Dempsey, C., Harris, J., & Hofer, M. (2013). Grounded tech integration: Visual arts. Learning & Leading with Technology, 40(5), 36-38. https://scholarworks.wm.edu/educationpubs/4/

Description:

“One way to help teachers to integrate technologies meaningfully is to focus upon instructional planning. When teachers plan according to their students’ curriculum-based learning needs, they typically organize their lessons, units and projects around content-based learning activities. When considering how to integrate technologies effectively into instruction, we suggest that teachers begin with selecting these content-based learning activities, based upon the learning processes and outcomes intended for the lesson, project, or unit being planned. Educational technologies can then be chosen according to how well their use can support students’ learning in each of the activities that have already been planned.  

How can these selection processes be supported within the constraints of teachers’ busy schedules? To assist teachers in choosing among a full range of learning activity types in each content area, we have developed and published comprehensive taxonomies of learning activity types in each of ten curriculum areas. The learning activities in each of the taxonomies are organized into subcategories to make working with the taxonomies more efficient. Once teachers select and sequence a combination of activity types that will help their students meet identified curriculum-based learning goal(s) for a particular lesson, project, or unit, they then consider the digital tools and resources suggested for each selected learning activity type. Because the suggested technologies are uniquely suited to support, extend, and/or enhance each content-based learning activity, we consider this planning process to be a “grounded” approach to technology integration that is focused upon students’ curriculum-based learning.”