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understanding by design
established goals
teachers will be able to identify appropriate technology components for classroom use
stage 1: desired results
transfer
students will be able to independently use their learning to…
make thoughtful, informed choices about incorporating technology into their classes
meaning
students will understand that...
- not all technology is equally useful in the classroom
- student learning objectives must drive teachers’ decisions about which technologies to use and how to use them
essential questions
- Is the newest technology necessarily better for student outcomes?
- How can we wade through the sea of tech choices to identify those that will best serve our students?
acquisition
students will know...
how to use the Triple E framework/rubrics for determining whether a particular type of technology is an appropriate addition to a classroom
students will be skilled at...
- discerning the benefits and drawbacks of individual technologies
- screening the real tech “gems” from the huge array of options
- using the Triple E rubrics for quantitative assessment of their technology choices
evaluative criteria
identification and application of the
3 E’s (Enhance, Extend, Engage)
established goals
teachers will be able to identify appropriate technology components for classroom use
evaluative criteria
identification and application of the
3 E’s (Enhance, Extend, Engage)
stage 2: evidence
performance tasks
Students will describe each of the 3 E’s generally, and identify specific examples of each within the context of a lesson plan.
Using the 3 E rubric, students will assess one of their own existing lesson plans that involved technology and will make a recommendation to either keep or discard that plan based on their new understanding of technology in the classroom.
stage 3: learning plan
key learning events & instruction
lecture
introduction to the 3 E’s: what they are, what they mean, where they came from, why they’re important
practice
using the 3 E rubric, all students score the same lesson, and then compare their results with their peers’ results
discussion
students will justify their scores to each other, and explore how the rubric leaves some room for subjective interpretation
implementation
students will assess one of their own existing lesson plans that involves technology in the classroom, and make a recommendation to either keep, adjust, or discard the lesson based on their 3 E score; alternatively, students may write a new lesson plan that incorporates a new piece of technology, but they still will assess it to find a 3 E score