and the problem-solving that they experienced were worth it. 4 *In reflecting back on this experience Another image of the integrating this particular technology same teacher just into her students’ learning, Ms. Jones used in slide 3, realized that she had gotten so excited realizing something about the game-based, engaging Then show it “Was experience that the simulation worth it?” added to provided that she hadn’t fully the slide. considered how well playing the game would connect with her curriculum. *She also questioned whether the way she encouraged the students to play the game truly helped to improve their problem-solving. 5 *As this scenario illustrates, even with Image of old-school the best intentions, it can be level with a bubble challenging to integrate use of Add text underneath: educational technologies in ways that technology (left), are well-aligned with both curriculum goals **curriculum goals and **teaching (right), teaching approaches. It’s far too easy to approaches (center) become technocentric when we think Level with techs that our students will enjoy using a appears first, then particular technology. curric goals teaching **In this module, then, we will share a approaches as we say way of planning instruction that helps them to ensure that technology, content, As we add the text on and pedagogy are balanced and fit the ends, make the together well. lean in that direction, then end with it level (at “ensure”) 6 *If the goal is balance among Repeat briefly the curriculum, teaching approaches, and level with 3 labels technology use, how is this image accomplished? Since 2005, educational technology - Level image disappears. researchers have been exploring this Image of brain made of
and the problem-solving that they experienced were worth it. 4 *In reflecting back on this experience integrating this particular technology into her students’ learning, Ms. Jones realized that she had gotten so excited about the game-based, engaging experience that the simulation provided that she hadn’t fully considered how well playing the game would connect with her curriculum. *She also questioned whether the way she encouraged the students to play the game truly helped to improve their problem-solving. Another image of the same teacher just used in slide 3, realizing something Then show “Was it worth it?” added to the slide. 5 *As this scenario illustrates, even with the best intentions, it can be challenging to integrate use of educational technologies in ways that are well-aligned with both **curriculum goals and **teaching approaches. It’s far too easy to become technocentric when we think that our students will enjoy using a particular technology. **In this module, then, we will share a way of planning instruction that helps to ensure that technology, content, and pedagogy are balanced and fit together well. Image of old-school level with a bubble Add text underneath: technology (left), curriculum goals (right), teaching approaches (center) Level with techs appears first, then curric goals teaching approaches as we say them As we add the text on the ends, make the lean in that direction, then end with it level (at “ensure”) 6 *If the goal is balance among curriculum, teaching approaches, and technology use, how is this accomplished? Since 2005, educational technology researchers have been exploring this Repeat briefly the level with 3 labels image - Level image disappears. Image of brain made of
Module2Script.docx