Final Assignment: Technology Integration Plan

Katherine Halas Moulton EDUC 5106 Cape Breton University March 28, 2013 The rationale was written in part collaboratively with Virginia Ferguson-Read, Kimberly Hogg, and Kelly Petit

Table of contents Introduction Rationale Purpose Audience Vision Mindtools Student-centred Learning Technology for Differentiation Becoming a facilitator Technological Journey Budget Technology Intervention: Goals, Objectives, Strategies, PD, Timeline and Infrastructure Evaluation for Continuous Improvement On-going assessment Criteria for Evaluation: Multiple Ways of Showing Learning Student Involvement in Assessment Assessing my Goals Assessing my Teaching Conclusion References Appendix A: Technology Integration Plan Appendix B : Assessment of Technology Integration Appendix C: Personal Improvement Plan Appendix D: Adaptive Instructional Design Appendix E: Differentiation with UDL Example 2 2 2 3 3 4 6 6 8 9 10 11 16 16 16 17 18 19 20 21 24 40 46 28 49

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My mission is to engage all students in a collaborative, positive, 21st Century learning community that builds the skills, knowledge, and values needed for personal achievement.

2 Creating a technology integration plan (TIP) for the classroom involves creating a long-range vision that supports classroom practice and student learning through technology-rich educational environments. This document contains the many tools needed to implement my TIP including a rationale, goals and objectives, budget, evaluation tools, a detailed curriculum plan, and a model for instructional design. Rationale A comprehensive plan supports authentic learning that uses new technologies that is integrated in meaningful ways to enhance the production of knowledge and the communication and dissemination of ideas (Yelland, 2006, p. 122). Goals and deadlines are set within the plan, but should be regularly reviewed and revised to produce continuous action with the ultimate goal of helping students become computer literate and prepared for an ever-evolving world of technology. In contrast to what technology planning IS, it is NOT about simply amassing an inventory or wish list of technology gadgets and software: it's about setting goals and making the most of technology in schools to provide the best educational experiences for students. This comprehensive plan is grounded in an educational vision that provides for the supportive conditions for classroom practice and pupils learning (Vanderlinde, Dexter & van Braak, 2011): What is important is how the technology is integrated with the instructional program (Bennett & Everhart as cited in Glbahar, 2007). Purpose The purpose of the classroom level technology plan is to guide both me and my student through the process of technology integration in the classroom. It is important to lay out shared values (Anderson, 2005) and align the goals with the school, district, and provincial plans as well as curriculum ((Fullan, 2010; Vanderlind, Dexter & van Braak, 2011). Appendix A pairs provincial curriculum objectives with learning strategies and skills. Appendix B is an assessment tool is based on the standards established by the International Society for Technology in Education (ISTE). This tool helps to ensure

3 that global standard goals of technology integration are being met as well as the specific technology integration goals found in Table 1, page 13. Audience The TIP is mostly prepared for me to guide planning, and as a tool for self-assessment. Technology plans at the classroom level are also prepared for the school administration. I am accounting for the need for technology to support students and enhance the curriculum. An interesting extension of this technology planning is to include students by having them write their own personal technology plan (Vanderlinde, van Braak, & Hermans, 2009). The idea of a personal plan is an innovative one that puts emphasis on the learner to be responsible for choosing, and achieving their own goals. The responsibility for implementing the plan falls on me and I need to do careful implementation. All of the planning and training is ineffective if technology is not well contextualized within the lessons. In end, if the students themselves are not learning and achieving then it has not been successful. Vision My vision for my classroom which opened this paper works in tandem with my schools and districts vision as McNabb, Valdez, Nowakowski and Hawkes (1999) suggest. My schools mission is to provide a safe, positive learning community where all students learn and reach their individual potential. My districts mission is to engage students in an inclusive environment that embraces team work, responsibility, innovation and personal excellence. Robert Fritz (1996) suggests that when all individuals collectively understand and believe in the compelling dream they are motivated to work together to reduce the gap between todays reality and tomorrows possibility. To achieve the goal of positive learning for all I created a technology integration plan for my teaching schedule with an added column that explicitly considers differentiation strategies (see

4 Appendix A). The courses included are senior level technology courses, as well as grade 11 Modern History, and grade 9 Language Arts for French immersion students. Also included is a section for integrating technology into administrative tasks, such as marking and communicating with parents. The goal of this implementation plan is not only to integrate technology for the more obvious sake of motivating and engaging students, but further to enhance my ability to differentiate, and to allow for cognitive development through constructivist methods. The teaching strategies included here follow the constructivist model as laid out by the Educational Broadcasting Corporation (2004): my classroom will be constructed, active, reflective, collaborative, inquiry-based, and evolving. Technology is being integrated to create an interactive, structured, student-centred learning environment. However, it is not the actually technology that improves student learning it is, as Clark states, the nature of the instruction itself that is most important (as cited in Ottman, 2012). Press (2006) has a similar finding stating that Variance in student performance is explained by their preparation and effort and teacher skill, not the teaching material. Therefore, as with any tool for the classroom, it is not the quality of the tool that makes the difference, but the implementation strategies used by the teacher (Halas Moulton, 2012a). Mindtools This vision transforms computers into what Jonassen, Carr and Yueh (1998) call mindtools for critical thinking. Richard Culatta's (2013) concept of the digital divide clarifies the need to integrate technology in a meaningful new way, and not simply as a digitization of traditional teaching methods. The concept of mindtools changes the focus from passive direct teaching to engaging the students through the active use of technology to construct their own knowledge. Therefore, technological interventions in the plan are separated into minor and major interventions. Most of the minor interventions include using multi-media, video, and blogs. Even though some of these are only an extension of traditional direct teaching where, for example, videos were shown the quality is improved

5 and enhanced. Another example is rather than showing some static pictures of Versailles in a textbook classes can explore the palace travelling back in time and moving around exploring the castle for themselves in Verseilles 3D. This is an example of technology as amplification where its use enhances and deepens the experience for students. However, this is not a free-for-all. There is a need to contextualize their exploration with guiding questions will help to facilitate the focus on curriculum goals. This generation of graduates will not only need traditional literacy and numeracy, they will also need to be creative, fluent in information and communication technologies, and have, the ability to solve complex problems and adapt to shifting technologies (Foundation, 2008; Scacchi, 2012). Using computers as mindtools is one way of meeting the need to engage mindful learners. Something that is obvious as one reads through my plans is that SMART products are used extensively, both on a nearly-daily basis by me to do direct teaching and modeling during my minilessons, and by my students to create products for presenting their learning. The advantage of the SMART board is that it is interactive; for instance, moving and revealing features help to focus their attention. SMART boards can also be used with the SENTEO responders to provide formative feedback for the students and show the teacher whether students are getting the concepts mid-stream. Moreover, my students will also be asked to do research on given topics and present them interactively. This not only helps them to learn content knowledge, but gives some presentation skills for learning how to engage their own audience through interactivity. Blogs are also used extensively in all of my classes. They are a great way to connect a class intellectually, and give students a real audience for their writing. Luehmann and MacBride (2009) offer these uses for a blog: sharing resources, eliciting and publishing students responses to teacher prompts, recording lesson highlights, posting learning challenges, reflecting on what was learned, and engaging in online conversation. Moreover, these tasks can contribute to meaning making and in-depth reflection,

6 and thereby knowledge construction, in a student-centered way. In their review of the literature they offer more ways that blogs increase learning including facilitating reflection and/or revision of ones work; extending conversations and interactions outside of the classroom; increasing exposure; accountability and recognition of ones work; facilitating access to resources; and participating in professional discourse. Furthermore, the use of blogging, which is a very public task, can give a context for teaching the very important skill of digital citizenship, by learning to protect ones digital footprint (Halas Moulton, 2012b). These are all important 21C learning goals that are part of my vision. Student-centred learning Even though I am strong in most areas of the technology implementation I have not empowered students to really choose their own learning paths (see Appendix C). Despite giving choice of assignments and building my lessons around varying learning styles and multiple intelligences, but I have not yet put that control into their hands. Students could be taught more about guiding their own learning. I have learned a lot about constructivist learning in this course and I would like to apply some of it. For me, there is a place for direct instruction; however, I do believe students will be more engaged if they are choosing their own questions, research methods, and styles of presentation. Self-assessment is also important for developing students into lifelong learners by giving them the skills to improve themselves. Technology for Differentiation I added a new column labelled Assistive Technologies to the TIP table (Appendix A) to facilitate my objective of learning for all. When I did the technology survey at the beginning of this course the results were that I was proficient in all areas except using assistive technologies in the classroom. Therefore, my goal is to allow all students to be successful and engaged in the learning experiences. Filling in the extra column forces me to think about how I am going to meet different levels of ability, interests, multiple intelligences, and learning styles. I have also decided that my Exit Paper for

7 completing my Masters is going to be on using technology for differentiation. I will explore the technology and strategies that are already available and figure out how best to use them in my classroom. The main ideas behind teaching to diversity and Universal Designs for Learning (UDL) is that by differentiating not only are we meeting the needs of students with specific learning needs we are also doing a better job of engaging the rest of the students (Katz, 2012). For example, this essay was formatted in Myraid Pro which has been shown to be suitable for helping those with dyslexia (Diansyst, 2013). I suspect that using this font either did not change your reading of this text or may have even helped you if you have other problems like visual impairments. Even gifted students benefit from a differentiated classroom by improving skills like leadership, social skills, cooperative skills, and problemsolving skills (Howe, 2013). Carol Ann Tomlinsons five non-negotiables for the differentiated classroom are tasks that are respectful of all students; a supportive learning environment; high quality curriculum; continuous assessment; and flexible groupings (as cited in Howe, 2013). My third goal is about using several of the UDL strategies to improve cognitive skills of all students. This vision of learning for all is the foundation of all three of my technology integration goals (see Table 1). The first goal is to improve writing and reading for in French as a second language. My experience that there is a wide-range of readiness abilities in these skills with even the most gifted students struggling with language conventions. The choice of using Antidote software is because the software gives explanations about errors and makes the learner critically choose how to fix their mistake. Since students have different abilities in grammar and word choice in French they will make up their own individualized weekly quiz based on their learning needs. They will then practice the skills that they need to learn with online games that they find or create themselves. The second goal is clearly about learning for all as I am using a variety of strategies to adapt my program implementation to a range of learning styles, and levels of readiness. The final goal is to teach cognitive learning strategies

8 which are listed under the Universal Designs for Learning which can help all students to develop metacognitive skills (Arpin, 2013). My evolution from the traditional teacher-centred classroom to a constructivist student-centred learning environment can be assisted by thoughtfully implemented technology. The ideal studentcentred classroom is where students interests, learning-styles, strengths, and weakness are accounted for (Culatta, 2011), and every student is working in their zone of proximal development to meet their potential. This ideal is challenging for one teacher with many students, but it is within reach with the use of technology to differentiate. I plan to try new ways of engaging students in constructivist learning and not just use technology to digitize traditional methods. Becoming a facilitator The role of teacher as facilitator is very different from the sage on the stage of old preaching their knowledge to students. However, as I I move into this new role I need to be cautious as it is easy to underestimate the complexity of it. Mitra (2013) claims that the collaborative process can drive the learning; and therefore, the teachers new role is to ask the driving questions, then to play the granny role of only encouraging the learners. However, the role of the teacher is more complicated than that: it is to ensure that learning is occurring and to react appropriately when it is not, as well as to do assessment, and ensure that learning objectives are being met (Delwiche, 2006; Halas Moulton, 2012a; Lim & Nonis, 2006). For all the strengths of technology it also has the ability to confuse, intimidate, and frustrate learners (King, 2002). I also need to be trained to know when, for example, collaborative learning is appropriate like with English second language learners or low-achievers (Chen, Looi, Lin, Shao & Chan, 2012). Likewise, I need to recognize where concrete step-by-step software is more appropriate like for students with special learning needs. These new norms for quality teaching can be addressed with technology standards as a measure of achievement. International Society for Technology in Education, ISTE, (2008) lists standards that are based on many factors including the ones discussed here

9 like: technology integration, the needs of individualized learning, and the role of professional growth. My TIP will be evaluated against that standard (see Appendices B and C). Technological Journey I have been fortunate enough to have taught for the last ten years in a district that places great emphasis on technology and training. Not only do we have access to great technology, technicians, mentors, and PD we have built a culture of technology integration that is evident in our yearly Creative Use of Technology in Education awards. Moreover, one of my biggest sources of professional growth has been through the collaborative culture that I created in my classroom. My students have taught me more about technology than I have learned from any course. They show me new ways of doing things and new technologies daily. They also tell me what works for them and I modify my teaching to accommodate their needs. I have also had wonderful educational assistants who have discussed and showed me strategies that work to meet the needs of the students with whom they are working. This collaborative environment has brought me long way on my technology journey as I now integrate some form of technology into pretty much every lesson I teach. My professional improvement plan (see Appendix C) shows areas where I have room for growth. There are many tools available for extending learning beyond the classroom. I could use a tool like moodle to increase student collaboration. Students will learn how to use Google docs, wikis and/or blogs to facilitate sharing and academic conversation. Using these tools will also provide for venues of discussing appropriate use of technology. I have also begun to use these collaborative tools professionally to contribute to blogs and lesson sharing sites. I recently wrote a paper about PLCs where I discussed ways of using blogs to do PLCs in the school. Even though I will not be the principal next year I will suggest that I could create one for our staff for use in PLCs if our new principal is interested (Halas Moulton, 2013).

10 Budget As mentioned I have the good fortune of teaching in a district that puts great emphasis on technology so I do not many new investments to implement my plan. For instance, we have district licences for Kurzwiel, locally hosted Wordpress blog sites, discoverystreaming, SMART Synch, and World Book online. Moreover, I have my own digital lab that is equipped with a green screen, SMART board, video cameras, still cameras, tablets, tripod lighting, and good computers with Adobe Creative Suite and the range of SMART software. It is a rare and beautiful thing I am very lucky. The only investment I would like would be in the Antidote software and the quia.com licence. However, even without these we can use lepatron.com and Microsoft Words French spell-check for goal one though the software is not as powerful. Likewise, I can find a free version of game building software though it will probably have advertising and be less organized than the quia site.

11 Technology Integration Objectives Table 1: Technology Integration Objectives, Strategies, PD, Timeline, Infrastructure, and Budget

Goals: To use technology tools to assist with improving reading and written French Objectives: To improve the use of grammar conventions in writing in French Strategies PD Timeline Use Antidote editing software that Self-directed exploration of the Sept modeling and begin weekly detects, explains, and has students software capabilities and search quizzes self-correct their grammatical through research for similar strategy Oct-Nov Continue editing weekly mistakes to have students prepare implementations. writing assignments and doing weekly written work. Students will use the quizzes corrections list generated by Antidote Dec prepare summative writing to create their own spelling/grammar assignment and continue weekly test for the week. quizzes. January Formally assess the strategy against their entry writing ability and last years writing samples Feb-June Continue to use Antidote for editing assignments for Social Studies and Science Use grammar games online to Explore availability of good grammar Sept model how to create games improve knowledge of conventions games and learn how to create online and play some games in class based on the list provided by teacher page and have multiple users together Antidote creating games Oct-January practice grammar skills weekly Students use a blog or Google docs to N/A Sept-Oct Start blogging about help edit each others work weekly topics with work that has been edited in software Nov Do a group-write online Dec Edit each others major writing assignment online

Infrastructure Class set of computers with software installed Approximately $69 per license cost sharing with district and possibly donated by the company with a promise to share the implementation results

Quia license

District has purchased Wordpress sites for classes

12 Objectives: To improve vocabulary and word choice in French Strategies PD Have students use apps as thesaurus Explore new apps available and dictionary

Have students create their own weekly vocabulary quizzes with words they want to learn which can be practiced and tested online Have students play some fun video games in French with a rich contextualized vocabulary

Explore availability of good grammar games

Discover some narrative video games with contextualized vocabulary

Timeline Sept recommend and have student download appropriate French grammar skills apps, model how to use them combined with traditional grammar tools. Students do not need a device. They can use traditional tools or share the laptops provided. Sept model how to create games online and play some games in class together Oct-January practice grammar and vocabulary skills weekly Now-discover some fun games with an accessible level of French to play next year Sept-Jan weekly time to play game in class and blog about experience

Infrastructure Use school laptops and personal devices. Perhaps District would purchase a limited number of IPads

Quia license

???

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Goals: To have students of all technology ability levels able to complete digital assignments Objectives: To have all students create multi-media projects Strategies PD Timeline Provide a range of software (If Explore available software and On-going students struggle with the less student accessible tutorials for Gimp intuitive but more powerful Adobe and Audacity products we usually use I could allow them to use simpler software like Audacity, Gimp or Moviemaker) Provide tutorials that teach to Explore and post tutorials as well as Created/discover tutorials before different learning styles: video, stills, improving skills in creating slideshow lessons throughout the semester and Notebook interactive tutorials (see and video tutorials post on teacher page example Appendix F) Structure peer tutoring Read articles and books about this Plan for built-in structured peerstrategy tutoring weekly or as needed Allow access from home for extra N/A On-going practice

Infrastructure Computers for each student. Installed software. Already available

Can be created using freeware (by myself or strong students), or found online at sites like Adobe.com or youtube etc. N/A Adobe products are available for a free 30-day trial. Other software like Audacity and Gimp are free to download N/A

Choose groups to include students of varying ability where each is required to operate the software with coaching from peers. Use text-to-speech software for those having troubles reading instructions in French or English Use alternative tools like the tablet instead of the mice Assignments designed as a menu leveled for a range of difficulty: example, A = at least five layers of image editing, B = three layers.

Read about different grouping strategies

Frequent changes in groupings depending on needs and skills

Collaborate with district mentor for using Kurzweil N/A Read about best practices for implementing assignment menus

Implemented as needed

District already has a license for Kurzweil Two tablets available. Could ask District to purchase tablets N/A

Implement as needed Available for all summative assessments

Goals: Make learning accessible for all students.

14 Objectives: Use UDL strategies and cognitive strategies to improve learning with technological tools Strategies PD and Infrastructure Timeline These strategies are from Arpin, 2013. Use graphic organizers Research examples of best practices Model and use graphic organizers in for using graphic organizers September, introduce new ones as appropriate Blank organizers provided with testing Concrete examples of past projects N/A At the beginning of each assignment show examples of past projects or mock-ups and have them available for students to look at as they are work. Use past projects to collaboratively right rubrics and agree on standards of quality (Reeves & Neilsen, 2013) Do modeling and think-alouds Model SMART board At the beginning of the research writing on the SMART board. Do a project and throughout if there is a group write on the SMART board need to model missing skills. Scaffold research skills Organizers handouts Before the beginning of the project Uploaded digital handouts these need to be ready. During the research it is important to make notes about individual students about which skills are lacking consider rearranging groupings to address any deficits or strengths. Allow to work collaboratively Use PBL training books to assist in The platforms would need to be in planning. place at the beginning of the project Build wikis for collaboration and work. explore the use of moodle as a A survey will be given at the end of classroom tool the project to evaluate the use of the collaborative platforms Access to editing software N/A During the editing phase of the project review how to use lebonpatron.com, Microsoft Word

Infrastructure

Photocopies provided by the school Teacher website

Collection of past projects Teacher website

SMART board

Photocopies are provided by the school Teacher website

Wordpress blog

Computers with editing software installed and activated in French and French keyboard activated

15 spell-check, and if available Antidote for editing French work. Provided at the beginning of projects and referred to throughout

Provide digital and hard copy of flowchart of steps and organizers for notes Prepare assignments using a font and size that is readable to those with dyslexia or vision impairments Published notes

Read-up on best practices for assignment flowcharts. Find some resources to modify for my class. N/A

Photocopies and teacher website

On-going

N/A

When notes are given they will be posted online and therefore available to print off instead of copying down

Software with appropriate OpenDyslexia, Calabri and Myraid Pro fonts installed Teacher website

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Evaluation On-going assessment Though it is often overlooked assessment should be integrated at the centre, or the heart, of all teaching activities (Ertwell, 2003; MacDonald, Halas Moulton, Smith & Morrison, 2013). If one is going to continuously improve then there is a need to assess both the quality of teaching and student learning (National School Board Assosciation, n.d.). The Adaptive Instructional Design model is useful for conceptualizing the reflection phase at the centre of the program design (see Appendix D). Reflection can be accomplished through ongoing timely examinations of data collected to allow for mid-stream course corrections (McNabb et al., 1999; Reeves, 2010). Formative evaluation in instruction which has resulted in revisions has shown to increase student performance levels (Dunn & Mulvenon, 2009) and implicitly the quality of teaching as well. If the evaluations come only at the end of the unit of study then it is too late to improve the teaching or learning. The website the Switched-on Classroom (2013) recommends: Regular inspection of system functions and users' levels of satisfaction can reveal developing weaknesses, while periodic investigation of new technology will provide material for upgrade decisions continue to monitor success/failure, and document your results; continue to review visions, goals, and objectives in light of new material; continue to adjust the action plan; continue to keep things current; eliminate outdated information and programs; and continue to inform, educate, and motivate the people involved. Criteria for Evaluation: Multiple Ways of Showing Learning The constructivist strategies being used in TIP call for a less traditional approach to evaluation: It should be authentic, and performance- or portfolio-based (Lewis, 2007). More specifically, Freedman (n.d.) calls for good assessment to include multiple opportunities to show competence and gain skills using many different modalities and assessment tools. At every phase of the development and

17 implementation of this learning plan there needs to continuous mindfulness observing and adapting to what is going on in the classroom. Blignaut (1999) points out that, What is taught and what is learned in most educational institutions is driven by what we measure. Therefore, assessments need to be created to measure the goals and objectives of the plan. She also provides a detailed plan for doing assessments. The foundation for this type of assessment is contextualized, authentic, real-world, and higher-order thinking products that allow for multiple ways of showing learning. Moreover, the evaluation process should not be stressful, but a normal part of the classroom. Freeman (n.d.) offers a valuable caution that variety in assessment is more than providing a menu of choices. The quality of the choice should also include: addressing multiple learning styles, variety in semester and week projects, variety in thinking skills, and variety in inquiries. He explains that students should be given multiple opportunities to show their competence and have opportunities to gain experience in styles where they are not so competent which comes back to the power of formative feedback. Student Involvement in Assessment Though I use standard provincial curriculum objectives to plan my lessons I will not be using any traditional standardized off-the-shelf- tests in my classroom. My assessments will be based on the learning goals and designed often in conjunction with the students. A powerful strategy that I used in the classroom, and plan to use again, was to have my students write the exam. During review week when I had my students go through their notes from the year and pull out the important information. They then wrote questions using all the levels of Blooms Taxonomy to be used on the exam (Anderson & Krathwohl, 2001). This not only helped them review the content for the exam, but it helped to build skills for selecting important information and understanding higher-order questioning. Likewise, I intend to not only give my students rubrics, but have them work with me to write the rubrics standards and to mark model assignments according to that standard (Reeves & Nielson, 2013). In the past

18 students handed in work that they felt was exceptional that I disagreed with. By taking the time to have students evaluate others work against the standard they will have a better idea of how to improve their own work. Students will also have multiple opportunities to practice and get feedback from me and their peers on their work before taking a test or handing in a summative assignment. Assessing my Goals Some of my goals from the TIP are easy to assess while others provide more of a challenge. For example, analyzing how well writing has improved in French can be accomplished by comparing to students writing to earlier work or benchmark samples. Assessing whether my goal for using technology to adapt for all students can be tracked through on-going observation and feedback from students like surveys, interviews and focus groups about engagement, level of difficulty, and comfort. My final goal which relates to metacognition is more difficult to assess, but can be done. Applying constructivist ideas of learning includes an emphasis on the process so part of the evaluation should include student and teacher reflections and documentation of learning (Bednar, et al., 1991 as cited by Skaalid, 2003). Students will need to show evidence of their thinking process though documents like concept maps and the quality of their research projects as compared to the rubric and the standard. Those observations, surveys, and interviews can also help to look at the bigger picture of student engagement. I want to see whether there is a change in students performance and attitudes that contributes to a more effective learning environment (Kowch, 1996). For the French writing goal there is provincial reading and writing test given in grade 10 that could be used for comparisons. I would like to measure whether the students transfer their computer-aided editing skills to a standardized provincial test and do better than last years students. Summative assignments can also be compared to last years students to see if there has been a quality improvement.

19 Assessing my Teaching Reflecting and analyzing the quality of my teaching is essential. This can be done through oneto-one evaluations and field trials. Kowch (1996) recommends choosing three students to track their success with the teaching plan: one average student, one slightly above average, and one slightly below. Focusing on a limited number of students to track may increase the quality of the feedback. The results of my assessment will allow me to readjust accordingly by changing the process where needed, discarding things that do not work, and adding pieces that may be more effective (Switched-on Classroom, n.d.). I need to consider whether the material and practice helped students to reach my technology integration goals as well as the curriculum goals. Other points to include in my self-evaluation are whether the strategies used were a worthwhile and efficient use of time and resources (Kowch, 1996) and I need to think about whether assessments are authentic. Perhaps some objectives need to be combined, left out or added. I could even consider the idea of having students help with writing the objectives as I set out in my professional development plan (see Appendix C). Or maybe my groupings or delivery techniques could be done differently. I would looks at whether if after going through including students in setting the evaluation standards we were able to have consistent evaluations between the peer-, self- and teacher- assessments described earlier. The level of consistency between us would really inform whether I need to do more work with writing rubrics and marking evaluations next year. Some of my goals like the metacognition or the strategies for French could be generalized to my other classes next year depending on the data results. I need to look at whether these plans can be adapted to new curriculum focus areas, growth in class size, demands for different kinds of applications and activities, and the incorporation of new technologies? (National School Board Association, n.d.). I want to be able to adapt my plan to accommodate new questions, information sources, and analysis procedures when necessary (McNabb et al., 1999).

20 Conclusion Technology integration is not just a great tool for engagement it is a powerful tool for differentiation and learning. For me, a solid plan includes detailed planning and objectives writing based on core competencies, plans for implementation of technology, consideration of differentiation, integration of constructivist learning strategies, and concrete planning for assessment of both the students and teaching. In the end, I am accountable to the students for what they are able to learn in my class and I need to do everything I can to ensure that all students can learn based on careful planning.

21 References Anderson, L. & Krathwohl, D. (2001). Quick flip questions for the revised Blooms Taxonomy. Boston, MA: Edupress. Arpin, M. (2013). Special Education Plans: Personalized learning plans [Workshop and PowerPoint]. Miramichi, NB: Anglophone North School District. Blignaut, A.S. (1999). The use of computer-based mindtools in teaching and learning. Retreived from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2Fassessment.pdf. Culatta, R. (2011). Learning theories. Retrieved from http://www.instructionaldesign.org/theories/index.html Culatta, R (2013). Reimagining Learning: Richard Culatta at TEDxBeaconStreet [video]. Retrieved from http://www.instructionaldesign.org/index.html Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Journal of Educational Society and Technology, 9 (3), 160. Dunn, K., & Mulvenon, S. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation. 14, 1-11. Retrieved from http://pareonline.net/pdf/v14n7.pdf Dinasyst (2013). Fonts for Dyslexia. Retrieved from http://www.iansyst.co.uk/aboutus/resources/directory/article/articles/2012/10/18/fonts-fordyslexia?utm_source=Typeface%2Bfor%2BDyslexia&utm_medium=banner&utm_campaign=Tra ffic%2BMigration Educational Broadcasting Corporation (2004). What does constructivism have to do with my classroom? Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html Ertwell, P. (2003). National trends in outcomes assessment. Retrieved from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2Ftrends.pdf Freedman, R. L. (n.d.). Constructivist Assessment Practices. Retreived from http://courseware.cbu.ca/moodle/file.php?file=%2F70%2FConstructivistAssessment.pdf Fullan, M. (2010). All systems go: The change imperative for whole school reform. Thousand Oaks: Corwin and the Ontario Principal's Council. Halas Moulton, K. (2012a). An analytical review of the literature of gaming and learning. Retrieved from http://gamingandlearning.weebly.com/

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Halas Moulton, K. (2012b). Digital Footprint. Retrieved from http://6620halasmoulton.wordpress.com/digital-citizenship-digital-footprint/ Halas Moulton, K. (2013). Empowering teachers in professional learning committees to improve student learning. Retrieved from http://mrshalasmoulton.wordpress.com/empowering-teachers-inprofessional-learning-committees-to-improve-student-learning/ Howe, A. (2013). Differentiated Instruction [Workshop and PowerPoint]. Miramichi, NB: Anglophone North School District. Katz, J. (2012). Teaching to diversity: The three block model of Universal Design for Learning. Winnipeg, MB: Portage and Main Press. King, K. P. (2002). Educational technology professional development as transformative learning opportunities. Computers & Education, 39 (3), 83297 Kowch, E. (1996). Formative and summative assessments. Retrieved from http://people.ucalgary.ca/~ekowch/673/mar20/formsum.html Jonassen, D. H., Carr, C. & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. Tech Trends, p. 24-32. Lim, C. P., & Nonis, P. (2006). Gaming in a 3D multiuser virtual environment: engaging students in Science lessons. British Journal of Educational Technology, 37 (2), 211-231. Luehmann, A., & MacBride, R. (2009). Classroom blogging in the service of student-centred pedagogy: Two high school teachers use of blogs. THEN: Technology, Humanities, Education & Narrartive. 6, 5-36. MacDonald, I., Halas Moulton, K., Smith, J. & Morrison, T. (2013). Adaptive Instructional Design. Retrieved from http://adaptiveidmodel.wordpress.com/ McNabb, M. L., Valdez, G., Nowakowski, J. & Hawkes, M. (1999). Technology connections for school improvement. Retrieved from http://courseware.cbu.ca/moodle/file.php?file=%2F511%2Fhandbook.pdf Mitra, S. (2013). Sugata Mitra: Building a school in the cloud [video]. Retrieved from http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html National School Board Assosciation (n.d.). Evaluating and Updating Technology and Planning. Retreived from http://www.nsba.org/sbot/toolkit/enu.html

23 Ottman, R. (2010). The Effect of student-directed versus traditional teacher-centered presentations of content on student learning in a high school statistics class. Retrieved from http://downloads01.smarttech.com/media/sitecore/en/pdf/research_library/k12/the_effect_of_student-directed_versus_traditional_teachercentered_presentations_of_content_on_student_learning_in_a_high_school_statistics_class.pd f Press, L. (2006). A Modular, web-based introductory programming course. Retrieved from http://bpastudio.csudh.edu/fac/lpress/articles/drafts/modulepaper.htm Reeves, D. (2010) Elements of grading: A guide to effective practice [online version]. Retrieved from http://digital.olivesoftware.com/olive/ode/EOG/ Reeves, D. & Nielsen, K. (2013). EDUC 9033 Grading: A guide to effective practice [course videos]. Retrieved from http://eclassroom.kdsi.org/eClassroom/eClassroom.aspx?reg=248265&cp=103348&load=1 Savoy, J. (2010). District technology action plan. Sydney: Cape Breton University. Scacchi, W. (Ed.), (2012). The future of research in computer games and virtual worlds: Workshop report, technical report UCI-ISR-12-8. Institute for Software Research, University of California. Retrieved from http://www.isr.uci.edu/tech_reports/UCI-ISR-12-8.pdf Glbahar, Y. (2007). Technology planning: a roadmap to successful technology integration in schools . Computers & Education, 49, 943956 Vanderlinde, R., Dexter, S. & van Braak, J. (2011), School-based ICT policy plans in primary education: Elements, typologies and underlying processes. British Journal of Educational Technology. Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. Educational Technology Research & Development, 57(4), 573-584.

24

Curricular and Administrative Outcomes, Goals, and Expectations

Specific Objectives to the Unit

What is the desired end What are the specific steps to result fulfilling the goals?

Appendix A: Classroom Technology Implementation Plan Strategies/Technolo Technology gy Integration Infrastructure Activities Available Needed Minor intervention Major intervention How will technology What technology is be used to achieve available or needed for goals? successful completion of goals?

Assistive technologies

Required skills

What technologies can be used to accommodate the different levels of ability/interests/learning styles/ multiple intelligences? Audacity is simpler for students who struggle with Audition. Also the assignment can be modified to include fewer sounds or provide them with audio clips that are pre-recorded.

What skills/training is needed?

This unit of study will introduce students to the processes and equipment used to create and edit digital audio. Knowledge and skills are developed in this unit through a series of introductory assignments and lessons finishing with and a final audio project. This unit of study will compound with the digital video production unit.

1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.3 Students design and create digital audio products

Digital Technology 120 Students will record Adobe their own Audition sounds/music and edit in industry Headphones standard software. Microphones They will need to apply their Internet knowledge of access copyright laws to the sound clips that they Wordpress use. blog Blog about Drupal challenges or weekly Website topics http://bonarl aw.nbed.nb. Publish work on ca/teacher/ website ms-halasmoulton-

How to use sound capturing software. How to edit software. Copyright laws.

25 archived The aim of this unit of study is to introduce students to the world of website design. It is not intended to make them prolific programmers, but to give them the basic understanding of how to plan, design and program a simple website. The bulk of lessons in this unit focus on helping students understand the design process related to creating a website. 1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.2 Students design and create a web based product (website, blog, wiki, etc.) This unit will introduce 1.1 Students understand the students to the ethical implications and principles of effective responsibilities of media design and help them creation. develop some advanced 1.2 Students understand and image editing skills comply with Canadian though a series of hands copyright law. on activities. Students 2.1. Students understand how will identify the target media and media elements audience and create a affect target audiences graphic design which 2.2 Students have an will effectively awareness of effective design communicate a elements. message. 2.3. Students understand the importance of pre-production Students will design web pages using html and simpler interfaces. Reflections and responses in an online blog Publish work on website SMART Notebook Adobe Dreamweave r Wordpress blog Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived Adobe Photoshop Wordpress blog Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived Use Gimp? SMART Photography Notebook? Paint Provide link to step-by-step Uploading tutorials pictures Selecting, manipulating, layering, blending, printing Weebly or Wordpress can be used for easier editing. Html Editing Uploading Tables

Students will learn how to edit images on a computer. Students will also take digital images and transfer them to the computer as well as print. Reflections and responses in an online blog Publish work on

26 and attention to detail. 3.1 Students design and create digital imaging products. 1.1 Students understand the ethical implications and responsibilities of media creation. 1.2 Students understand and comply with Canadian copyright law. 2.1. Students understand how media and media elements affect target audiences 2.2 Students have an awareness of effective design elements. 2.3. Students understand the importance of pre-production and attention to detail. 3.4 Students design and create digital video products. website

This unit of study will introduce students to the processes used to create multimedia video projects which include animations, audio, video, text and images. Knowledge and skills are developed in this unit through a series of introductory assignments and a final multimedia project. It is recommended that this unit be taught after the audio and imaging units so students can use, and further enhance, these skills.

Students will create videos to tell their stories by planning, capturing, and editing video or stop motion images. Reflections and responses in an online blog Publish work on website

Adobe Premiere Pro Wordpress blog Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived

Use movie maker (simpler)

Photography/vide ography

Provide link to step-by-step video tutorials Storyboarding Provide written instructions Storytelling with visual cues in SMART Notebook Importing video/images/ audio Cropping, layering, chroma key, audio effects

Graphic Arts 110 Upon completion of this Major elements of visual Reflections and Wordpress course students will: perception: balance, responses in an blog line/shape/form, colour, online blog. demonstrate and repetitions, space, texture, Internet understanding of image balance, symmetry, movement, Application of these development and rhythm, illusion of depth, principals in the manipulations and the texture, designs that they reasons for doing this create Major principles of visual perception: gestalt, colour theories, emphasis, dynamics, closure, distortion, and abstraction

Some students could Blog login, post, respond in writing. upload pictures Students could also present their reflections orally if they dont want to write.

27 demonstrate an understanding of the design process Research similar image designs, Students will use the create flowcharts, and rough internet to find sketches, similar images and analyze how images were created. Students will do rough sketches and project flow charts either by hand to be scanned or mock-ups in SMART Notebook. Students will use photo editing software to manipulate, and enhance digital images. They will draw using tablets and use editing software to manipulate their own images Publish on website SMART Board SMART Notebook Tablets Internet access Some students may prefer to work with concrete magazines to find models and examples. Also some may prefer to use paper for rough sketching. Provide and digital and hard copy of a flowchart sheet and examples. If students struggle with Photoshop could allow them to use Gimp. Could also provide instructions in different ways like written instructions, Notebook visual tutorials, and video tutorials. Allow students to manipulate physical images, collages etc Use SMART board for the drawing instead of the tablets Consider using other medium like silk screening or t-shirt printing Notebook/Power Point layering, selecting from gallery, importing, and manipulating. SMART board and tablet how to work hardware

Apply concepts and skills involved in layout; create and manipulate the optical image produce a printed image

SMART board Drawing tablets Adobe Photoshop Art Rage Studio Drupal Website http://bona rlaw.nbed.n b.ca/teache r/ms-halasmoultonarchived Cameras SD Cards Photoshop Drupal Website http://bona rlaw.nbed.n

Photoshop skills selecting, layering, colour correcting, blurring, burning, blending, and more. ArtRage Drawing skills, selecting, use of tools Tablet develop hand-eye coordination for using blind tool. Photography Parts of a camera Uploading images Photoshop skills

Handle the materials, tools, equipment, and processes specific to graphic arts.

They will take photographs using digital cameras, upload, manipulate, and print images. Publish work on

28 website b.ca/teache r/ms-halasmoultonarchived

Modern History 111 Model concept Editing mapping, research software 1.1 Causes of 1.2 Historical Thinking skills and writing http://bonpa Revolutions Concepts skills on the SMART tron.com/en 1.1.1 Identify and Students will: board / understand the general 1.2.1 Understand historians APA causes of revolutions: criteria for measuring Video resources resource in new ideas, social historical significance French conflict, political factors, 1.2.2 Critically assess the Interactive tours of http://guides and economic significance of the French famous places on a .bib.umontre conditions. Revolution SMART board or al.ca/discipli individually exploring nes/20-Citer1.1.2 Know, understand 1.3 Making Connections guiding questions. selon-lesand be able to explain Students will: normes-de-lthe new ideas of The 1.3.1 Make connections to Analyze primary APA?tab=10 Enlightenment. allow comparison of the French sources 6 Revolution to other modern events in the context of rights Use of video http://chnm. 1.1.3 Analyze elements and freedoms. gmu.edu/rev of social conflict in 18th Use of interactive olution/ century France. SMART Notebook PowerPoint presentations SMART 1.1.4 Understand, and Notebook be able to explain, how Have students http://strea and why Frances research and present ming.discove Absolute Government a comparison of the ryeducation. functioned without the French Revolution to com/ consent of the other revolutions in http://www. governed. the world today besthistorysi present to the class tes.net/inde French Revolution

Find text-to-speech software for those having troubles reading in French. Provide visuals Provide concrete fill-inthe-blank-type sheets for the research skills Allow choice of project presentations Allow to work in pairs Scaffold research skills Access to editing software http://faculty.usiouxfalls.e du/arpeterson/high_scho ol_resources.htm#fl

Using concept maps in PowerPoint/SMA RT Notebook/prezi Researching, synthesizing,

29 1.1.5 Comprehend the severity of economic conditions as contributing factors to the revolution. using presentation software Publish work on website x.php/moder n-history Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived

30 2.2 Historical Thinking Concepts 2.1 Causes of the Students will: Industrial Revolution 2.2.1 Demonstrate their Students will: understanding of the 2.1.1. Know, understand immediate and long term and be able to explain impact of urbanization on the new ideas and society during the Industrial innovations which led to period. the Industrial 2.2.2 Be able to explain the Revolution. evolution of workers rights, 2.1.2. Analyze elements and the implications of these of social change/conflict rights, for workers then and during the Industrial now. period. 2.3 Making Connections 2.1.3. Understand, and Students will: be able to explain, how 2.3.1 Compare and contrast governments and one aspect of the Industrial workers responded to period with a modern, evolving issues of industrialized society. industrialization. 2.1.4. Comprehend the economic conditions which led to industrialization and furthered its development. Nationalism and Negotiation 3.1 Power, Authority and Decision Making Students will: 3.1.1 Know, understand and be able to express 3.2 Historical Thinking Concepts Students will: 3.2.1 Be able to express how power is typically exercised on Industrial Revolution Concept mapping Video resources Interactive tours of famous places Analyze primary sources Use of interactive SMART Notebook presentations Students will create their own interactive timeline of major events related to the Industrial Revolution. Each item on the timeline needs to be compared to something happening today Publish work on website Concept mapping Video resources Interactive tours of famous places Analyze primary Internet SMART Notebook Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ Same as above Research skills More interactivity skills for SMART Notebook Layout SMART Notebook Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived Same as above Interactive features of SMART Notebook Researching, synthesizing, selecting

31 examples of power relationships and rivalries between European nations, as causes of the First World War (1860s to 1914). a continuum and that the exercise of power can have both intended and unintended consequences. 3.2.2 Analyze the ingredients of power potential. 3.2.3 Examine historical perspectives to explain the concept of ethnic nationalism and the role it played in the exercise of power by European nations from 1860 to 1945. 3.3 Making Connections Students will: 3.3.1 Examine the role nationalism plays in a modern society involved in conflict. sources Use of interactive SMART Notebook presentations Publish work on website Each student will take a country and discuss their alliances and reasons for way. We will create a class interactive map that can be used to study in SMART Notebook ms-halasmoultonarchived

Destruction and Disillusionment

. 4.2 Historical Thinking Concepts 4.1.1 Know and Students will: understand that 4.2.1 Understand and be able mechanized/industrializ to explain the points of view of ed warfare led to an those negotiating the treaties increased level of to end the Great War in 1919. destruction. 4.2.2 Demonstrate how the 4.1.2. Comprehend the articles of the Treaty of effects of war on Versailles were at odds with the individuals and societies stated goal of achieving collective security. 4.3 Making Connections Students will:

Concept mapping Video resources Interactive tours of famous places Analyze primary sources Use of interactive SMART Notebook presentations Do a museum

SMART Notebook, internet Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived

Same as above

Interactive features on SMART Notebook

32 4.3.1. Compare and contrast the quest for collective security in 1919 with that of modern day efforts. interactive display about some aspect of modern warfare or the home front Publish work on website

Totalitarianism and Total War (The Second World War)

5.2 Historical Thinking Concepts Students will: 5.2.1 Understand and be able 5.1 Totalitarianism to explain the concept of Total Students will: War. 5.1.1 Know, understand 5.2.2 Recognize and be able to and be able to explain explain the general causes of the differences between the Second World War the political ideologies 5.2.3 Evaluate and compare the of the interwar period. consequences of the First 5.1.2 Understand and be World War and the Second able to express why World War. some European 5.3 Making Connections: governments failed Students will: during the 1920s and 5.3.1 Analyze and explain which 1930s. World War was more 5.1.3 Analyze and be significant for Canada. able to explain the 6.1 Genocide effects of totalitarian Students will: governance on social, 6.1.1 Define: anti-Semitism political and economic 6.1.2 Know, understand and be life. able to explain the progression of the Holocaust from 1933 until 1945

Concept mapping Video resources Interactive tours of famous places Analyze primary sources Use of interactive SMART Notebook presentations Write a research paper that is properly cited and edited using the internet and word processing

Editing software http://bonpa tron.com/en / APA resource in French http://guides .bib.umontre al.ca/discipli nes/20-Citerselon-lesnormes-de-lAPA?tab=10 6 Word processing software

Antidote (could we purchase for some computers in the lab?)

Models of student essays Google docs for sharing and peer editing

Formal writing Use of editing software

Fill-in sheets with How to use examples Google Docs Model writing on the SMART board. Do a group write.

33 6.1.3 Examine international response to Jewish refugees during and after the Second World War 6.1.4 Identify international action and human rights legislation resulting from this period 6.2 Historical Thinking Concepts Students will: 6.2.1 Investigate the Holocaust by examining and utilizing primary and secondary sources 6.3 Making Connections Students will: 6.3.1 Understand and be able to explain that genocide is not restricted to the Holocaust 7.1 Conflict and Competition: War by proxy Students will: 7.1.1 Understand and be able to explain the concepts of Cold War and Containment as well as the concept of arms race (in the context of the Cold War). 7.1.2 Know, understand and be able to demonstrate how the nuclear threat was the defining element of the Cold War 7.2 Historical Thinking Concepts Students will: 7.2.1 Know and understand why the Cuban Missile Crisis was a significant Cold War event. 7.3. Making connections Students will: 7.3.1 Examine anti-communism (McCarthyism) as a Western phenomenon and its impact on societies 7.3.2 Compare McCarthyism in the US with the modern day war on terror Concept mapping http://www. nationalarchi Video ves.gov.uk/e resources/audio clips ducation/her oesvillains/ Interactive tours of famous places Drupal Website Use of interactive http://bonarl SMART Notebook aw.nbed.nb. presentations ca/teacher/ ms-halasStudents can do a moultondebate/propaganda archived poster/presentation/ song depicting their Concrete examples Fill-in research sheets Research, selecting, speaking skills Remind how to do an APA list of references Presentation software skills

34 7.1.3 Understand western societys response to the nuclear threat 7.1.4 Know, understand and be able to explain the growth of the antinuclear/peace movement that developed after 1945 Students will be expected to demonstrate a positive attitude towards the French language and towards francophone communities in Canada and around the world. 7.3.3 Understand that the nuclear threat did not disappear with the end of the Cold War given leader as either a villain or a hero. They will use the internet for research and creating their presentation Publish work on website FI Language Arts 9 Video resources Access to computers, Interactive tours of presentation famous places from software, la francophonie podcast, video editing Use of interactive software, SMART Notebook video presentations conferencing software Internet research http://www. Build a class symbaloo.co interactive display m/mix/englis with French places hlanguageart all over the world sk12 that includes a podcast, slideshow, http://www. and well written text. symbaloo.co m/mix/frenc Publish work on hinteractives website ites Drupal Website

display an interest and a sense of pride in communicating correctly in French, in improving their language skills, and in continuing their French studies; demonstrate an interest in and an appreciation of various contemporary texts that are appropriate for young persons of their age; demonstrate and express an appreciation of the contribution of francophones to Canadas francophone community; demonstrate an understanding and an appreciation of the advantages associated with the opportunity to interact with members of the two linguistic groups.

Provide a range of websites at different reading levels. Bilingual sites Fill-in tables for research notes

How to use SMART Notebook How to research, select information, how to edit and write

35 http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived Internet, speakers, microphones , video cameras, editing software Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived

Students will be expected to recognize and respect cultural diversity.

Students will be expected to demonstrate their understanding of a range of oral texts in order to meet their

find connections between cultural influences and ways in which people act, think, and express themselves; examine and discuss the conditioning influence of stereotypes and prejudices in society, the media, history, literature, the Internet, song, popular culture, etc.; explore and explain some of the customs associated with various cultural communities; describe and demonstrate the contribution of persons of various cultures to different areas of human activity in Canada; demonstrate an understanding of their rights and responsibilities as adolescents in their environment. summarize and reformulate the information, ideas, opinions, and feelings presented in a text; react personally to a wide variety of texts, and evaluate

Students will analyze media and look for examples of stereotypes and bias. Students will bring in examples to share with the class. Students will create a PSA podcast or videocast to send a message about these topics Publish work on website

Place in groups with others with the technological skills to share. Step-by-step instructions in several modalities (video, visual) Concrete examples of past projects

Research skills, listening skills, photography, videography, audio capturing, sound/movie editing software, scripting, editing, grammar

This can be Headphones contextualized in the /speakers projects research and presentations. internet

Provide a range of texts on various topics and a different levels

Managing the interface Choosing appropriate levels for yourself

36 needs in accordance their reaction; with the communication react to a wide variety of situation. texts by analyzing various elements. Students will be ask relevant questions in expected to express order to acquire, interpret, themselves in order to analyze, and evaluate ideas and meet their needs in information; accordance with the explain their feelings and communication support their ideas and situation. opinions; combine, compare, clarify, and illustrate information and situations; apply language conventions in order to communicate in a wide variety of situations.

This can be contextualized in the projects research and presentations. Reflect in a classroom blog Some drill practice for language conventions Record audio presentations This can be contextualized in the projects research and presentations.

Recording and audio editing equipment

Provide practice; provide opportunity to not present in front of class by pre-recording sounds.

Questioning Reflecting Editing

Students will be expected to plan and manage their listening and oral expression by applying strategies in accordance with their needs and the communication situation.

draw upon their experience and knowledge, and modify strategies to guide their listening and oral expression; organize information and ideas by modifying their strategies; explain and analyze their own strategies; adapt print and non-print resources, including technology, to help with their listening and oral expression.

Internet, speakers, microphones , video cameras, Create a movie editing trailer for the book software that we are studying. Drupal Website Publish work on http://bonarl website aw.nbed.nb. ca/teacher/ ms-halasVideo conferencing moultonwith others in French archived Video

Drill and Provide a range of response listening activities at software for different levels reading? Like FastForward

Research skills, listening skills, photography, videography, audio capturing, sound/movie editing software, scripting, editing, grammar

37 conferencing software Web cams Wordpress blog

Students will be expected to demonstrate their understanding of a range of texts in order to meet their needs in accordance with the communication situation.

summarize and reformulate information, ideas, opinions, and feelings presented in a text; react personally to a wide variety of texts, and justify their reaction; react to a wide variety of texts by critically analyzing various elements. Students will be draw upon their experience expected to plan and and knowledge, and modify manage their reading strategies to guide their reading and viewing by applying and viewing; strategies in accordance organize information and with their needs and the ideas by modifying their communication strategies; situation. explain and analyze their own strategies; use print and non-print resources, including technology, to help with the synthesis of texts.

Blog their reactions to text This can be contextualized in the projects research and presentations.

Peer tutoring, range of texts, range of topics of student interest

Reading strategies Critical thinking How to use a blog

Read print articles This can be contextualized in the projects research and presentations.

Word processing

Provide tables, concept maps to be filled-in

Organizational strategies Reading strategies

Students will be expected to write and represent in order to meet their needs in accordance with the communication

write and create texts of different types in order to explain their feelings and support their ideas and opinions; write and create texts in

This can be contextualized in the projects research and presentations. Classroom blog to

Editing software http://bonpa tron.com/en /

Antidote (could we purchase for some computers in the lab?)

Pairing up Other technologies available? Peer editing in Google

How to use goggle docs How to use blog How to do good

38 situation. order to combine, clarify, and illustrate information and situations; apply conventions and stylistic elements in a number of situations. express ideas Build grammar skills and use editing software APA resource in French http://guides .bib.umontre al.ca/discipli nes/20-Citerselon-lesnormes-de-lAPA?tab=10 6 Word processing software Docs quality postings/respons es

Students will be expected to plan and manage their productions by applying strategies in accordance with their needs and the communication situation

draw upon their experience and knowledge, and modify strategies to guide their production; organize information and ideas by modifying their strategies; explain and analyze their own strategies; Take daily attendance

This can be SMART contextualized in the Notebook projects research and presentations. Word processor

Same as above

Planning flowcharts, storyboarding, analyzing quality productions

Attendance

Administrative tasks Record absences and Winschool lates (attendance) Weight assignments Gradequick differently. Have space for formative and summative Online access to marks for parents Provide a letter for parents with really clear instructions

How to use Winschool How to access marks

Grading

Grade calculating software

39 assessments through http://www .gradekeepe r.com/index .htm Gradekeepe r also allows you to quickly and easily email parents and students even from an iPad Where to find the information (Parents need to learn this too)

Communication with students and parents

Keep up-to-date on deadlines, Post notes, Drupal expectations, and assignments. schedules, links, and Website rubrics on website. http://bonarl aw.nbed.nb. Put curriculum ca/teacher/ objectives on the ms-halaswebsite. moultonarchived

Displaying student work Share students successes

Post students work online to promote quality, and pride in ones work.

Communicating during class, modeling student work, collecting assignments, managing students behaviour

Sending to reminders to students, monitoring that they are on task, blocking students who are using inappropriate sites, collecting and handing back assignments

Block sites, send messages, share students/my desktop, receive and send back assignments

Drupal Website http://bonarl aw.nbed.nb. ca/teacher/ ms-halasmoultonarchived SMART Synch

How to use the features of SMART Synch

40 Appendix B Assessment of Technology Integration The following tool is based on the standards established by the International Society for Technology in Education, ISTE, (2008). The majority of the assessment criteria were written by Joey Savoy though some have been re-written by me.

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: Beginner Some exploration how to promote, support and model creative and innovative thinking and inventiveness that not yet applied to lessons Some effort is made to connect the classroom to the real-world through passive digital tools like video or showing websites on the board Some exploration of how to have students use technology to explore and plan that are not yet implemented Developing Some effort promote, support, and model creative and innovative thinking and inventiveness through isolated classroom activities Proficient New ideas are incorporated into the classroom that regularly promote, support, and model creative and innovative thinking and inventiveness Students are regularly engaged in exploring realworld issues and solving problems Advanced New ideas are being created daily that fit well with individualized context. Students can see the teacher taking moments that arise in class to create new lessons and learning Assessments and projects are created using authentic problems and digital tools are the mainstay of the classroom practice Collaboration tools are used extensively at home and at school to collaborate, think, plan, and create.

promote, support, and model creative and innovative thinking and inventiveness.

engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Some lessons or projects are created around real-world problems and problem solving

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and

Some limited implementation a collaboration tool online

Collaboration tools are creatively used for reflection, sharing and planning regularly

Teacher explores online collaboration in a formal PD type-setting only which could be shared with students

Independently the teacher engages a few times in knowledge construction by engaging in learning with students, colleagues, and

Teacher uses online collaboration regularly to construct knowledge and models this to students

Teacher engages in online frequently and models this to the students.

41 virtual environments. 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 assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers:
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 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. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use Beginner Explore which types of digital tools could be used to address curriculum outcomes Developing Develop some simple activities that allow students to use technology to complete their assignments Proficient Use technology regularly and allow students some choice of technology Advanced Learning experiences are engaging and creative with many different ways of exploring knowledge and presenting learning available to students Students use technology to pose their own questions, explore their own learning, present varied products, do self-assessment, and construct meaning.

Identify ways in which the use of technology can be used to engage students

Introduce students to a variety of technology and occasionally let them use these digital tools while working on various assignments

Provide students with easy access to technology and allow them regular choice over goals

Research ways to use technology to meet various needs.

Use technology to meet the needs of targeted students

Students have access to various technology, know how to use them and choose to use them

Students customize their own learning based on their own learning goals and choose appropriate technology to get them there. Students almost always have choice of how to show their learning from a list but often choose something original. Assessment is still tied to

Researches different ways to provide varied assessment. Experiment with using technology to give choice on one section of an assessment.

Students are given an opportunity for an assignment to choose various methods of showing their learning from a selected list.

Students often have a choice of product for an assessment. Assessment is still tied to standards

42 resulting data to inform learning and teaching. Assessment is still tied to standards Assessment is still tied to standards standards

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: Beginner Select and use hardware and software best suited to particular learning experiences that appropriately use these tools Research some digital resources for communicating and collaborating with students to share information and set up a connection between home and school Research some tools that could be used to communicate with home Developing Identify, plan and manage students understanding and use of technology best suited to their learning Some communication and collaboration with students and others to share information and to support creativity Provide students and parents with relevant information using a variety of digital media formats Proficient Display and model a variety of digital tools and resources best suited to developing a successful learning environment Effectively and regularly communicate and collaborate using digital tools Advanced Work with students to explore new technologies and discuss how they can be used in real life situations to solve problems Use a variety of digital environments and media to collaborate with projects or students in other schools or even countries. Evaluate and use digital tools, resources and media to communicate with those outside of the school community Use modern and emerging digital tools to deepen knowledge of information and its application to teaching and learning.

demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

Choose and use regularly effective media for communication with parents, students and peers

Discuss the use of technology to locate, analyze, evaluate, and use information resources for research and learning

Demonstrate the use of digital tools to evaluate, and use information resources for research and learning

Demonstrate and facilitate effective use of current en emerging digital resources and use information to support research and learning

4. Promote and Model Digital Citizenship and Responsibility

43 Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behaviour in their professional practices. Teachers: Beginner Some reference is made to ethical use of technology in the classroom Developing Short lessons are given on digital citizenship Proficient Students are taught about aspects of digital citizenship that are expected to be applied in projects Advanced Students consistently apply good digital citizenship in their work and teach others to do the same

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. address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate digital tools and resources promote and model digital etiquette and responsible social interactions related to the use of technology and info.

Some exploration of issues related to equitable access and develop strategies for managing technology to address students learning styles Display proper etiquette and explore how social interactions can support student learning and responsible tech use

Some effort is made to meet the needs of those with obvious needs and some differentiation is available to others

Students have some knowledge of how to meet their own learning needs and use it regularly

Model correct and careful use Encourage the appropriate of digital resources and make use of digital technology and the users aware of the discuss related ethical issues consequences of misuse

develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digitalage communication and collaboration tools.

Display the use of communication and collaborative tools for developing student awareness of various cultures

Allow opportunities for students to apply communication technology resources to share and interact with other students or experts from nearby areas

Present students with opportunities to develop cultural understanding and global awareness through digital means and collaborative projects with students in other regions

Learners know their own strengths and weaknesses, set their own learning goals, and use appropriate technologies to get themselves there Engage learners in researching the responsibilities related to the use of digital tools and the resources and consequences of misuse in a global information society Engage students in collaborative research and publications with students and experts from other regions to develop deeper understandings

44

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:

participate in local and global learning communities to explore creative applications of technology to improve student learning. 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. 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.

Beginner Participate in discussions during PD or at the school level

Developing Explore ideas idea from learning communities and share a couple of your own

Proficient Become active participants in local and global communities to exchange and share ideas that benefit student learning Work at the school level to promote the integration of technology

Advanced Assist in developing and sustaining learning communities related to technology in education Share a technology vision and help develop other teachers outside the school

Model a vision of technology by participate in discussions and offering to help someone develop their technology skills

Actively assist someone else at implementing technology in their classroom

Actively discuss current research and how it could be applied in a professional conversations

Implement some new ideas from the research for using digital tools to supports student learning

Seek new learning opportunities like attending webinars, PD opportunities taking online courses, or seeking certifications

Share knowledge with others about research and could even be doing some action research and sharing those results

contribute to the effectiveness, vitality, and self-renewal of the teaching

Listen and explore some ideas about professional learning in the school with

Actively contribute to conversations about professional learning with

Share learning through closed sharepoints at the district or school level

Contribute to the professional community through sharing of resources

45 profession and of their school and community. colleagues you are comfortable with colleagues formally or informally online or publishing findings

46 Appendix C My Professional Improvement Plan Current level of achievement Desired level of achievement Students are regularly engaged in Assessments and projects are exploring real-world issues and created using authentic problems solving problems and digital tools are the mainstay of the classroom practice

Standard engage students in exploring realworld issues and solving authentic problems using digital tools and resources.

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

Collaboration tools are creatively used for reflection, sharing and planning regularly

Collaboration tools are used extensively at home and at school to collaborate, think, plan, and create.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-toface and virtual environments. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools

Teacher uses online collaboration regularly to construct knowledge

Teacher engages in online frequently and models this to the students. This could be through PLCs

Students have access to various technology, know how to use them and choose to use them

Students customize their own learning based on their own learning goals and choose appropriate technology to get them there. Learners know their own strengths and weaknesses, set their own learning goals and use appropriate technologies to get

Plan of action Every assignment or test question could be tied to a real world problem. Research on the internet for sharing sites could provide lots of examples as well as connections to what is going on in the news and culturally. I can use a blog for each of my classes and set up a tool like moodle for students to work collaboratively. Also students could be encouraged to use a program like Google docs for working collaboratively from home. I would like to encourage the staff to use technology more. I could set up a private sharing site for posting ideas related to PLCs this will model use of collaborative technology the rest of the staff. I have never considered having students choose their own learning goals. I need do some research into how others have successfully implemented this. I need to spend time at the beginning of the year having the students looking at their strengths and learning styles. As well as

Students have some knowledge of how to meet their own learning needs and seek to improve their own learning.

47 and resources there discussing which strategies and technologies can help them address their weaknesses. I have never really considered my role in building learning communities. I have been an active participant but I would like to create some ways for teachers to share their knowledge like a PLC moodle. I have used others ideas to guide my teaching and have shared my work at workshop, but I need to do more and be more systematic about implementing new strategies in the classroom through action research

participate in local and global learning communities to explore creative applications of technology to improve student learning.

Become active participants in local and global communities to exchange and share ideas that benefit student learning

Assist in developing and sustaining learning communities related to technology in education

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.

Seek new learning opportunities like attending webinars, PD opportunities taking online courses, or seeking certifications

Share knowledge with others about research and could even do some action research and share those results

contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Share learning through closed sharepoints at the district or school level

Contribute to the professional community through sharing of resources online or publishing findings

As stated above I need to look outside my school to sharing my experiences with the wider educational community. I could look at publishing some of my articles.

48 Appendix D Adaptive Instructional Design by MacDonald, Halas Moulton, Smith and Morrison (2013)

49 Appendix E: Differentiation with UDL Example Some students really require concrete step-by-step instructions. I created the slideshow in SMART Notebook for my Graphic Arts class to show how to do the main skills in an animal merge. This is an example of using Universal Design for Learning strategies that work for one specific student that actually helped many other students in the class.