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The deliberate, thoughtful, and effective use of technology in teaching and learning can be challenging – particularly for novice teachers.

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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,

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and how particular tools and resources can support, enhance and/or extend the experience for students.

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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.

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And we’ve worked together to develop the content and approach for this online short course in lesson planning.

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The purpose of the following modules is to guide you through the process of designing an effective learning experience for your students

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that leverages the unique possibilities and advantages of particular educational technologies.

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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.

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The LAT approach is typically used in conjunction with more formalized planning models, including backwards design, direct instruction and the inquiry cycle.

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It’s designed to be inclusive of all pedagogical approaches, for example, teacher-directed, student-centered, and problem-based teaching and learning.

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Its operational focus ensures that the use of technology is "grounded" in students' curriculum-based learning needs,

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real classroom contexts, and the particular learning activities and assessments employed.

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We created this approach and course originally to be used in the teacher preparation program at the College of William & Mary.

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We’ve now offered the course content as Open Educational Resources, or OER’s, for use and modification by faculty from other education programs.

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Materials that can support (and are essential to) the LAT approach and this short course are freely available online at the web address shown on the screen.

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During this short course, you will first select and analyze examples of existing lessons that integrate digital tools and resources.

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Then you will explore taxonomies of the types of learning activities that integrate digital tools and resources in different curriculum areas.

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You will then practice using the taxonomies by modifying existing lessons,

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then will continue to use one or more taxonomies of your choice to plan a lesson of your own.

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As you begin this experience, you may want to take a moment to think about several examples of technology use for learning in school.

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Which were the most effective? Which were the least effective?

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What characteristics made them so, in your opinion?

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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.

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Please also feel welcomed to respond to others’ comments by responding in the discussion forum.