Reflecting on My Lesson prompts readers to reflect on their lesson.the process used to develop it,and different types of students who could benefit from it.Readers are also asked to reflect on what they leamned about the process of matching audience,content,strategies technology,media,and materials. Special Features The ASSURE Model for Technology Integration.Chapter opening "ASSURE Classroom Case Studies"(in Chapters 3 through 9)each presents a video clip of a specific classroom that will be revisited periodically throughout the chapter in the"ASSURE Case Study Reflections." These are brief notes and reflection questions that extend the opening case study by addressing the questions that a teacher may face when considering technology integration in the context of specific chapter content.At the end of the chapter,the "ASSURE Lesson Plan"provides a fuller version of the instructional or classroom situation outlined at the beginning of the chapter and offers a possible solution. ASSURE Lesven Pum ASSURE Case Preface XVii • Reflecting on My Lesson prompts readers to reflect on their lesson, the process used to develop it, and different types of students who could benefit from it. Readers are also asked to reflect on what they learned about the process of matching audience, content, strategies, technology, media, and materials. Special Features The ASSURE Model for Technology Integration. Chapter opening “ASSURE Classroom Case Studies” (in Chapters 3 through 9) each presents a video clip of a specific classroom that will be revisited periodically throughout the chapter in the “ASSURE Case Study Reflections.” These are brief notes and reflection questions that extend the opening case study by addressing the questions that a teacher may face when considering technology integration in the context of specific chapter content. At the end of the chapter, the “ASSURE Lesson Plan” provides a fuller version of the instructional or classroom situation outlined at the beginning of the chapter and offers a possible solution. 146 Chapter 7 shipping printed materials or computer disks to schools. Electronic learning provides flexibility to students as well because they may study materials at any time and at any location. Students can also take tests over the intranet. Once the answers are in the database, they are scored and the results are made available immediately to students and the teacher. Online learning is very useful when learners are geographically dispersed and instruction is updated frequently. Network Resources It is common knowledge that computers can be used to connect students to people and resources outside of the classroom. Once you connect computers in ways that enable people to communicate and share information, you have a network. Networks connect schools, homes, libraries, organizations, and businesses so that students, families, and professionals can access or share information and instruction instantly in several ways. Types of NeTwoRks LAN. The simplest of all networks is a local area network (LAN), which connects computers within a limited area, normally a classroom, building, or laboratory. These networks connect individual computers to one another to permit exchange of files and other resources (Figure 7.4). A LAN relies on a centralized computer called a file server that “serves” all the other computers connected to it. A computer lab is often itself a LAN because all the computers in the lab are connected to a single file server, usually tucked away in a closet or other out-of￾the-way space. Whole buildings can also be con￾nected to a local area network, usually with a single computer that is located in the office or media center, which serves as the school’s file server. Through a LAN, all of the classrooms in a school can have access to the school’s collec￾tion of software. Many schools also allow teach￾ers and students to save their computer work in personalized folders on the server, which is very useful when multiple students use one computer. It also allows teachers access to their materials, such as a PowerPoint presentations, while in the computer lab. Within a school, LANs can also reduce a technology coordinator’s workload, which might otherwise include installing programs, inventorying software, and other such tasks. Coordinators can then spend more time work￾ing with teachers and students rather than with machines and software. For example, the media center can store its catalog of materials on the file server, giving teachers and students easy access to the information available on a certain topic. Review the ASSURE Classroom Case Study and video at the beginning of the chapter. What kinds of learning experiences can Mr. Chun offer his students? How can he capitalize on the types of learn￾ing opportunities to ensure all his students have access to the information? Classroom Case study Reflection Workstation Workstation Workstation Workstation Workstation Workstation Hard-disk storage Printer(s) File Server (a computer that controls the network and stores network files) Plotter Figure 7.4 Typical Local Area Network (LAN) 124 Chapter 6 Lesson Plan This ASSURE Classroom Case Study is based on a lesson that integrates Web 2.0 resources. Ms. Vicki Davis collaborates with her ninth-grade students to create lessons for seventh graders in a virtual world. This ASSURE Lesson Plan describes the instructional planning used by Vicki Davis, a ninth-grade teacher who wanted her students to develop lesson plans for seventh graders with whom they connected virtually. To address this challenge, Ms. Davis collaborated with her students to create these lessons. Below is Vicki Davis’s ASSURE lesson plan for the project. Vicki Davis Ninth Grade Topic: Web 2.0 Analyze Learners General Characteristics. The students in Vicki Davis’s high school class are primarily rural students with a variety of interests in technology. They are fairly equally distributed with regard to gender and range in age from 13 to 15 years old. Student reading ability is at or above grade level, although there are several students with diagnosed learning disabilities in the class. Student behavior problems are minimal. Entry Competencies. The students are, in general, able to do the following: • Demonstrate competency in keyboarding, docu￾ment editing, and general computer skills. • Prepare written materials, such as narratives, for the lessons they are going to teach to the seventh￾grade students, including wiki and blog entries. • Use Web 2.0 software to participate in blogs and wikis and to develop and interact in virtual world settings (primarily using OpenSim) with their own avatars. Learning Styles. Vicki’s students learn best when en￾gaged in activities that are relevant and include lively discussions of meaningful topics. Her students vary in comfort level when speaking with the seventh graders, but are very comfortable in the virtual world created for their class to help the younger students learn about “dig￾ital citizenship” and Internet safety. Vicki guides her stu￾dents through their use of technology, building on their prior experiences and skills. When working in groups, her style of coaching facilitates their teamwork abilities. State Standards and Objectives Curriculum Standards. The following Common Core Standards for Technology and Career Education are addressed in this lesson: (2) Communicate thoughts, ideas, information, and messages in writing and tech￾nologically create documents: Students collaborate using blogs, wikis, and preparation of instruction for younger students; (5) Organize ideas and communicate orally in clear, concise, and courteous manner: Students convey their ideas within group discussions and in pre￾sentations; and (8) Implement a plan of action making modifications as needed to achieve stated objectives: Students arrange their presentations to ensure that the seventh-graders are able to learn the important elements of digital citizenship and Internet safety. Technology Standards. National Educational Technology Standards for Students 1—Creativity and Innovation: Students use Web 2.0 tools to demonstrate creative thinking, construct knowledge, and develop innovative products and processes; 4—Critical Thinking, Problem Solving, and Decision Making: Students use technology to plan and conduct research, manage projects, solve problems, and make decisions; and 5—Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Learning Objectives. The learning objectives for this les￾son are as follows: 1. Develop virtual worlds that engage students in sce￾narios in which they apply digital citizenship and safety guidelines. 2. Select appropriate technology tools to accomplish team objectives. 3. Participate in authentic research and use appropriate attribution for ideas. Integrating Technology and Media into Instruction: The ASSURE Model 39 A Model to Help Assure Learning A nalyze Learners The first step in planning a lesson is to identify and analyze learner characteristics shown to be associated with learning outcomes. This information will guide your decision making during the design of your lesson. The key areas to consider during learner analysis include (1) general characteristics of learners, (2) specific entry competencies (knowledge, skills, and attitudes about the topic), and (3) learning styles. S tate Standards and Objectives The next step is to state the standards and learning objectives as specifically as possible. Begin with curriculum and technology standards adopted by your district, as these are based on state and national student performance criteria. Well-stated objectives name the learners for whom the objective is intended, the action (behavior) to be demonstrated, the conditions under which the behavior or performance will be observed, and the degree to which the new knowledge or skill must be mastered. For this text, the condition will include the use of technology and media to support learning and to assess achievement of the standard or learning objectives. S elect Strategies and Resources Once you have analyzed your learners and stated the standards and objectives, you have established the beginning points (students’ present knowledge, skills, and attitudes) and ending points (learning objectives) of instruction. Your task now is to build a bridge between these two points by choosing appropriate instructional strategies and resources to achieve the objectives. U tilize Resources This step involves planning your teaching role for utilizing the resources (technology, media, and materials) to help students achieve the learning objectives. To do this, follow the 5 Ps process: Preview the resources; Prepare the resources; Prepare the environment; Prepare the learners; and Provide the learning experience. R equire Learner Participation To be effective, instruction should require learners’ active mental engagement. Provide activi￾ties that allow them to practice the new knowledge or skills and to receive feedback on their efforts before being formally assessed. Practice may involve student self-checks, computer￾assisted instruction, Internet activities, or group exercises. Feedback can come from the teacher, a computer, other students, or self-evaluation. E valuate and Revise After implementing a lesson, evaluate its impact on student learning. This assessment not only examines the degree to which students achieved the learning objectives, but also exam￾ines the entire instructional process and the impact of using technology and media. Wherever there are discrepancies between learning objectives and student outcomes, revise the lesson plan to address the areas of concern. Preface xvii Designing 21st Century Learning Environments 63 As we explore a variety of instructional strategies and settings, such as the cooperative learning arrangement used by Ms. Kaiser and Ms. Marshall, we examine foundational components of a 21st century learning environment. First, we discuss important distinc￾tions between teacher- and student-centered strategies. Next we examine 10 commonly used instructional strategies, discussing the advantages and limitations of each and offering ideas for integrating technology and media. Following that is an introduction to how to use technology and media to support learning experi￾ences. The final section provides ideas for integrating free and inex￾pensive materials into instruction, their advantages and limitations, and suggestions for obtaining and evaluating them. As you will see, well- planned instructional strategies supported with appropriate technology and media not only promote student learning, but also better prepare students for 21st century careers. 21st Century Learning Environments The explosion of information available in the 21st century requires teachers to create learning environments that engage this new generation of students in authentic experiences that promote increased knowledge and skills and a better understanding of the world around them. As seen in Figure 4.1, the 21st century learn￾ing environment encompasses learning strategies that are teacher￾centered or student- centered; integration of technology, media, Classroom Case Study The ASSURE Classroom Case Study for this chapter describes the instructional strategies used by teachers Lindsay Kaiser and Jena Marshall, who co-teach a fifth-grade social studies class at a school in a middle-income rural neighborhood. The students read at or above grade level and are experienced users of a variety of technology applications. Each student is equipped with a laptop with high-speed Internet access. The teachers are challenged by the students’ lack of interest in U.S. history and try to address this concern by engaging students in a variety of activities about the Lewis and Clark expedition. A key activity includes designing a boat that could have been used by Lewis and Clark. The lesson begins with student pairs completing an interactive Lewis and Clark WebQuest to learn about the expedition and various “boat issues” they faced. To assist with the boat design, students conduct Internet searches to expand on information learned from the WebQuest. Students create an advertisement to sell their boat and write a letter to the president of a boat manufacturing com￾pany to seek interest in reproducing the Lewis and Clark boat. The students with the best design will receive an award. Throughout the chapter you will find reflection questions to relate the chapter content to the ASSURE Classroom Case Study. At the end of the chapter you will be challenged to develop your own ASSURE lesson that incorporates use of these strategies, technology, media, and materials, for a topic and grade level of your choice. Click the ASSURE Video Link to view Ms. Kaiser and Ms. Marshall and their class as they develop videos of natural disasters. Click the Video Link to explore how Ms.  Kaiser and Ms. Marshall use strategies, technology, media, and materi￾als to achieve 21st century learning environments. Instructional Strategies • Teacher-centered • Student-centered Integration • Technology • Media • Materials Learning Context • Face-to-face • Distant learning • Blended instruction • Independent study • Informal study Figure 4.1 21st Century Learning Environment Components A01_SMAL4150_01_SE_FM.indd 17 11/02/14 1:52 AM