1 00:00:20,030 --> 00:00:28,154 The deliberate, thoughtful, and effective use of technology in teaching and learning can be challenging, particularly for novice teachers. 2 00:00:28,154 --> 00:00:40,000 To do this, we have to consider simultaneously the curriculum-based learning goals for the learning experience being planned, how to structure the learning experience in terms of learning activities, 3 00:00:40,000 --> 00:00:49,000 and how particular tools and resources can support, enhance, and/or extend the experience for students. 4 00:00:49,000 --> 00:00:56,000 My name is Judi Harris and I'm Mark Hofer. We're faculty members in the School of Education at the College of William & Mary. 5 00:00:56,000 --> 00:01:06,490 And we've worked together to develop the content and approach for this online short course in lesson planning. 6 00:01:06,490 --> 00:01:18,500 The purpose of the following modules is to guide you through the process of designing an effective learning experience for your students that leverages the unique possibilities and advantages of particular educational technologies. 7 00:01:18,500 --> 00:01:34,667 The modules introduce the Learning Activity Types (LAT) approach to instructional planning that we developed to help teachers to ground their use of technologies in curriculum-based teaching and learning. 8 00:01:34,667 --> 00:01:45,290 The LAT approach is typically used in conjunction with more formalized planning models, including backwards design, direct instruction, and the inquiry cycle. 9 00:01:45,290 --> 00:01:58,479 It's designed to be inclusive of all pedagogical approaches, for example, teacher-directed, student-centered, and problem-based teaching and learning. 10 00:01:58,479 --> 00:02:11,947 Its operational focus ensures that the use of technology is "grounded" in students' curriculum-based learning needs, real classroom contexts, and the particular learning activites and assessments employed. 11 00:02:11,947 --> 00:02:19,640 We created this approach and course originally to be used in the teacher preparation program at the College of William & Mary. 12 00:02:19,640 --> 00:02:30,320 We've now offered the course content as Open Educational Resources, or OER's, for use and modification by faculty from other education programs. 13 00:02:30,320 --> 00:02:41,900 Materials that support (and are essential to) the LAT approach and this short course are freely available online at the web address shown on the screen. 14 00:02:41,900 --> 00:02:49,500 During this short course, you will first select and analyze examples of existing lessons that integrate digital tools and resources. 15 00:02:49,500 --> 00:02:56,216 Then you will explore taxonomies of the types of learning activities that integrate digital tools and resources in different curriculum areas. 16 00:02:56,216 --> 00:03:08,350 You will then practice using taxonomies by modifying existing lessons, then will continue to use one or more taxonomies of your choice to plan a lesson of your own. 17 00:03:08,350 --> 00:03:14,757 As you begin this experience, you may want to take a moment to think about several examples of technology use for learning in school. 18 00:03:14,757 --> 00:03:23,186 Which were the most effective? Which were the least effective? What characteristics made them so, in your opinion? 19 00:03:23,186 --> 00:03:33,391 Please consider sharing these observed characteristics of effective and ineffective educational uses of technologies by adding comments via the discussion area your instructor has provided. 20 00:03:33,391 --> 00:03:38,272 Please also feel welcomed to respond to others' comments by responding in the discussion forum.