Goal Setting

     In designing this training to support teachers in the integration of Web 2.0 technologies in to their lessons, I knew that the teachers own personal experiences, skills, abilities, and attitudes would shape their motivation toward the training. These characteristics will make transferring the information learned incredibly difficult or encouragingly possible. As I embark on the design phase of this process, I must consider what types of learning will address my instructional problem. Because it is vitally important that teachers process and organize the information into their long-term memory, I must focus on building their schema. The teachers will come to training with some background knowledge of web 2.0 technologies from the workshops the district has provided in the past and lesson planning they have done on a weekly basis. My goal is to activate their prior knowledge in order to aid in the comprehension, storage, and retrieval of the new knowledge. In the book, it says,

            “Piaget suggests that human development is characterized through acquiring and modifying schema (Ginsburg & Opper, 1979). He maintains that schema determines how people react to events and reflect the individual’s total knowledge. As new information is stored in previously formed schemata, they are constantly restructuring and redeveloping, changing how learners see and interpret the world.”

Because extensive practice aids learners in acquiring and altering their schemata, my instructional design will include opportunities for the teachers to practice creating lesson that integrate Web 2.0 technologies. Below are the goals I have for the instruction.

Goal 1- Instructional method will utilize multiple learning styles to increase learning, transfer, and motivation among learners.

Goal 2- Provide learners with the opportunity to practice creating lessons that integrate web 2.0 technologies.