2018

Dr. Lori Wijbrandus

ASSUREing Integration

1. Summarize the features and attributes of the emerging technology that you have chosen and the target educational setting into which you wish to introduce the chosen technology. Next, elaborate on the concepts and / or task that will be the centerpiece of a lesson or training episode.

Integrating the learning experiences with technology is one of the greatest achievements of the 21st century education system. Utilization of technology gadgets such as the IPad, Smartboard and IPods among others are aimed at streamlining the learning process to make it as efficient as possible. There are different features of the emerging technology that has been considered herein to facilitate learning in K-12 or adult education settings. To start with is digitized classrooms. Hence, rather than considering the technology as a standalone skill or tool, the technology is aimed to spread at every facet of the learning process. The gargets that will make it possible to achieve this include the use of tablets, data projectors, electronic screens and interactive white boards (Bransford, 2015).

The second feature of the proposed technology is tangible computing. In other words, the computation of problems and queries will be embedded to the physical via intelligent objects, connectivity, the internet of things among others. This will accrue profound impact on the learning mechanisms. The last feature is gamification. Billed in the grading mechanisms, gamification will ensure there is instant feedback such that students will be able to acquire knowledge through achievements as well as point systems. The technology will also be characterized by the opening of the information. Dissemination of information beyond the

physical traditional silos in schools will help to acquire instant feedback from the educators in addition to assessment of the students everywhere at any given time.

There are a number of tasks that will be the centerpiece of the training episode. To start with is student-designed learning mechanics. It is important to understand that this is a new technology and the educators will need to be acquainted with proper skills to interact with it and run related processes more efficiently. The second task is with regard to the technical navigation of the emerged technology. The educators will need technical training with regard to various commands present in the gadget and how to handle them in the event they behave in a particular manner. The final task is cordinaton of the learning process to ensure that students do not deviate from the subject under review in the classroom setting. The technology gadgets that will be used exhibit a number of features that if not monitored may see the students deviating from the subject matter to access different features for other purposes.

2. Analyze learners: Describe the demographics of the intended learner audience. Select at least one (1) of the following aspects of the learner population upon which to focus:

The population targeted by this technology is K-12 or adult learners. Hence, it is important to understand that the kindergarten students and adult learners do not have much knowledge with regard to the modern technology (Bransford, 2015). Hence, the specific entry competencies are the basic computer skills. These will be honed as the learning process progresses in the classroom setting. Secondly, in the efforts to overhaul the learning

processes, digital literacy is of utmost significance. This will ensure that the students at least have knowledge with regard to the internet of things. This will make it easy for the educators to issue directions and make the learning process faster.

3. State standards and objectives: Discuss one (1) overarching instructional goal of the lesson or training episode. Subdivide the instructional goal into three to five (3-5) objectives that the learners should be able to accomplish at the end of the proposed lesson or training episode.

The overarching instructional goal of the training episode is to gain both technical and virtual expertise that concerns digital literacy. With the educators having sufficient expertise herein, it means that students will be able to demonstrate advanced critical thinking skills. This is with regard to the ease of access of information to problem-solving skills because change management comes with its own challenges (Egbert, 2016). The second objective of this exercise to the learners after the end of the proposed lesson is improved communication skills. As mentioned earlier, the new technology is aimed at streamlining the coordination efforts between the learners and the instructor. Hence, because such communication will mostly be done virtually, it means that the students will have a chance to foster their communication skills to ensure that the communication process is as efficient as possible. Finally, enhanced activeness is another objective that this technology aims at achieving. It utilizes a holistic approach that will make sure that the students are as engaged as possible hence committed to the concept or topic under study.

4. Select strategies, technology, media, and materials: Given the content, learner analysis, the statement of the instructional goal, and the corresponding objectives, develop at least three (3) instructional strategies geared toward integrating the chosen emerging technology into the proposed lesson or training episode. Prescribe substantive approaches for ensuring that the integration of the technology reflects the instructor's cyber-learning literacy.

One of the ways to integrate the proposed technology in the classroom setting include the creation of a class webpage. This is a basic site where the educators can post important assignments with regard to the next course of action, where students need to practice and the new features that have been introduced in the system. The second approach is to establish web quests. These will play a key role in addressing the needs of the students who are searching for specific information. In other words, it is a student-centered approach that will help the educators to address the specic needs of the students in the classroom setting. The third strategy is the installation of multimedia applications. These will provide visual aids to held learners nagigate through the system as efficiently as possible. There are a number of approaches to ensure that the technology introduced in the classroom environment reflects cyber learning literacy. To start with are exit tickets where students can answer a couple of questions before they leave classroom (Hubbell, 2016). The second approach the use of simulations such as narrations related to the topic under study. Finally, the use of the technology classroom warm-ups will ensure that the students are as keen as possible during the learning process.

5. Utilize technology, media, and materials: Develop a plan for utilizing the emerging technology and related media and materials. The plan should outline a brief description of how you would follow each of the 5 Ps discussed in the Smaldino et al. text.

Considering the aspect of preview, the materials, technology and the media are selected for the project are familiar to the educator. For instance, the teacher must have used the technology to create podcasts. Preparing will necessitate ordering of microphones to be used by the students for narration of their podcast. Digital cameras are also necessary for the students to use. Their batteries will need to be fully charged and connections secured. Preparing for the environment, the students must first determine the nature of their podcasts and classroom will be adjusted accordingly to suit their interests. Preparing the learners will necessitate information lessons regarding how to use specific technologies. More so, the students will need to be informed on what is expected of them in the assignment. Finally, providing the learning experience will mean that the project will start when the technology, materials, locations and media are provided (Wankel, 2018).

6. Require learner participation: Develop at least three (3) activities that map to the learning objectives.

Beginning the lesson, all students will be required to maintain individual journals narrating their experience and observations of the entire project cycle. They will then be required to share their data and discuss collaboratively in the gifted classroom where they will be able to write, produce and as well share their findings after the group discussion. Finally, to ensure equal contribution, each of the students will take active roles. Some will be tasked with the role of keyboard operator, word analyst, and time keeper to ensure there is equal contribution from each one of them. This will make the learning process as inclusive as possible. It is important to understand that the key goal herein is to ensure that no student is left behind when the educators are giving directions and instructions (Cennamo, 2018).

7. Evaluate and revise: Establish relevant evaluation criteria by which you would measure the achievement of the overarching instructional goal. Establish one (1) benchmark that constitutes the successful integration of the emerging technology into the chosen setting.

After the lesson is over, it is important to reflect back and assess the learning outcomes. This is aimed at assessing the impact of the lesson on the learning outcomes of the students. Hence, the starting point will be to conduct an authentic assessment. For instance, the students will be required to create and publish specific information regarding a specific subject matter. The students will also be given a chance to provide feedback to the teacher. This will be critical in evaluating their understanding level. A short survey will also be conducted at the end of the entire project or topic in question so as to enable the educator to get a glimpse of the suggestions that can be used to make the project better for the upcoming students (Cennamo, 2018). In other words, after the lesson is over, the teacher will have to receive the completed surveys from each of the students. A careful review of the lesson will then take place. The teacher will also take note of the necessary changes so as the students can do well in similar projects in the future. The use of the five senses constitutes a benchmark showcasing successful integration of the proposed technology in a given classroom setting.

References

Bransford, J. D. (2015). How people learn: brain, mind, experience, and school. Washington, DC: National Acad. Press.

Cennamo, K. (2018). Technology Integration for Meaningful Classroom use: a standards-based approach. S.l.: Wadsworth.

Egbert, J. (2016). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Hubbell, E. R. (2016). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Wankel, C. (2018). Increasing student engagement and retention using immersive interfaces: virtual worlds, gaming, and stimulation. Bingley: Emerald.