1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

BEST PRACTICES IN A DIVERSE WORLD

APPLYING TECHNOLOGY RESOURCES TO EMPOWER DIVERSE LEARNERS IN SIX STEPS...
Before we explain the six
steps, let us review the
challenge we face...
The Challenge
Current Classroom Environment...

• demographically poor 1
• most students are bilingual ELD / ESL
• students enjoy little computer access outside
• tech-savvy teachers are few
• more students than computers
• equipment is outdated
1 Title 1 school with 94% Hispanic demographic and 85% Free Lunch.
 The Solution?
Should be as easy as P.I.E.1

must be simple to Plan

quick to Implement
easy to Evaluate

1 P.I.E. Instructional design model (Newby, Stepich, Lehman, & Russel, 2000).
Here are six research-
based steps that fit our
P.I.E. model of instructional
design to use technology to
improve learning...
Step 1:
The Entry
First impressions last...
“LEARNERS OFTEN NEED TO BE
MOTIVATED TO LEARN
SUBJECT MATTER BEFORE
INSTRUCTION IS
SUCCESSFUL.” 1
What it means –>
1 Morrison, Ross, & Kemp, 2007, pp. 107-108).
Technology
Motivates
Nearly all ages are intrigued by
technology. Staging intermittent
computer use into lesson plans
motivates students to progress
through the stages. Offering
extra credit options that
incorporate computers can be
an additional incentive.
Step 2:
The Welcome
We’re in this together...
• Constructivism 1
• Group-paced approach 2

What it means –>

1 Morrison,Ross, & Kemp, 2007, p. 146.
2 Lebow, 1994
Classroom
Democracy
Ensure synergy is built into
lesson plans by grouping
students in different ways,
thus maximizing
constructivist learning
opportunities. Education
today is a level playing field.
Step 3:
A Lifestyle
At home as a lifelong learner...
• Generative learning 1
• Observation & application 2

What it means –>

1 Wittrock (1989)
2 Morrison, Ross, & Kemp (2007)
Learning is
an attitude
Working together ensures
students generate connections
between what they already
know and the new information
presented. Thinking out loud
with their peers creates
opportunities to observe and
apply in a safe environment.
Step 4:
Naptime
Beware of cognitive
overload...
• Feedback loops 1

What it means –>

1 Feedback looping (Reigeluth, 1999).
Digestion
takes time
Add feedback loops
throughout lesson plans by
asking open-ended questions
and encouraging discussion
with peer groups. To meet this
need, computer time can be
allocated for blogging and text
chat.
Step 5:
Vista Grande
The big picture...
• Higher order thinking
evidenced by elaboration 1

What it means –>

1 Elaboration strategy (Jonassen, 1988).
Learners add
ideas
Lesson plans must go beyond
teaching merely ‘what’ to
encouraging higher order
thinking about ‘what if?’ Give
students time to elaborate by
applying the base facts to
other areas of their experience.
Step 6:
Exit Strategy
Authentic assessment strategies 1
• Self-evaluation
• Peer-to-peer evaluation
• Project portfolio
What it means –>
1 Authentic assessment strategies (Gustafson & Branch, 2002; Nelson & Erlandson, 2007).
Responsible
assessment
“Learning is promoted when
learners engage in a task-
centered instructional
strategy” (Merrill, 2002). Such
strategies are easier to assess
in a constructivist manner
through peer evaluations, thus
effecting further learning.
 h n o l o g y u ct i v i st t i t u d e
Tec Co n s t r A t
ti v a t e s !
M o
1: THE ENTRY 2: THE WELCOME 3: A LIFESTYLE

Av o i d l a b or a t e A s s e s s
E
r l o a d
Ove

4: NAPTIME 5: VISTA GRANDE 6: EXIT STRATEGY

SUMMARY APPROPRIATE INTEGRATION OF TECHNOLOGY RESOURCES ENABLE AND

EMPOWER LEARNERS WITH DIVERSE BACKGROUNDS, CHARACTERISTICS,
AND ABILITIES.
For more information...
email: dallasm12@gmail.com
phone: (608) 4DA-LLAS (google Voice)

Thank you.
References
•Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th edition) Syracuse:
ERIC Clearinghouse on Information & Technology. IR-103. Retrieved July 9, 2009 from http://
www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED477517

•Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In D. H.
Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 151-182). Hillsdale, NJ: Erlbaum.

•Lebow, D. (1994) . Constructivist values for instructional systems design: Five principles toward a new
mindset. Educational Technology Research and Development, 41, 4-16.

•Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th edition). Hoboken, NJ:
John Wiley & Sons, Inc.

•Nelson, B., & Erlandson, B. (2008). Managing cognitive load in educational multi-user virtual environments:
Reflection on design practice. Educational Technology Research & Development, 56(5), 619-641.

•Newby, T., Stepich, D., Lehman, J., & Russel, J. (2000). Educational technology for teaching and learning.
Columbus: Merrill Books, Inc.

•Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.),
Instructional-design theories and models: A new paradigm of instructional theory (Volume II) (pp. 5-29).
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

•Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345-376.

All photos provided by Apple’s Keynote application as stock images.
Original musical composition performed by Paul McPheeters.