June 2003 — Features
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Preparing Technology-Competent Teachers
Description of UOP Elements
Invitation, the first element of the unit of practice (UOP), invites the students to the learning table and focuses on what they are going to learn and do. The question should provide students with a project overview and spark their interest, making them want to explore and find information to answer this initial question.
The second element, Situations, is a definitive description of where, when and for how long students will engage in the unit. Situations describe the time of day, week, month or semester, including the arrangement of the physical environment where instruction will take place.
Tasks, the third element, is a clear-cut explanation of what students will do to achieve the unit's goals and objectives that are linked to the academic standards.
The fourth element, Interactions, describes group dynamics and the behaviors of teacher and students. Specifics are given about who initiates the dialogue process that generates the appropriate learning experiences, teachers or students.
Tools, the fifth element, list the resources provided by the teacher to engage students in the act of learning and the creation of their own knowledge.
The sixth element, Standards, clearly states and defines the learning objectives and links them to mandated state and national standards, the curriculum, technology and TESOL standards across grade levels.
Valuation, the seventh element, gives a clearly stated description of how student work will be evaluated on the standards set forth in the UOP.
The Abstract/Overview provides a clear summary of the content knowledge and skills expected of students.
References
Becker, H., J. Ravitz, and Y. Wong. 1999. Teacher and Teacher-Directed Student Use of Computers and Software. Center for Research on Information Technology and Organizations: University of California, Irvine and University of Minnesota. [Retrieved April 2000 from www.crito.uci.edu/tlc/findings/computeruse.]
Beckett, E., K. Wetzel, R. Buss, I. Chisholm, E. Misdoubted and H. Padgett. 2001. "Preservice and In-service Teachers Collaborate to Integrate Technology Into K-8 Classrooms." SITE Conference 2001: Norfolk, VA.
Chisholm, I., J. Carey and A. Hernandez. 1998. "University Minority Students: Cruising Down the Superhighway or Standing at the Off-Ramp?" Presented at SITE 98: Society for Information Technology and Teacher Education International Conference, Washington, D.C. March.
Congressional Office of Technology Assessment. 1995. "Teachers and Technology: Making the Connection." Washington, D.C.: U. S. Government Printing Office.
Darling-Hammond, L. 1995. "Changing Conceptions of Teaching and Teacher Development." Teacher Education Quarterly 22 (4): 9-26.
Darling-Hammond, L. 1998. "Teacher Learning That Supports Student Learning." Educational Leadership 55 (5): 6-11.
University of Pretoria. 1996. What is constructivism? [Retrieved March 2000 from http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm.]
Wetzel, R., R. Zambo and N. Arbaugh. 1996. "Innovations in Integrating Technology Into Student Teaching Experiences." Journal of Research on Technology in Education, 29 (2): 196-214.
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