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Summary of "Developing Unit Objectives that Integrate Technology within Instruction"

Summary of "Developing Unit Objectives that Integrate Technology within Instruction"

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Author: Katie Hou
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This lesson summarizes the learning objectives for 1:1 Environment in Action.

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Hello. And thank you for joining me for a Summary of 1 to 1 Environment in Action. By the end of today's tutorial, we will be able to answer the following essential questions. What were the learning objectives for this unit? Why do these objectives matter? And how are these objectives related?

The unit objectives for this course were analyze the purpose of Understanding by Design, standards, and competencies in establishing unit objectives, analyze the various theories presented throughout the course and how you will apply these in a unit of study, develop three to five unit objectives and essential questions, and reflect on how unit objectives will drive decisions related to technology, pedagogy, and content in developing a larger unit.

When we discussed analyzing the purpose of Understanding by Design, standards, and competencies, and establishing unit objectives, we essentially explored how we can best establish unit objectives. We did this by looking closely at Understanding by Design. And we discussed the differences between standards, competencies, and unit objectives. We also discussed how standards, competencies, and unit objectives are connected. So we were able to really get a full understanding of these three terms and how they're used when designing a unit.

When we analyze the various theories presented throughout the course and how we would use them or apply them in a unit of study, we explored many theories, including but not limited to cognitivism, behavioralism, and the several theories that underlie gamification. We also talked about Guskey's nontraditional grading, and much, much more. Then, instead of just talking about them, we looked at the theories in practice. And we explored how we could use technology with these theories, some of them very old and dating back. This helps us understand why we're writing the types of objectives or planning the types of units the way that we are.

With the knowledge of the theories and our action plans in hand, we went on to develop three to five unit objectives and essential questions. Before we did that, we reviewed the definition of a unit objective. And we talked about the definition of essential questions, highlighting how they need to be universal, interchangeable, promote inquiry, and more. We also talked about not just what they were, but how to write them. And then, we looked at several units that used unit objectives and essential questions.

Then, we looked at some strategies, so that we could reflect on how unit objectives drove our decisions related to technology, pedagogy, and content in the development of a larger unit. Specifically, we looked at TPACK, which is a fabulous framework for integrating technology, pedagogy, and content knowledge. Then, we looked closely at Marzano's 10 questions for lesson design. And we decided we would ask ourselves those 10 questions when we were planning a unit. We also looked at several example units throughout, where we could apply TPACK and Marzano's 10 questions.

So why was this unit worth your while? Well, because it had a lot of real world connections. For example, any job you have is going to have a set type of standard that you must meet. In education, this might be standards based by the National Council for Teachers of English or the Common Core State Standards. So we looked at how to use those standards in our everyday life, so they weren't so much this theory or this idea but something we're actually using.

We also planned and wrote lessons, which are great tools to have as you enter the classroom, because a lot of this is talking the talk. But when you get in the classroom, you have to be able to walk the walk too. So you have to be able to know how to write these. And even just by see the examples of correct ways to format lessons is very helpful in preparing for that.

And we talked about the use of technology. We can't stress enough that this is the 21st century. Everyone is technology savvy. It's an international learning environment. People are collaborating across state lines and across continents. So how do we use technology in our classroom so that our students learn but also learn skills that can help them in the real world?

And we learned the theory behind what we do. So we're not just blindly going through the actions, but we have a deep understanding of why we are going through the actions. Also, each of the concepts we discussed today are connected in one way. We discussed designing lesson plans and unit plans. But in order to really design them, we had to look at the theory behind them. So again, we would know why we're doing what we're doing. Then, we moved onto the development of actual lessons and units, which led us to reflecting and using Marzano's 10 questions or using TPACK to see are we really truly integrating technology in a meaningful way, or am I really truly using essential questions correctly or unit objectives correctly?

Today, we discussed what were the learning objectives for this unit and why do they even matter? We also talked about how these objectives were related. I hope you gained a lot of information from this unit and that you enjoyed it as much as I enjoyed presenting it to you. Happy teaching!

Notes on "Developing Unit Objectives that Integrate Technology within Instruction"

Overview

(00:00-00:15) Introduction

(00:16-00:435 Unit Objectives

(00:46-01:58) Analyze UbD, Standards, and Competencies and Analyze the Various Theories Presented

(01:59-02:58) Develop 3-5 Unit Objectives and Essential Questions and Reflect On How Unit Objectives Drive Decisions

(02:59-04:15) Real-World Connections

(04:16-04:50) Concept Connections

(04:51-05:07) Conclusion