Benefits of Effective Integration
Effective integration of technology
continues to focus on the design of
instruction. When creating a lesson,
unit, or topic, it is important to find the
tools or applications that provide the
best fit and deeper learning in terms of
instructional material or engaging experiences. For this project, daily access
to the mobile devices and web resources, as well as extending and assessing
learning during computer lab time,
provided a rich learning experience.
The integration of core, technol-
ogy, and discipline standards is an
approach that aligns well with the
implementation of the Common Core
State Standards, which have been
adopted by most U.S. states. Project-
based learning encompasses inquiry
learning, research, and discovery. The
model encourages interdisciplinary
perspectives and sustained tasks. Stu-
dent roles typically evolve based on
the parameters of the project. This ap-
proach allowed for the integration of
science, research, reading, writing,
and technology knowledge and skills.
Many Steps in First Grade Project
The process students engage in to
complete a project is a critical element
of learning but is not often apparent
when the project is presented to an
audience. That’s why one of the first
grade teachers created a letter illustrating all the steps students took to complete the project, which helped parents
understand the detailed process their
children engaged in.
For students to become proficient
and even experts in using technology
tools and applications, they must use
those tools multiple times for multiple
projects. The consistent access to iPads
gave students and teachers alike the
opportunity to practice using the
devices and apps.
Through this project, the teachers
explored ways to use emerging technologies and promote student learning.
They were open to ideas and took the
initiative to learn and develop new skills
alongside their students, which proved
to be a very positive, satisfying approach
that supported deep learning of content.
Acknowledgments
Thomas Elementary School teachers Janet
Freeman, Ellen Herman, and Stacey Wirth
served as lead teachers for this project. Heather
Zeigler, Brad Kamradt, and Mary Knight from
the Flagstaff Unified School District Technology
Department provided ongoing technical and
instructional support.
—Cynthia Conn, PhD, was the
Title I technology teacher and coach
at Thomas Elementary School, in Flagstaff,
Arizona, USA, during the design and
implementation of this project. She is
a senior lecturer at Northern Arizona
University, also in Flagstaff.
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