Running head: SUPPORTING AND LEADERSHIP WITH TECHNOLOGY

Supporting Learning and Leadership with Technology Tiffany Bull EDU697 Capstone: A Project Approach Dr. D. Lawrence January 28, 2013

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

Today educational technology is widely used in the classroom to support learning. The project that I chose to demonstrate the use of technology in support of learning is a lesson on photosynthesis. The PIE model of instructional design was used to integrate the use of educational technology to the photosynthesis lesson in order to promote long term learning. According to Newby, Stepich, Lehman, Russell, & Ottenbreit-Lefwich (2011), Planning is the process of determining the ideal technology to create an enhanced learning experience for learners based on content, learners and the learning environment. At this stage I determined the elements of the instructional experience that needs to be improved. PIE model is plan, implement and evaluate. Plan After a needs assessment was completed, it was discovered that Fourth Grade students are not getting enough hands on practice in the process of photosynthesis. In order for students to make the connection between photosynthesis and its purpose in how plants grow, they need to link the photosynthesis process to life as they experience it today. According to Lever-Duffy and McDonald (2011), Teachers know instinctively that the more interactive and multisensory they make their teaching, the more likely it is that learning will occur (pg. 287). In order for the lesson on photosynthesis to become more meaningful to the learners it was decided to present the information through the use of appropriate multimedia components so that the learners can apply their visual and audio senses in order to build multiple cognitive connections to the lesson (Lever-Duffy & McDonald, 2011). This lesson is more effective for learners when applying audiovisual technologies rather than presenting lecture style.

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

Needs Assessment This needs assessment was created prior to the learning activity provided. It consists of the following questions: What do your students know? Plants are living things and they have many of the same needs as animals. What do you want your students to know? Students will find out the four basic needs of plants and what leaves need to make their own food. What are you trying to measure, determine, or define? Students who participate in these learning activities will be able to identify the four things plants need to live and what leaves need to start the process of photosynthesis. How will you collect and record information? Students will complete an Absorb-type activity, a Do-type activity and a Connect-type activity that will allow the instructor to see which students need to help understand the information. These activities allow the students to connect their learning experience to the real world. How will you report the information you collect? The instructor will give students grades for their Do-type activity and their Connect-type activity. Are all interested groups included in the planning and conducting the needs assessment?

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

The instructors of the Fourth Grade classes will collaborate on the activities that will be utilized in this lesson. The needs assessment is important when designing instructions using educational technology. Technology is changing the way instructors teach lessons and the way learners learn. As stated by Dilworth, et al. (2012), Emerging technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways (pg. 130). The lesson contains an absorb-type activity that uses audio instruction to actively involve the learner in the material provided for knowledge. There is also a Do-type activity where students play a game to help them discover knowledge, polish skills, and experience the consequences of a variety of behaviors (Horton, 2012, p. 36). And last, a Connect-type activity that allows the Fourth grade students to use an internet provided link to help them complete a True or False summary activity. The purpose of this Connect-type activity is to link to something already learned (Horton, 2012). This Connect-type activity will prepare the students to apply the photosynthesis lessons in their personal lives as they experience leaves changing in the autumn season. Implement This needs assessment helps the instructor decide what technology tools are needed in the design process. Implementation focuses on the selection and use of different technologies that will enhance students learning (Newby, Stepich, Lehman, Russell, & Ottenbreit-Lefwich, 2011). The Do-type activity is a video that about photosynthesis. This video will help students learn how photosynthesis occurs and the important elements of nature that creates this unique process in the environment. In this case designers of audio instruction must recognize the importance of

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

making content memorable (Carter, 2012). Listeners can interpret and temporarily file information in their short term memory. This is why listening to words is not enough to help students learn. They need to visualize more meaningful information in their memory in order to make the connection with the material being taught. This is an important process that must occur in order for information to linger in their long term memory. The Do-type activity is a game that lets learners practice the necessary vocabulary that relates to the content. Learns are using important and specific words in a fun way that actually helps them learn the process of photosynthesis that is appropriate for their age level. This activity is a drill and practice activity where the instructor welcomes the learner with instruction and explains how the activity works (Horton, 2012). The short video in this lesson lets students know how to manipulate the game. The Connect activity incorporates the internet into the lesson. A website is provided for students to read material that will help them complete a given activity. After completion of this activity the students will be able to link what they are learning to prior learning and to similar situations in the real world. The Absorb activity has the learners engaged in a video by reading, watching and listening (Horton, 2012). The Do activity lets the learners do something with the new knowledge by using the game to practice and discover the specific content. The Connect activity leads the learners to connect current learning to life (Horton, 2012). These practice activities are in sequential order and require these three steps. The instructor assigns the task. The learner performs the task. Lastly, the instructor or the computer evaluates the learners performance and provide feedback. Evaluation

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

Evaluation is the last process of the PIE model that determines the effectiveness of the educational technology integration. Only evaluation lets the instructor know exactly what students have achieved at the end of the lesson. This process finds better ways to improve the lesson for future implementations (Newby, Stepich, Lehman, Russell, & Ottenbreit-Lefwich, 2011). The three hands on activities give learners real work to complete. Each of these activities engages learners and provides feedback on their success. They help the instructor and the learners evaluate how much the technology enhances the learning experience as a result of the teacher/learner experience. The scores from the game and the performance of the Do activity provides feedback information that helps determine how effective the use of the technology is and what is learned. The instructor can gather feedback from the students performances and determine what part of the instructional design can be improved. According to Brand (2007), PIE considers both experiences of student and teacher by using the same framework for learning and instruction. This model lets the learner engage in the learning experience in an active and memorable way (Brand, 2007). Educational technology can let learning be more meaningful and fun. The use of educational technology when applied correctly can create a learning environment that promotes long term learning for all learners.

SUPPORTING LEARNING AND LEADERSHIP WITH TECHNOLOGY

References
Brand, D. R. (2007). Instructional Development Model Critique - PIE Model. Carter, C. (2012). Instructional Audio Guidelines: Four Design Principles to Consider for Every Instructional Audio Design Effort. TechTrends, 56(6), 54-58. Dilworth, P., Donaldson, A., George, M., Knezek, D., Searson, M., Starweather, K., et al. (2012). A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers. Journal of Digital Learning in Teacher Education, 28(4), 130-132. Horton, W. (2012). E-Learning by Design (2nd ed.). San Francisco, CA: Wiley. Lever-Duffy, J., & McDonald, J. B. (2011). Teaching and learning with technology (4th ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon. Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Lefwich, A. (2011). Educational technology for teaching and learning (4th ed.). Boston MA: Pearson Education, Inc.