Information Technology Reference
In-Depth Information
Hypermedia-Enhanced Lesson Plans
This project was intended to help preservice and in-service teachers use a combi-
nation of technologies in order to apply what they learned in their coursework to
an actual lesson. InTime,
http://www.intime.uni.edu
, has a comprehensive database
of pedagogically sound, technology-enhanced, multimedia lessons across the cur-
riculum from prekindergarten through high school. A Hypermedia Lesson Plan has
hot links embedded within it. The InTime lesson plans include links to national
standards and to definitions of terms from their pedagogical model. “Hypermedia-
Enhanced” means that the hypermedia lesson plans include elaborations, here by
annotating connections to course concepts and theories, and identifying and linking
relevant video clips illustrating the connections.
The following were project goals:
•
Synthesize ideas from the course as they applied to a particular exemplary lesson
from InTime.
•
Enhance abilities to make connections between ideas from the course and
resources available on the Internet.
•
Demonstrate deep understanding of principles of effective learning, teaching, and
development.
•
Connect lesson plans and course material to required fieldwork experiences.
•
Become part of a community of teachers and learners who learn from and with
each other to improve their teaching and learning.
The project focused on five out of ten parts of InTime's “Technology as
Facilitator of Quality Education Model”: Learning, Information Processing,
Democracy, Teacher Knowledge, and Teacher Behavior, each of which had cor-
responding probing questions and a video.
Students had three main tasks: First, to select a lesson plan to work on indi-
vidually or in a group and answer the pre- and postvideo observation questions.
The purpose of answering the questions was to increase meaningfulness and deepen
their understanding of the lesson. The procedure followed for each of the five parts
of the model was as follows:
1. Individually answer each prevideo viewing question.
2. Synthesize answers to prevideo viewing questions as a group.
3. View the video.
4. Individually answer each postvideo viewing question.
5. Synthesize answers to postvideo viewing questions as a group.
Second, students annotated connections between InTime lesson plans, videos,
course material, and fieldwork experiences. After individually annotating the lesson
plans with these connections, identifying and explaining them, and making links to
corresponding video clips, groups discussed and synthesized their connections and
selected video clips. Some of these connections and videos were presented at the end
