Technology

PLAN

As we've explored, starting with the disciplinary knowledge and skills students need to be fluent in the discipline is an important aspect of planning for technology integration. Disciplinary literacy can help us better understand how language, texts, and tools of the discipline matter when designing instruction. This challenge is designed for you to fuse disciplinary literacy and technology practices into your pedagogy. Follow the steps below to complete the challenge.

To Annotate

For a general understanding of disciplinary literacy, read the article "The Key to Effective Literacy Instruction" and create at least two annotations and reply to at least two of your colleagues' annotations using Hypothes.is. (Again, make sure when you make these annotations that you have chosen to post them in our class annotation group: TCH 432 Summer 2021.) If you are annotating prior to your colleagues' posts, make sure to come back in a couple of days to engage in the conversation.

To Explore

For this challenge, rather than exploring outside texts, spend some time revisiting your previous challenge work because each will inform your upcoming work. Then, spend some time examining and re-examining your colleague's work. Often, the most interesting ideas are sparked from other disciplines or grade levels.

To Create

Drawing from one of your Problems of Practice or one band of your curriculum map, create a technology integration plan. This may take the form of revised lesson or unit plan(s) or an overarching plan for your classroom space or practice in narrative or mapped form. The form and requirements of this Learning Challenge are left quite open on purpose. To truly address the needs of your chosen discipline, your own growing TPACK knowledge, and your individual teaching context, each of you will be making quite different plans. To complete this challenge:

Determine which problem of practice or standard you want to focus on.
Determine whether or not you will be revising a previous lesson or unit; creating a brand new lesson or unit; or developing an overarching plan for your entire classroom practice.
Determine a form that makes sense to you. Will you create a map? A digital chart? A written narrative?
Consult either the TIP or Grounded Theory approach to guide your thinking & planning.
Start sketching out your ideas.
Post an in-progress draft for feedback from your colleagues and a wider network of teachers, if you wish. Make sure to label it as in-progress. In this post:
1. Provide an explanation of what kinds of plans/materials these are and your purposes for creating them. That will help those reviewing your drafted plans to provide meaningful input.
2. Include in your post what areas you want feedback or ideas on from your colleagues in our course and the general public (potentially).
3. Send a message in the Slack channel that your draft is ready for feedback.
4. Provide feedback to at least two of your colleagues' posts. Try to comment on those who haven't received feedback yet.
Use the feedback you receive to refine your plan.
Create a blog post that includes your final plan. Provide an additional reflection that discusses the thinking behind your plan, including how you have applied our course content to the plans. Remember that it is expected that you will use either the TIP approach or Grounded Theory approach to guide you in creating the plans and materials. You should also discuss what you learned about disciplinary technologies and practices, tools access & support, and contemporary practices for 21st century learners from the course’s readings/viewings and your learning challenges. Be sure to tag it as a Technology Integration Plans post. Comment on at least two of your classmates' posts.