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We know that you've been waiting a long time to get to the technology part of the short course. It's

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finally time to choose the tools. Remember this little fellow from Module 1?

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To someone with a new hammer, everything looks like a nail. We have purposely

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waited until now to introduce technology selections, after learning goals and activities

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have been determined. We did this so that we're not making the technocentric mistake of finding

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ways to use technologies, instead of using them in ways that will best support students'

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learning. This is why suggestions for different educational technologies

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are listed for each type of learning activity in the taxonomies. It's important

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to select and sequence the LATs first according to learning goals, and then

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select corresponding technologies that will best support the goals with LATs.

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Review the sequence of LATs that you created and recorded in the third column of

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your Refresh or Create Guide. Revisit the taxonomy or taxonomies from which

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you selected these LATs. Consider the recommended technologies

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listed for each of the LATs that you incorporated into your sequence.

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Please pause the video while you review the technology suggestions in the taxonomy.

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Please note that the technology suggested for each learning activity type in the taxonomies

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are not meant to be exhaustive lists. Instead, we hope that they will provide you with ideas

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for the types of tools and resources that maybe available in your school. You probably

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will not (in fact, probably should not) select a technology to support each

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LAT within your plan. Sometimes, for some learning goals

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and LATs, using non- digital tools and resources is more efficient and effective.

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If there are tools listed in the taxonomies that are not familiar to you, please consider clicking

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on the links provided to learn more about them. While you were exploring the tools,

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you may realize that one or more are not the best fit for your plan.

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Please list the technologies that you're considering using in your plan. In the fourth column

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of your Refresher or Create Guide. Try to align each with its corresponding LAT.

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Please pause the video while you do this.

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Once you have some technological options recorded, it's time to make selections. Consider

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the relative advantage and fit of each tool in your plan. To what

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extent does using a particular tool add more value to a learning experience for students

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when using a different tool? Also, which tools' characteristics "fit" best for

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what you want your students to do during the lesson or project that you're planning?

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Your colleagues maybe helpful in talking through the challenges and opportunities of different technological

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options. Let's look at an example. If you chose the Create option for

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Module 4, you'll recognize this. In the social studies project about the key features

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of the thirteen American colonies. the students first view teacher selected images of life in the thirteen

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colonies. They then read maps and charts along with text excerpts that the teacher selected.

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At each of these points, students are prompted to take notes. Finally, they consider the evidence they have selected

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to identify the purposes and key features of each of the thirteen colonies. There

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were a number of technology possibilities to consider for each of these LATs. In the

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View Images activity, presentation software was used to show the students several high-quality images

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of a historical drawings and paintings. This was intended to challenge some of their previously held assumptions.

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During the Read Maps activity, students did access digital resources. This was because the teacher

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realized the relative advantage of using curated historical websites. These sites offered

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the most illustrative and understandable maps for the lesson. The students read text

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as they researched the purposes and key features of the colonies. While texts were available digitally,

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for efficiency, the students used their social studies textbooks, supplemented with photocopied paper

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documents. During the lesson, students took notes in their paper notebooks

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rather than with digital tools. In this example, the students used an analog tool instead because

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not all of them had easy access to a laptop, tablet, or other digital device.

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In the Consider Evidence activity, the students were challenged to find primary source documents that represent multiple perspectives

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and viewpoints. A digital archive can help make this process of locating documents more authentic,

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but still efficient for the students to use as part of the learning in the classroom.

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As this example demonstrates, choices of analog and/or digital tools are dependent on many factors.

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As you consider different technology possibilities, you can use a simple self-test to help you decide

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which types of tools and resources to use in your plan. We call it the "Is it worth it?" test.

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Ask yourself three questions about each tool that you're considering: Will this particular

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use of a tool or resource help students to do something that is difficult or impossible to do without it?

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Will this tool or resource help students to do something in a better way?

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Is the use of this tool or resource feasible, given contextual conditions? If your

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answers to all of these questions are "no", then the new technology choices should be reconsidered. If

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one or two of the answers is "no", then reconsideration maybe necessary.

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Using what you realized using the "Is it worth it?" test, please finalize your selections and the specific

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tools and resources that you plan to incorporate in your plan. Please pause the video while you

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note the selections in your Guide.

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In this course, you've learned why technocentric approaches to using technology in your teaching don't work.

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How to plan for students' learning using curriculum-based learning activity types or taxonomies.

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To refresh an existing lesson or project, or create a new one, using the LATs approach.

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And how to purposely select educational technologies to support students' learning

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with a refreshed or new plan. We hope that completing these modules

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has helped you to know how to integrate technology effectively into curriculum- based lessons

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and projects. Now please take a moment to reflect on what you will take away

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from the short course. What are the most important ideas that you will incorporate into

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your practice? if we had to choose, we would emphasize fit,

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balance, and choosing technologies last. Remember,

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as we've seen in Module 1: "Good technology integration ISN'T really about technology."

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In the end, it's all about your students' learning.