Eight Corresponding Continua
More Teacher Centered
More Student Centered
Type of Learning (e.g., convergent)
Alternate Type of Learning (e.g., divergent)
Fewer Prior Experiences
More Prior Experiences
Surface Comprehension
Deep Knowledge
Shorter Duration Plan
Longer Duration Plan
More Structured Learning
Less Structured Learning
Whole Group
Small Group
Individualized
• Any additional resources required
for a learning experience with this
particular design: Are fewer, more,
or no additional resources required
for students to participate in the
learning experience? (This decision
may be directly related to the technologies selected in step 5.)
Each of these eight parameters can
be identified by marking an interval
on one of the eight corresponding
continua pictured on the left. Each
interval’s width can vary, representing
broader or narrower ranges addressed
for each parameter in the developing
instructional plan.
No Additional Resources Required
Multiple Additional Resources Required
WE SUGGEST MATCHING TECHNOLOGY INTEGRATION STRATEGIES DIRECTLY
TO HOW TEACHERS PLAN—BY SPECIFYING LEARNING ACTIVITIES—RATHER
THAN ASKING TEACHERS TO PLAN INSTRUCTION THAT IS MATCHED TO THE
OPPORTUNITIES OFFERED BY EDUCATIONAL TECHNOLOGIES.
• The primary focus of the interactions in this learning experience:
Will it be more teacher centered
or more student centered?
• The type(s) of learning described
in the curriculum standard(s) the
learning experience will address:
For;example,;should;students;de-velop similar understandings (via
convergent learning) or draw their
own conclusions (via divergent
learning)? Should the learning be
more hands-on or more abstract?
• Students’ prior knowledge and skills
relative to the type of standards-based
learning that will occur in the learning experience: Do they have fewer or
more relevant prior experiences?
• The depth of understanding sought
from this particular learning experience relative to the curriculum stan-dards;to;be;addressed:;Is;more;in-troductory/surface comprehension
sought, or should deeper knowledge
be constructed?
• The amount of time, both in class
and at home, required for learning
relative to the depth of understanding sought from this learning experience: Will a shorter duration or a
longer duration plan for learning be
more appropriate?
• The amount and type of structure
for the learning experience, determined by the standards to be addressed, students’ prior knowledge
and skills, the depth of understanding sought, and the amount of time
required, plus students’ specific and
general strengths and challenges
relative;to;the;planned;activity:;Is
more- or less-structured learning
more appropriate?
• The learner configuration(s) that
will best assist learning in the context in which the experience will
occur: Would whole-group, small-group, individualized, or mixed-type configurations work best for
this particular learning experience?
Select activity types to combine.
Once teachers select the stan-
dards-based learning goals
and delineate the eight peda-
gogical parameters for a lesson, proj-
ect, or unit, they can then determine
the nature of the specific activities that
will comprise the learning experience.
Each content area’s learning activity
types are different because the nature
of inquiry and instruction differ
among disciplines. Selecting the most
appropriate types of educational ac-
tivities to combine is easier if teachers
consider the complete range of activ-
ity types. This is the idea that under-
girds the comprehensive learning ac-
tivity types taxonomies described in
this series of articles and shared via
the Learning Activity Types Wiki we
established. The wiki is for anyone in-
terested in learning to “operationalize
TPACK” (technology, pedagogy, and
content knowledge) via curriculum-
based learning activity types, getting
up-to-date information on the tax-
onomies, and participating in their
vetting and refining in each of the cur-
riculum areas in which development
is happening.
The breadth of a plan for technol-ogy-integrated learning is reflected
in the number of activity types it en-compasses. Though activity types can
