302 Crapter 8

components-Decisions that
displaying course
" Atimetable for
this point include: should
must be thea
course be shown all at once or a
" Shouldthe entire
at a determined time?
specitie part b
discussion) is complete, should
part (eg. a unit or
After onefrom it be
showing thelocket.
removed student view to prevent further comments or work?
prior to
Should discussion boards require student posts
of the discussion?
students
Midcourse feedback-Anonvmous feedback from gathered
survey tools andsolicited during the course helps to spot problems or
couldhave an impact oncoursework.
Requirements to visit course spaceStudents must know
how is uest
they are expected to visit the coursespace.
Decisions on thís andoften
on the content and the assignments that require
interaction requirement depere
with other t
students
Check Your Understanding 8.3

Shared Writing 8.2 Ways Students Use Technology to be.

Dishonest Academically
Chapter 8 Summary
The following is a summary of the main points covered in defining blended learning goals, providing profe.
this chapter. sional development, and reducing implementatim
1. Blended learning combines online and face-to-face barriers. The integration strategy for teachers is h
learning activities. develop the knowledge, skills, and dispositions out:
lined in iNACOL competencies that enable mor:
Blended learning models include rotation (sta success with blended learming. Classroom integra.
tion rotation, lab rotation, flipped classroom, and
tion strategies indude creating a flexible learning
individual rotation), flex, àla carte, and enriched environment, developing a constructivist learning
virtual.
culture beginning with intentional content, and
Benefits include the ability to review learning mate being a reflective and collaborative professional
rials on demand, maximization of active learning educator.
during class time, student-centered learning, indi 2. Online learning is a form of distance education in
vidual assistance, and personalized learning. which students take fully online courses taught by an
Challenges involve students, teachers, and the online instructor who is physically distant from the
institution. Student challenges include self-discipline student.
and accountability measures, disinterest in video " Online courses can be supplemental or full-time
lectures, heavy workload, low motivation, and poor Course models include (a) the noninteractive online
performance. Teacher challenges include openness model, (b) the interactive, asynchronous online
to instructional change, pedagogical approaches, model, (c) the interactive online classroom with sy
and finding resources. Institutional challenges chronous events, and (d) the MOOC model. Online
include creation of a vision, increased class sizes,
technological constraints, and accessibility. course providers include single-district virtua
schools, full-time online charter schools, multidisrd
" Integration strategies involve the district, teacher, l online
fully online schools, consortia, state-supported
universitv
and classroom. District/school strategies include schools, private/iindependent schools,
establishing aclimate for continuous improvement, online high schools, and blended /hybrid schoos.
 Learming 303
Blendedand Online
, Benefitsof
fonline learning include a path to credit
infrastructure and
supportsinclude
recovery and graduation, a bridge to " Technological Management com-
coursework..cost advanced or systems (LMS), (b)
(a) learning
elective
agency in,learning. effectiveness, and student munication support tools, (c)
technical support, (d)
progres5, (e) support
Tesources to monitor student
Challenges include poor
academic () support for students
student-teacher ratios,
largee high performance,
withdrawal and
Tor struggling students, resources and strategies
with special needs, and (g)
graduation rates.
uncertain
Jow
expectations, and funding, unclear to ensure academic integrity.
family widening social justice Managing small group work
in online courses
students a
the
Tequires the following: assigning them how they
issues.
Integration strategies involve students, teach-
ers, alld courses. Possible contributors to student clearly stated problem and showing
specific respon
will be graded, assigning roles and having groups
desire
neadiness include a learn online, techno sibilities for each group member,
competency or self-efficacy, interest in "norms," encouraging
logical
subjectcontent, and internal locus of control. the Degin by agreeing on some
The group members to
group cohesion by asking the monitoring of all
integration strategy for teachers is to develop the dgree on a group name,
instructor
work
knowledge, understanding, and abilities intervention in group
outlined groups, and instructor
INACOL standards for quality online
teaching. only when necessary.
Online courses should involve high in an LMS
interaction,
prepare studentssfor the course, offer technical and Designing and developing an online coursemodel, Step
involves 10 steps: Step 1: Select the online
Jogisticalsupport, and minimize activities, Step 3:
lems. Online courses
shouldi be technical prob- 2: Design and document learning Create learring
reviewed quality
for Create course space structure, Step 4:
materials, Step 6:
using one of several available rubrics modules, Step 5: Create assessment
Step 7:Cre
Teaching online requires an understanding of required Create content representation materials,
Create and organize
technologyinfrastructure andi support resources,facil- ate small group activities, Step 8: Decide on
itation of small groups, and the ability to design and resource links and other materials, Step 9:
Determine and
develop a course or course elements. and signal the course path, Step 10:
document course logistics and requirements.

Technology Integration Workshop

transformation of instruction, student learning,
1.Apply What You Learned and/or curriculum. Do you feel your proposed
online technology would provide relative advantage?
In this chapter, you learned about blended and
larming. Now apply your understanding of these concepts
br completing the following activities: 2. Technology Integration Lesson Planning:
Reread Ms. Haas' Virtual Health lesson at the
Evaluating Lesson Plans
beginning of this chapter. Pay close attention to Step Complete the following exercise using the sample Technol
3of her TTIPP when she identifies the technological ogy Integration Example 8.1, any lesson plan you find on
possibilities for her problem of practice: teachinga the web, or one provided by your instructor.
newly required health course. Using your knowledge
about blended and online learning models introduced a. Locate lesson ideas--Identify three lesson plans that
use any of the blended or online learning models you
In this chapter, generate at least one new technologi
learned about in this chapter, for example:
cal possibility for targeting Ms. Haas problem of Blended models (rotation, flex, à la carte, enriched
practice.
virtual)
Keview how Ms. Haas RATified the lesson in Step 5 of
Online: Noninteractive asynchronous, interac
her TTIPP as represented in Figure 8.1. Use the RAT tive asynchronous, interactive synchronous, or
atriv to analyze the role(s) and relative advantage MOOC
at your new technological possibility (identified in b. Evaluate the lessons--Use the Technology Lesson
he previous step) would play in the lesson. You must Plan Evaluation Checklist and the RAT Matrix to
tellect on the roles vour identified technological pos evaluate each of the lessons you found. Based on
sibilities pplay asSreplacement, amplification, and/or
304 Chapter 8 2-Design of the
b. Describe Phase

the evaluation and vour RATIication of the lessonS

would you adopt these lessons in the future? Why o
Framework:
I
What are the objectives of the lesson plan?
you assess your s students'
ntegralk,
why not?

3. Technology Integration Lesson Planning:

" How will objectives?
ment of the ac omplish.
" What integration strategies will you usein this
lesson plan?
Creating Lesson lans with the TTIPP Model What is the relative advantage of using the
Review the way to implement the TTIPP Model (see technology(ies) in this lesson?
learning
Figure 2.6) for technology integration planning and use . How would you prepare the
Ms. Haas' lesson Virtual Health in this chapter as a model. environment?
Create your own technologv-supported lesson that uses Phase 3-Post-Instruction
blended or online approaches by completing the follow
ing activities:
C. Describe
Revisions:
What strategiesand/or instruments would
Analysis ang
suCcess of this
a. Describe Phase 1--Analysis of Learning and Teaching
Assets and Needs:
use to evaluate the lesson in your
classroom to determine any needed revisinn)
" What is the problen of practice or main content Create descriptors for your new lesson
topic in your lesson?
What are the technology resources that your stu
level, content and topic areas, technologies(eg.gadeused,
ISTE standards, 21st-century learning standari
dents,their families, you, and your school could " Savee your lesson plan with all its descriptors and
bring as assets to the lesson? TTIPP Model notes and share with your peers.
What are the technological possibilities for helping teacher, and others.
to solve the identified problem of practice? Iden
tify the technology(ies)you will integrate into When you use your neW lesson with students, be sure
the lesson to ensure that you have the skills and
resources you need to solve the problem. assess it using the Technology Impact Checklist.