Technology and Information Literacy

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TECHNOLOGY AND CLASSROOM INSTRUCTION

Research based focus on instruction with technology NOT instruction about technology. Information on this page is based on Marzano's Classroom Instruction that Works(2001), Pitler's Using Technology with Classroom Instruction that Works (2007), and the eMINTs Constructivist teaching and learning model.

Nine Categories of Instructional Strategies that Work (Marzano, 2001)

Category and purpose (with Links to Tech Integrations)	Definition
1. Identifying similarities and differences Strategies for practicing, reviewing, and applying learning	Comparing, classifying, creating metaphors and analogies. These are complex mental processes.
2. Summarizing and note taking Strategies for acquiring and integrating learning	Distilling information and organizing it in a way that captures main ideas and supporting details.
3. Reinforcing effort and providing recognition Strategies for acquiring and integrating learning Strategies that provide evidence of student learning	Enhance understanding of the relationship between effort and achievement. Address beliefs and attitudes about learning.
4. Homework and practice Strategies for practicing, reviewing, and applying learning	Extending learning opportunities and enhance ability to reach proficiency. Both can deepen understanding and mastery.
5. Non linguistic representation Strategies for acquiring and integrating learning	Representing and elaborating on knowledge using complex mental processes. This includes graphic organizers, pictures and pictographs, mental pictures, concrete representations, and kinesthetic activity.
6. Cooperative learning Strategies for acquiring and integrating learning	Opportunity to interact in groups in ways that enhance learning. This includes: •positive interdependence (a sense of sink or swim together) • face-to-face promotive interaction (helping one another learn, applauding effort and success) • individual and group accountability (each of us has to contribute to the group achieving its goals) • interpersonal and small group skills (communication, trust, leadership, decision making, and conflict resolution) • group processing (reflecting on how well the team is functioning and how it can function even better)
7. Setting objectives and providing feedback Strategies that help plan student learning Strategies that provide evidence of student learning	Provides direction for learning and information about performance relative to a learning goal.
8. Generating and testing hypotheses Strategies for practicing, reviewing, and applying learning	Involves applying knowledge. Engages students in mental processes that involve making and testing hypotheses.
9. Cues, questions, and advance organizers Strategies for acquiring and integrating learning	Activating prior knowledge. Enhancing the ability to retrieve, use, and organize what it already known about a topic.

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