Planning for Technology
Integration
JESSICA GARCIA-HERNANDEZ
Designing quality instruction

Instructional planning-Preparation
for teaching and learning,
including- construction of goals,
objectives, and instructional and
assessment methodology.

Planning is critical to a teachers
preparation that is why it is a
component to almost all
education classes as well as
educational technology courses.

Instructional planning is a skill that
all educators must have.

In educational technology courses
planning is just as important but
the emphasis is on the
technologies used to enhance the
instructional plan.
Instructional planning often uses a
systems approach

Design-Plan-Act! (D-P-A) system
which is made up of three
planning processes.
1.
Design
2.
Plan
3.
Act

These three system elements will
help plan and implement effective
instruction and technology
instructions.
1. DESIGN
This step helps envision the unit
of instruction as a whole. It helps
to see what needs to be done in
order to accomplish the learning
outcomes of the unit.
DESIGNING THE
OVERALL CONTENT
AND SEQUENCE IN
THE INSTRUCTIONAL
UNIT
2. PLAN
The plan phase is most detailed
component. In this step you have
to Identify which objective and
standards will be addressed, which
teaching and learning strategies
will be implemented and how
success in achieving objectives will
be assessed.
ARTICULATE
SPECIFIC DAILY
LESSON PLANS
NEEDED TO
COMPLETE THE UNIT
3. ACT
The action plan is the idea to
organize actions that you must
take in order for the lesson to
run smoothly. It is a good idea
to always have a detailed
organizer for each lesson.
DEVELOP AN INSTRUCTIONAL
ACTION PLAN FOR EACH DAY
OF UNIT INSTRUCTION.
Planning Using the Dynamic
Instructional Design Model

To simplify using the D-P-A system the
Dynamic Instructional Design (DID)
model is used.

Simplifies the planning process and
ensures that no step is missed

The DID model is made up of 5 steps
DID Step 1: Know the Learner

Design your instruction to meet the
needs of the individuals in your
classroom.

Planning with the individual needs in
mind will result in a greater likelihood
of their successful achievement of
your lesson objectives.

Knowing your learners means that you
need to identify and address the
characteristics that help their learning.
 Some characteristics include the
students learning style, cognitive
style, dominant intelligence, and
any special needs they have.
Multiple intelligences
DID Step 1: Know the Learner

The different characteristics and
learning styles can be measured
through formal and informal
assessments.

INFORMAL ASSESMENTS

No scores

Observing

Interviewing

FORMAL ASSESMENTS

Standardized testing

Scores

Summative test
DID Step 2: Standards-Aligned
Performance Objectives


Articulate learning outcomes for the
lesson and to identify the content or
other standards the objective addresses.
Its important to state the instructional
objectives in terms of student
performance you expect by the end of
the lesson.
PERFRORMANCE OBJECTIVE

Are concise single sentences that
identify the target performance

Includes a stem plus three key
components:
1.
A targeted students performance
2.
A description of the method of
assessing the intended
performance
3.
A criterion for measuring success
Example:

Grammar unit in a middle school language arts class
OBJECTIVE: The student will be able to identify, with 95 accuracy, the subject and the verb
in sentence contributed by peers and written on the board.

STEM: The students will be able to

TARGET PERFORMACE: identify the subject and verb

ASSESSMENT METHOD: in sentences contributed by peers and shared on the
Smartboard

CRITERION FOR SUCCESS: with 95% accuracy
These objectives detail precisely what the student is supposed to learn and how such
learning is to be measured and it also requires teachers to stay centered on outcomes in
their teaching.
DID Step 2: Standards-Aligned
Performance Objectives


Another role of performance
objectives is to ensure that the
teaching and learning experience
includes a full range of cognitive levels
from simple recall of facts to higherorder critical thinking.
The most well known categorization of
thinking skills were developed in 1956
by a group of researchers led by
Benjamin Bloom.
BLOOM’S TAXONOMY

Provides a very useful delineation
of the levels of thinking that should
be included in creating objectives.
Standards

All objectives should be created with regard to the district, state, and
national content and technology standards that relate to them.

Teachers should be aware of the district and state standards that
relate to the grade level and content area that they teach.
DID Step 3: Identify teaching and
learning strategies

Teaching and learning strategies are
identified and described.

Teaching strategies are processes and
procedures that the teacher will
implement in order to help their students
achieve the objectives.

The strategies should reflect the
Pedagogical cycle.

Pedagogical cycle refers to the steps
through the instructional process that a
teacher implements to help students
maximize learning.
DID Step 3: Identify teaching and
learning strategies

Learning strategies prescribes what your students will need to do to achieve the
objectives.

It included all the activities you select and design for your students to help them
achieve the objectives.
Planning and describing teaching and learning strategies in detail well ahead of
their implementation will make the instruction organized, smooth, and of the highest
quality possible.
DID Step 4: Select Support Technologies

This step focuses in the identification
and selection of technologies that
support the lesson.

Technology should support a
teacher’s professional judgment as to
which are the best strategies to teach
and which are best to assist student’s
in their learning.

By identifying teaching and learning
strategies first, a teacher makes a
clear decision on which strategies are
best before considering the use of
any technology.
DID Step 5: Assess and Revise

The final step consists of assessments
and a revision plan.

In order to determine the
improvements needed for your lesson
you must first know how effective the
lesson was. To do so you have to
compare students actual
performance to the articulated
objectives through completing
assessments.

Once you have completed
assessments and know how well the
plan worked you can then go back
and revise your lesson plan as
necessary.
Assessments
Assessments should directly
relate to the instructional unit’s
objectives.

There are different types of
assessments that teachers can use for
example formative assessments that
are all throughout the lesson and
summative assessments that occur at
the end of instruction

Further evaluation can take many
forms for example quizzes, activities,
and student giving feedback. This
helps the teacher to determine
whether the objective was achieved .
Revise
After completing the assessments with the students it is important to go
back into your lesson and revise it. This way your lesson will be more
effective next time it’s being taught.
From designing to planning

The lesson plan focuses on what must be
done each day in each class to implement
the instructional activities outlined in the
design.

The lesson plan has four principal steps:
1.
Readying the learner
2.
Targeting objectives
3.
Implementing the lesson
4.
Checking for success
Lesson Plan
Ready the Learners

You should review the learner
characteristics you articulated in your
unit design

Update any information about your
students that has changed

Identify strategies to evaluate their
current level of skills .

Evaluation can be done formally
(pretest) or informally (asking
questions).
Identify Target Objectives

Include one or more objectives from
your DID.

Your lesson plan should identify the
specific objectives the daily lesson
plan is targeting.
Lesson Plan
Prepare the lesson

In this step articulate exactly what you will do to achieve the objectives you have
selected.
Three distinct components
1.
Prepare the classroom: What you need to do in your classroom to create the physical
environment that meets learner’s needs.
2.
Summarize your plan using the pedagogical cycle steps: Articulate exactly how you will
carry out the lesson in terms of the teaching and learning strategies you intend to use.
3.
Identify and list required technologies and materials: Identify and make a list of the
technologies and materials you will need to carry out the strategies you have planned.
Lesson Plan
Check for Success
Creating Action Plans

The final step is checking the success
of your lesson.
The final component of the D-P-A is to identify
your instructional to-do list.

Plan the summative feedback you
intend to use by identifying specific
assessment strategies to measure the
success of the lesson.

Necessary learner preparation activities

Getting the classroom ready

Teaching-learning activity requirements
The feedback will let you know if you
need to go on to the next component
of content or stop and review or
reinforce the current lesson.

Personal prompts

Support technologies

Feedback and follow-up

Planning for 21st Century

21st century skills are necessary for
today’s students.

Technology skills and the skills
inherent in using technology are
essential to a successful academic
and personal career for 21st
century students.
Resources for innovation and
Technology Infusion

District training, college classes, and
abundant websites offer resources for
innovative technology infusion.

Most districts require that a teacher
maintain and improve technology skills
via college classes or district in-service
workshops.

Teachers learn in the workshops about
current and emerging technologies
and how best to integrate them into
instruction.
Examples:
http://www.edutopia.org/
Edutopia- is a site that highlights what
educators are doing across the globe to
use technology to meet combined goals
of technology literacy, content mastery,
and 21st century skills.
Kathy Schrock’s blog- demonstrate
teachers; willingness to share their insights
and experiences
Instructional Planning: Opportunities
and Challenges for teachers
Opportunities

An opportunity educators have is to meet professional parameters and strive for excellence in
teaching.

Planning offers the opportunity to learn to become an organized professional.
Challenges

Planning is a time-intensive activity. Planning takes significant time first to contemplate how content and
skills can best be taught to the divers needs of students in your classroom.

Another challenge is correlating your performance objectives and lesson strategies to national, state,
and district standards.

Becoming familiar with specific planning requirements of the school or district is another challenge
educators face.
“If a child can't
learn the way we
teach, maybe
we should teach
the way they
learn.”
-Ignacio Estrada