EPSDtechintplan2004

Future Vision and Direction
Research has shown that the implementation of varied teaching/learning activities and
strategies that reflect the diverse styles and intelligences of students “naturally
encourages students to commit to topics in a deeper, more meaningful way and enables
them to handle complex topics with greater ease”(Jensen). These varied strategies can
include flexible grouping, small group instruction, large group instruction, independent
study, student projects, cooperative learning/collaboration, etc. Technology is a tool that
can be incorporated into the classroom to support these strategies, but it must be
thoughtfully integrated into an educational setting. The authors of The Future of
Children conclude, “Using technology to improve education is not a simple matter.
There are many kinds of technology, and many ways that an attempted use can fail.”
They go on to suggest that technology should be chosen that enhances the four
characteristics cognitive research has shown to be fundamental for effective learning:
active engagement; participation in groups; frequent interaction and feedback;
connections to real-world context (J. Roschelle, et al., Los Altos, CA: Packard
Foundation, 2001, p. 25). These reflect the best practice strategies identified in the East
Penn PDI focus areas.
Many technology-based initiatives focus heavily on the technology hardware and
software and too little on the identified best practices for curriculum and instruction
design. This year East Penn will partner with other schools in the Carbon Lehigh
Intermediate Unit and the Bucks County Intermediate Unit in a program funded by a
grant to align curriculum to standards (ACTS). The program’s goal is to help teachers
develop a different approach for integrating technology into the classroom by
emphasizing the proven instructional design models of Understanding By Design and
Differentiated Instruction. Differentiated Instruction incorporates choices for students by
offering options in content, process, product, and learning style. This instructional
strategy engages students in multiple modalities, uses varied rates of instruction,
complexity levels, and teaching strategies, and challenges students to compete against
themselves in order to learn and grow. Differentiated instruction and technology are
natural complements for one another.
Understanding by Design provides a conceptual framework to design lessons for
understanding that starts with what we want students to learn and proceeds to what
evidence is acceptable to show they have learned it. Using a backward design process,
teachers design lessons that incorporate six facets of understanding and authentic
assessment. UBD provides a curricular approach that promotes student inquiry and selfdiscovery
of concepts and materials that lead to more enduring understanding.
The ACTS program offered through this grant will enable East Penn to facilitate a series
of workshops that will provide a curricular, instructional, and technology integration
model to interested teachers in the district. These teachers will be supported through
resources provided through the IU and with the support of such collaborating partners as
the Lancaster Lebanon Intermediate Unit #13 ACTS Grant Consortium, Temple
University Center for Research in Human Development and Research, and Jay McTigue.
The goal is to utilize the East Penn cohort in a “train the trainer” model for other staff
EPSD Technology Integration Plan
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