In this 5-8 hour, self-paced course, you will explore a practical method that draws on your teaching knowledge and experience to design curriculum-based plans that integrate technology effectively in your classroom. Rather than focusing on the technologies, this course will help you to identify ways to “ground” the use of technology tools and resources in your students’ curriculum-based learning needs and preferences.
Specifically, you will have opportunities to consider the potential benefits and challenges of specific ideas for technology integration in your classroom, today. You'll explore a set of curriculum-based planning resources and a flexible approach to planning for technology integration. The course will conclude as you either "refresh" an existing lesson or project plan of your choice or create an entirely new technology-infused plan for your classroom.
Mark is a professor in the School of Education at the College of William & Mary and the Co-Director for the Center for Innovation in Learning Design (http://wmcild.org). He began his career in education as a high school social studies teacher and later worked as a school and district technology coordinator where he led professional development for teachers in technology integration. He now teaches courses in educational technology in the teacher education program (undergraduate and graduate) as well as doctoral courses in curriculum and educational technology. His research and project work focuses on educational innovation, deeper learning, and strategic ways to enhance curriculum-based teaching and learning through the use of educational technologies.
a professor and the Pavey Family Chair in Educational Technology at the College
of William & Mary, where she coordinates the Curriculum and Educational
Technology (CET) doctoral program and teaches graduate courses in CET and
qualitative research design and methods. Dr. Harris’ current work focuses upon
curriculum-based technology integration and teacher learning. She has authored
more than 245 research and pedagogical publications on curriculum-based
applications of educational technologies since 1983. Since 2005, most of her scholarship has
focused upon TPCK/TPACK, with prior work addressing teaching and
learning online in K-12 contexts and programming in Logo.