A discussion of the Danielson FFT with technology integration

1. Web 2.0 Tools:
Illuminating the
Danielson Framework for
Teaching and Technology
Putting the Pieces Together
Stephen B. Swan
University of Louisville

2. Agenda
• Essential/Focus Questions
• Five Domains of the Danielson
Framework for Teaching
• Effective Teachrer Technology Use
• What TPACK Says
• Web 2.0 Tools
• EXAMPLES
Swan 2014

3. Essential/Focus Questions
• How does Charlotte Danielson’s
Framework for Teaching embrace
technology integration into the
classroom?
• How can you use the Framework to
learn more about teaching and
learning with technology?
Swan 2014

4. Purposes of Framework
• Based on the Praxis III criteria
• Applies to experienced as well as novice
teachers
• Creates a shared understanding of teaching,
helps paint a picture of what “good” teaching
looks like
But what does technology integration
look like?
Swan 2014

5. Kentucky Adapted
Danielson Framework for Teaching
• Domain 1: Planning and Preparation
• Domain 2: The Environment
• Domain 3: Instruction/Delivery of Service
• Domain 4: Professional Responsibilities
Swan 2014

6. Rubric for Effective Teacher Technology Use
(Organized by the Five Domains of Danielson’s
Framework for Teaching)
Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.
Rubric coauthored by Doug Johnson (doug0077@gmail.com), director of media and Technology, Mankato Area Public Schools, Mankato, Minnesota, and Nathan Mielke
(ndmielke@gmail.com), data coordinator and instructional technology integrator, Germantown Public School Germantown, Wisconsin
Swan 2014

7. Swan 2014
Domain 1: Planning and Preparation
1.1 The teacher is aware of the characteristics of “net
generation” learners and their relationship with technology and
uses this information to design engaging activities.
1.2. The teacher determines the technology skill level of
students, knows the expected competencies for productivity and
research, and finds means of remediation of individual students
when needed.
1.3. The teacher uses adaptive and adoptive technologies with
students with special needs.
1.4. The teacher establishes appropriate goals for technology
applications for students.

8. Swan 2014
Domain 1: Planning and Preparation
1.5. The teacher knows, accesses, and uses digital resources
provided by the state and district, including productivity tools,
online teaching and reference materials, and textbook
supplemental materials.
1.6. The teacher designs learning activities that use the
technology resources available.
1.7. The teacher uses online resources to provide instructional
materials at differing levels and subjects to meet individual
student abilities, needs and interests.
1.8. Assessment criteria of student work include qualitative
indicators of effective technology production.

9. Swan 2014
Domain 2: The Classroom Environment
2.1. The teacher demonstrates an enthusiasm for educational
technology and its uses.
2.2. The teacher uses technology to provide a wider audience
for student work. Appropriate safety and privacy efforts are
made.
2.3. The teacher helps students use technology in the revision
process of their creative efforts.
2.4. The teacher uses technology to facilitate peer editing of
student work.

10. Swan 2014
Domain 2: The Classroom Environment
2.5. The teacher has rules and expectations for productive
technology use in the classroom, including the use of personally
owned technology devices.
2.6. The teacher uses the student information system efficiently,
resulting in minimum use of class time for management tasks.
2.7. The teacher monitors student technology use and responds
to misbehavior if it occurs.
2.8. The teacher arranges the technology in the classroom for
ease of monitoring and flexible use.

11. Swan 2014
Domain 3: Instruction
•3.1. The teacher gives students alternate means of discussion and
asking questions using technologies to bring out the ideas of all
students.
•3.2. The teacher allows students to initiate discussions in online
forums such as classroom blogs, discussion lists, and social
networking sites.
•3.3. The teacher expects and reinforces appropriate student
interaction when using online tools.
•3.4. The teacher uses technology to create and project visual and
auditory data that help explain content and concepts.

12. Swan 2014
Domain 3: Instruction
•3.5. The teacher uses technologies such as interactive whiteboards,
student response systems, and computer games to engage
students.
•3.6. The teacher encourages students to use online resources to
answer questions and explore concepts during class and teaches
search and information evaluation strategies.
•3.7. The teacher uses technology in ways that make students
productive and meet the instructional goals of the lesson.

13. Swan 2014
Domain 4: Professional Responsibilities
• 4.1. The teacher uses online grading and reporting system to
maintain information on student completion rates and shares
this information through student and parent portals in real time.
• 4.2. The teacher uses online grading system portal to inform
students and parents of upcoming assignments, projects, and
assessments.
• 4.3. The teacher uses the district website to provide a wide range
of up-to-date information to students and parents.
• 4.4. The teacher uses online communication tools such as e-mail,
blogging, and social networking to keep students and parents
informed on a regular basis.
• 4.5. The teacher uses collaborative online tools to communicate
and work with colleagues.

14. Swan 2014
Domain 4: Professional Responsibilities
• 4.6. The teacher volunteers to share effective uses of technology
at staff meetings and inservice trainings, through professional
writings and presentations, and through demonstrations to
parent-teacher and community organizations.
• 4.7. The teacher participates in both organized and personal
learning opportunities online.
• 4.8. The teacher honors and learns from students who have
technology competencies and knowledge.

15. TPACK: the Easy Explanation
http://flickr.com/photos/nataliejohnson/237529176/

16. TPACK:
the tools
http://flickr.com/photos/nataliejohnson/237529176/
“affordances that teachers create
through playful interaction with their
curriculum…” Punya and Koehler 2008

17. the launch pad
http://flickr.com/photos/b-tal/117037943

18. the launch pad
EXAMPLES
http://drmswonderfulwiki.wikispaces.com/
http://kmmsrobotics.wikispaces.com/What
+Do+You+Know
http://cunningham115.wikispaces.com/Lo
ng+Exposure+Photography+or+B+shot

19. voicethread
http://flickr.com/photos/stuckincustoms/2049233526/

20. Voicethread teaches
http://flickr.com/photos/slipstreamjc/748716731/
357134/

21. http://flickr.com/photos/ilker/2493908947/
GoAnimate teaches

22. Storybird teaches
http://flickr.com/photos/thomashawk/174586756/

23. Glogster Organizes
http://flickr.com/photos/thomashawk/174586756/

24. Swan 2014
Domain 1: Planning and Preparation
http://fhsts.wikispaces.com/home
Domain 2: The Environment
https://www.edmodo.com/home#/group?id=6578751
Domain 3: Instruction/Delivery of Service
http://dosshigh.wikispaces.com/Doss+Wiki+Home
Domain 4: Professional Responsibilities
https://www.edmodo.com/ress
EXAMPLES:

25. Swan 2014
• Please work with your
content/position/grade level.
• Read the 2 domains assigned and then on
chart paper complete the following tasks.
– Summarize the key components of each
domain
– Include an example
– Create a nonlinguistic representation
NEARPOD Time

26. “The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
- William Arthur Ward
Swan 2014

27. Reflect…
How can we better make
technology integration front and
center in the Danielson FFT?
Swan 2014

28. Conclusion
• Please use the
summarizing tool to
help process your
thoughts (Stoplight)
• Questions/Comments
Swan 2014

29. Resources
Online Resources:
Clip Art: http://schools.clipart.com
Literature:
Danielson, C. (2007). Enhancing professional practice. Alexandria,
VA: Association for Supervision and Curriculum Development.
Swan 2014