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More thoughts on a technology integration lesson

Like I said in the previous post, my subject is organizational leadership, the grade is undergraduate adults (or high school seniors), and the lesson topic is “prepare a personal charter.” A charter consists of several statements that give direction and identity to an organization. It is revised and clarified over time as the organization grows and as the environment changes. A charter can also be developed for an individual. The elements of a charter my lesson will cover are mission, vision, values statement, strategy, and operating goals. I am leaning now toward individual charter versus the previously mentioned organizational charter. A leader must know where they are going before they can successfully lead an organization or team.

The learning goals are to identify a mission statement, identify a vision statement, identify a values statement, identify a strategy, identify operating goals, employ Web tools to collaborate on strategic thinking, employ Web conferencing software to communicate with peers, synthesize the concepts of a charter into a strategic plan for personal development.

I prefer the hybrid approach to technology in the classroom, mix live, interpersonal active learning with Web environment interactions. Students will record their brainstorming ideas on Google Docs, because it is a free, Web based application that allows for real-time observation and feedback on work. Google Docs facilitates collaboration. The students will present their charters using Skype, because it illustrates a real world activity of presenting to a universal audience through Web conferencing software. This task will be likely repeated many times over in the corporate world with many different messages. Adobe connect requires a paid subscription (cost-prohibitive) or a 30-day free trial request. Illuminate is only used in academic settings (limited use). Skype is free and readily used by a number of industries. Students will give presentation feedback using Google Forms.

A scenario of how the students will use technology may look like the following. Students would first be presented with the concepts in a facilitated discussion format. Next, students would be broken down into groups of three. They would be given a few minutes to reflect personally and write out initial thoughts on each of the statements. They would then be required to begin presenting ideas for their statements on Google Docs. Their peers would use the chat function to give feedback. Each person would be given the same amount of time to present and receive feedback from their peers. For homework, the students would refine their initial thoughts based on peer feedback and prepare a presentation for the next class period. The students would bring their laptops with built-in cameras on the day of the presentation, or they could prerecord the message and deliver the video over the Web in a blog. The students would rate their peers using sort Google Forms.

Student learning will be assessed by the written and presented charters. It will be very clear if the students learned the concepts when it is time for them to synthesize them and present their own ideas. Their ability to use technology will be assessed through observation. The group will quickly realize if a peer is uncomfortable with or is unprepared to use technology when it is their time to present to the class.

Initial thoughts on a technology integration lesson

For my technology integration lesson, my grade level is adult at the undergraduate level (it could with select high school seniors) and the subject is organizational leadership. The topic is “prepare a mission, vision, values statement, and operating goals.” The students will brainstorm, develop, write, and present these four items for an organization they would like to lead. Instead of having them present in front of the classroom, I will have them present via Skype or Adobe Connect. This would be a real world activity, because many organizations are global and it is not realistic to fly everyone into the same place and present the vision at once. This activity will allow students to be creative in leveraging technology as leaders to solve organizational communication problems.

In addition to the four statements, students must consider backdrop, lighting, and setting and how they affect the message. If they are unprepared or fumble through the presentation their credibility may be weakened. To help the students develop the concepts for their statements I will have them use concept mapping software and post their ideas to their blog or simply have them use Google Docs so the other students can provide feedback and offer suggestions. More and more is required of leaders and teachers as leaders as far as technology is concerned. Yes we should be expert communicators both orally and written, but we also must know how to leverage technology. We do not have to know how it works (I still don’t understand how grains of sand compute everything I use my Apple computer for and I am a programmer), but we must understand the principles of how to use it affectively and how to stay current. We also need to be able to “feel out” a technology to see if it is just a fad (remember the laserdisc and zip drives). Organizations and schools waste millions on trash technology with a one-year shelf life. We must be good stewards. Yes it is a lot to ask of people.

Improving TPACK in the classroom

There are three areas of the Pedagogical Technological Content Knowledge (TPACK) framework I need to improve for effective technology integration in the classroom: pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Mishra and Koehler (2006) define them as follows: pedagogical content knowledge refers to “teaching approaches fit the content…knowing how elements of the content can be arranged for better teaching;” technological pedagogical knowledge is “knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies;” and technological content knowledge is “knowledge about the manner in which technology and content are reciprocally related.”

I know technology, especially Web technology; it comes naturally to me. I have been a Web technologist, with experience with hardware, software, networks, and programming, for more than 16 years. I have been a teacher in the El Paso community for about the same amount of time. I have been told I have a gift for both areas. I have also been told I am very knowledgeable in the subjects I teach. Through self-reflection inspired by the articles I have read on TPACK, I realize I am lacking in the linking of the three areas. They are not flowing as they should in curriculum design and delivery. The default technology for online classes has been the discussion board. At the Academy, I build highly interactive course material that evokes active learning. However, I think I can do better and could do better to help bring technology to the classroom for lecture type settings. I also need to know how to better teach each subject according to best practices. Every subject should not be taught the same way.

Leadership concepts form