As I explore more about digital learning today, it seems as though many experts in the field agree that instructional goals and objectives are extremely important (if not essential) in selecting digital tools for learning. Further, they assert that "it's a process of creative design and decision-making that includes three elements: (1) what to teach, (2) how to teach, and (3) how to know what students have learned." (Pearson, 2007) Based on this premiss, digital tools would ideally be chosen then, to support all three aspects/elements of instructional goal-setting above.
To further break down this creative planning process, I've discovered much more about those elements of instructional goal-setting, through the teachers in the field for whom I recently interviewed about use of digital tools in the classroom. Such as, a teacher/instructor must know and be able to first and foremost, identify their student-learning objectives. They must in their initial planning process: tell who, is going to do what, and when. - Also, they must decide how much or how often [the what] will occur. - And finally, how "it" will be measured or evaluated.
So if these are the "old school" (or standard) guiding questions to get started in technology-assisted lesson planning, then technology itself, can certainly also be considered an incredibly useful tool in helping teachers "plan engaging learning experiences and instructional activities through online lesson planning templates and lesson plan websites" (Pearson, 2007) since there is absolutely no shortage of those resources and supplemental materials available to 21st Century classroom instructors.
To illustrate my findings herein, about selection of digital tools, say that I'm planning a unit/lessons for the upcoming week (the when), teaching my third grade classroom of fifteen students (differentiated learners/the who), and my over-arching goal is to complete an enriching, project-based science/math activity/activities in which learners will develop 21st Century Skills while also meeting National Standards (the what).
In this for instance, I would immediately begin brainstorming for lesson plan ideas, using the online resources and templates identified above, while at the same time, researching and keeping in mind, the National Curriculum Standards (also found online) as a reinforcement framework, considering which digital tools will be the most complimentary in each element of the planning and implementation of each portion of the unit/lessons. Given the one week timeline I have set aside for this short unit (the how often/how long) and the content of the lessons, I would decide upon appropriate assessment in which to observe what has been learned (the measurement/evaluation).
Making my planning tasks even more fun and easier still, are the many National Standards databases, curriculum frameworks, and variety of assessment tools/options also available online (as mentioned above and can be seen in example below). Teachers that have a plan, have almost any possible creative tool they need - at their fingertips! How terrific is that!?
And bringing it all together in a more detailed example of an actual unit I'd develop, by first setting instructional objectives and goals...
Objective/Goal: Help facilitate young learners in my 1-to-1 iPad enabled elementary classroom, to develop abilities and 21st Century Skills necessary to do scientific inquiry by helping them understand the process as tied to real-world, hands-on experiences, while they plan and conduct basic, age-appropriate, student-led, engaging yet simple investigations.
How/What/Where/When & Who: By creating a series of lessons examining wild birds in their natural habitats using Wildlab Bird mobile app for iPad/iPod/IPhone and desktop (free here)
- DAY 1: Introduction to Wildlab Bird App and practice using pre-downloaded software and newly set up accounts for teacher created event later in the week.
- DAY 2: Synced iPad/Smartboard interactive graphic group lesson about parts of birds and bird lives/habitats. And then learning center activities set up for online/off, small group and independent work covering lesson material.
- DAY 3: Field Trip to outdoor Bird Observation Location, where after brief lesson by wildlife representative in field, children use prior practice with app and lessons about birds, to lead their own research and observation activity. (We would have additional staff and pre-loaded/tested devices on-hand for added support)
- DAY 4: Collate and process data through synced iPad/Smartboard interactive graphic lesson as a classroom group. Reflect and discuss what new things we discovered and what we might have done differently. Then, form small group breakouts to assign project-based learning products (using mixed media) that best represent the whole of their learning/experiences throughout the unit.
- DAY 5: As small groups complete and take turns presenting their mixed media products to the class, assess what learners have absorbed, as demonstrated through performance and results of brief custom survey/poll (created ahead of time, for instructional supportive assessment).
While ever keeping standards to be achieved in mind...
Using National Educational Standards for Students (NETS-S):
- Learners will demonstrate creative thinking, construct knowledge, and develop innovative products, and processes using technology.
- Learners will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. (i.e. All 21st Century Skills) (Pearson, 2007)
Within this final example, it can be clearly seen in practice, that both the very first and continuous steps of planning for digital instruction, always remain focused upon specific goal-setting or objectives in which all other steps and details are based upon.
Source:
Developing Lessons With Technology. State Educational Technology Director’s Association, International Society for Technology in Education, and Partnership for 21st Century Skills, Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education System (2007) Retrieved July 8, 2014, from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf
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