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Introduction to Technology Integration for Educators

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This module is an introduction to integrating technology in K-12 classrooms for the pre-service and in-service teacher. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Material Type: Activity/Lab, Teaching/Learning Strategy, Unit of Study

Introduction to Technology Integration

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The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. Users: Higher Education Instructors: This module could be integrated into a content area course or used as a mini course on technology integration. Librarians: This module could be used as an in-service tool to introduce teachers to technology integration, library resources and how the librarian and teacher can work together to select, implement, and assess technology to enhance student learning. Self-Paced Study: Anyone can work through the module at their own pace for professional development. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology. Learning Objectives The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Material Type: Module

Author: Paula Lombardi

Oregon Career Connected Learning Graphic

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The Oregon Career Connected Learning Framework graphic provides a visual representation of Oregon's definition of CCL and potential activities that learners can participate in during their career education and development. Under the umbrella of Career Connected Learning, there are 4 domains:  Awareness, Exploration, Preparation and Training.  Within the 2 domains of Preparation and Training, lies the opportunity for Work-based learning.Users may incorporate this graphic into their work when communicating and providing professional development with regards to the CCL Framework and its four domains.

Material Type: Diagram/Illustration

Author: Jim Taylor

Oregon's Perkins V Work-Based Learning Handbook

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What is the purpose of this handbook? The purpose of this handbook is to provide a shared resource for schools, districts, business, industry, and community partners in support of a statewide effort to build a robust work-based learning ecosystem in Oregon. The ultimate goals of supporting implementation of high quality work-based learning are to ensure equitable learning outcomes for students, to connect classroom learning with the world of work, and to strengthen community and school partnerships.

Material Type: Student Guide, Teaching/Learning Strategy

Authors: Higher Education Coordinating Commission, Oregon Deparment of Education

Oregon's Work-Based Learning Rubric

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The rubric can be used by teachers, administrators, and other individuals to design and deliver quality and equitable work-based learning experiences for students within a CTE Program of Study that will meet the secondary Perkins V program quality indicator. It can also be used as a resource to reflect on areas of strength and improvements and to adopt continuous improvement processes. Equity considerations are included in the rubric to support the elimination of barriers to access and participation in work-based learning. The rubric is focused primarily on quality work-based learning experiences, not programs, and performance levels are aligned with the High Quality Program of Study Rubric for an approved CTE Program of Study.

Material Type: Student Guide, Teaching/Learning Strategy

Authors: Higher Education Coordinating Commission, Oregon Department of Education

InterMountain CTE Consortium Handbook.pdf

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Educational consortiums pool their resources and work together to achieve common objectives. These consortiums have to carefully plan and communicate to ensure that all members benefit through the shared work. For example, smaller members may have access to additional resources but often volunteer to innovate and pilot projects that contribute to the shared knowledge base. It is this delicate balance of preserving member parity that prepares a well-functioning consortium to also keep equitable practices at the center of their work, for the students we ultimately serve as well as their represented districts and other partners. This handbook is the result of over four decades of leadership by CTE Directors representing districts in eastern Oregon and the facilitation of four Regional Coordinators housed by the InterMountain Education Service District. Although much of the operational information is specific to this region and career and technical education, we share it here as one example of how a group of people representing different communities of all sizes and demographics can come together through strategic planning to identify who is being underserved, in what ways, and how regional partners can work together to serve each and every student.

Material Type: Primary Source, Reading

Author: Jennifer Pambrun

We are Family, 9-12 Lesson 2

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This lesson seeks to engage in discussions about relationships, emotional, and physical relatedness, and whether biological connections are the only connections that make a family. Understanding how society has traditionally defined family may not be the way we define it – and that’s okay. In this lesson, participants will expand their knowledge of a more involved family tree. When it comes to describing family/kinship, does a biological connection hold more weight, or do emotional connections that develop over time hold equal importance? Understanding relationships, values, and what resonates as important is helpful in practicing and engaging critical thinking skills.

Material Type: Lesson

Author: Sexuality Education Open Learning

My Family Looks Like... 9-12, Lesson 1

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This lesson intends to support learning about family makeup & how it impacts our lives. Relatedness or connection can take many forms when talking about family – it’s not one size fits or makes sense to all.In this lesson, participants will discuss their understanding of their family, identify/curate their family circles of connection, and how these circles impact their lives and decision-making. Understanding relationships, values, and what resonates as important is a part of practicing and engaging critical thinking skills.

Material Type: Lesson

Author: Sexuality Education Open Learning

Career Research Project: A MS Integrated Science Lesson

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Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

Material Type: Lesson Plan

Authors: Kelly Galbraith, Denyse Mohn

CTE Health Sciences: BMI Calculations

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This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Material Type: Activity/Lab, Lesson Plan

CTE Health Sciences: Dental Impressions

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This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Material Type: Activity/Lab, Lesson Plan

Healthcare Occupations - Scavenger Hunt

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There are hundreds of different jobs in medicine. This activity is designed to introduce you to different healthcare professions and some of the websites where you can find more information about health-related occupations.By the end of this lesson, you will:Learn how to navigate and extract health careers information from websitesBecome familiar with various healthcare professions

Material Type: Unit of Study

Author: Art Witkowski

Workplace Psychology

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Issues and Application Short Description: Workplace Psychology: Issues and Application is a compilation of open content for students of Psychology 104: Workplace Psychology at Chemeketa Community College. Word Count: 95659 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Author: Kris Powers

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