don't let the tool wag the dog

Integrating Technology Into Classroom Instruction: A Teacher

Model Made Easy

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Integrating Technology Into Classroom Instruction: A Teacher Model Made Easy

Michael Cook��Eugene T. Moore School of Education | Clemson University

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Sara Lee ��College of Education | North Carolina State University,

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Donna Sawyer ��Instructional Technology Consultant | www.PODLS.com

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Research The Problem

!   Rapid Evolution of Technology !   Traditional Paradigmatic Beliefs & Learning Environments !   Universal Literacy

Why It’s a Problem !   Perspectives of and Experiences with Technology !   Digital Immigrants and Making Connections !   Lack of Quality and Focused Professional Development

What We Can Do About It !   TPACK Model !   Student Perspectives !   Teacher Roles !   Three-Step Approach

Don’t Let the TOOL Wag the Dog

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It’s as easy as 1 -2 -3.


Never start with the technology. Learning targets and student needs should drive the lesson planning.


To Draw Conclusions Make Inferences


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1. What is the learning target? Click here to download a Teacher Reference and Student Reproducible._________________________________________________________________________________________________________

Does your learning target fall under the category of knowledge mastery, Reasoning, Performance or Product creation?Place a check by the correct category.

2. What instructional strategy is PROVEN to maximize student mastery of this learning target? Click here to link to proven STRATEGIES (McRel)___________________________________________________________________________________________________________________

3. How can I harness the power of technology for this strategy? Click here & link to technology applications suitable for each strategy. Also, link to this wiki for more great ideas._________________________________________________________________________________________________________

Don’t Let the Tool Wag the Dog


Reasoning proficiency

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0871205041


•  “Simply activating prior knowledge produces VERY LITTLE effect.” (%ile Gain of 3)

What is PROVEN to help students make generalizations [think critically]?


•  “Having students DISCUSS what they know produces significantly more conceptual change.” (%ile Gain of 19)



•  “Having students DISCUSS what they know produces significantly more conceptual change.” (%ile Gain of 19)

•  “Biggest conceptual change comes when students must provide a sound defense or argument for their position.” (%ile Gain of 79!)










Argumentative summarizing: collaborative group essays

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Argumentative summarizing: collaborative group essays

Mindmapping for planning/prewriting stage; Google Drive or wiki for collaborative writing and peer revision

“...school improvement is most surely and thoroughly achieved when teachers engage in frequent, continuous and increasingly

CONCRETE and PRECISE talk about teaching practice...” Judith Little

Thank you for your time! Any Questions?


don't let the tool wag the dog

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