Module 4: Integrating Digital Technology

How do you integrate technology?


It's a deceptive question. We may think it's easy to answer, but in reality, there are many different levels to "I use [insert technology here] in my classroom." And while we all want to think that we are technology superstars and are integrating technology at the highest level, you may be surprised to know that "the highest level" may be a very simple integration for some tools.


If you're interested in know where you stand on Planet Integrating Digital Technology, check here the Technology Integration Matrixes: one if from the Center for Instructional Technology at the University of South Florida, and the other is from the Arizona K-12 Center.


For this week's Selection And Integration of Instructional Technologies assignment, I have selected five technologies that we have either used in the past or will be integrating new this year. Here is the link to the original Google document for the five technologies that I use in my courses, using the FSU TIM tool. Below is the one example that I use the most, and for which I have the best understanding:

Google SketchUp. I use this application in my Stage Technology courses to both demonstrate 3-D drawings of stock set pieces in our scene shop, and for students to create digital models set pieces, props, and entire sets for their projects - and our productions.

Age Group: students in the 9th-12 grade in both a classroom setting and in the extracurricular venues

Description: Stage Craft/Stage Technology is a course that is dual purposed: a) to teach students the basics of technical theater - safety, set construction, light rigging, sound design, costume and makeup considerations, and all of the planning that goes behind these aspects - and b) to give them the practical hands-on experience of creating what is planned. Usually one set for a play is the big activity. Part of that planning will require some technology - SketchUp is a great entry-level 3-D modeling tool that gives students practical experience with design. Using the 3-D warehouse where models of basic scenic elements can be found, students will design set pieces, props and other scenery for a play of their choosing.

Outcomes:

• Students will perform the basic design operations in the SketchUp program
• Students will collaborate with other students and designers by contributing to the 3-D Warehouse
• Students will design and edit a drawing of a set piece, a prop or a set desgin for a play that they choose
• Students will articulate and defend their choices for their design, and be able to idtentify which element they collaborated with other students/designers
• Students will cite outside designers/resources used to complet their design.

TIM Cell: “Active - Adaptation”

Explanation: At first, I thought that it would be better suited for the Active Adoption, but as I review how I use the technology in the projects, it’s clear that there are opportunities for collaboration. While SketchUp is not set up for collaboration, it does allow for sharing files and projects to its 3-D Warehouse. Students can give and take as they need. 

Fitting into teaching: While there are few programs that allow for 3-D modeling at what I would consider entry level, SketchUp is about the only one that is available to students for no cost and allows for give and take in terms of completed models. For it to be truly collaborative, an additional tool is need for information exchange/communication (such as Google Chat, Twitter/TweetDeck, etc.). The program allows for student to create sets from scratch, borrow stock set piece drawings, download drawing of objects that can be used as props, and tap into a collective of SketchUp users to answer questions that will assist students when they come to a more complicated task or run into problems.

BAM! (Taking it to the next step): Taking this to “Active - Infusion” would provide for the lack of direct communication that is outlined above. Rather than wait for a more interactive version of SketchUp, taking this to the infusion level would be making available to students access to communication tools that they would select as they see appropriate.

How do you integrate technology? Take a look at the TIM links, and consider how you integrate various technologies. Then, using the language of the TIM, share with the world.