The author Judi Harris compares teachers to instructional designers. She points out that the teachers are initially trained in new technology and then things are dumped on them without guidance on how to integrate the technology into the curriculum. Teachers are given sample plans designed for a different population than their students and then expected to adapt without guidelines. She then examines research that suggests a model approach is the best method for teachers to utilize technology although no specific model is appropriate for all situations. It is thought that providing teachers with a variety of models will allow the most flexibility in adapting technology for use in the classroom. It seems this is especially important for the more innovative technology. The less familiar the teacher is with the technology, the more models are required to enable teachers to adapt the technology for long term use.
The author continues on to look at Wiske's "Teaching for Understanding" framework for student centered learning and how teachers structure lessons for understanding. Wiske looks at four questions in structuring the learning space:
The author then looks at a collection of activity structures, purposes and student action sequences that she has proposed. She states that after deciding what needs to be understood the instructor must then focus on what students should do to build understanding. At this point, the design tools help teachers think concretely about student learning processes.
Finally the author looks at student centered project examples online that have been designed to include eLearning tools and resources. Each includes multiple activity structures, purposes and sequences. Included at the end is a table "Summary of Activity Structures."
Cheryl Briggs
Revised October 23, 2001