Let’s Make It Happen! A Method for Blending EdTech into Inquiry-Based Lessons

ID: 50427 Type: Workshop
  1. Todd Cherner, Portland State University, United States
  2. Alex Fegely, Coastal Carolina University, United States

Sunday, March 5 1:30 PM-5:00 PM Location: Capitol H View on map

Abstract: The catchall phrase of “21st century skills” has become a mantra for public education. However, it is unclear exactly what these skills include and how teachers can develop them in their students. In this three-hour workshop, the presenter will use engaging techniques to first support attendees in unpacking this term before sharing a framework that pairs inquiry-based lesson plan design with websites and apps. The presenter uses this framework to create “21st century” learning opportunities for students. Throughout the workshop, the presenter will offer techniques for conceptualizing different components frequently used for teaching with technology, stories for how he uses these components, and additional ideas for what it means to teach and learn in the Digital Age. This session will be valuable for teachers, teacher educators, and researchers who frequently use instructional technology in their educational practices. Come join us for a few hours of learning and comradery.


¬ Review the Technological, Pedagogical, and Content Knowledge framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification, and Redefinition framework (Hamilton, Rosenberg, & Akcaoglu, 2016; Puentedura, 2010); ¬ Demonstrate a system for conceptualizing websites and apps by their functions (Cherner, Dix, & Lee, 2014); ¬ Model methods for using a validated, research-based framework that combines inquiry-based lesson plan design with current technologies in order to create learning opportunities that develop students’ 21st century skills (Cherner & Fegely, in press); and, ¬ Share two comprehensive resources for attendees where they can find additional examples of the lessons modeled in this workshop.

Topical Outline

I. Introduction of Presenter A. Background 1. Education 2. Teaching Experience 3. Current Research B. Introduction of Attendees 1. Attendees will be asked to share their professional role and affiliation II. Theoretical Frameworks A. Discussion of the Technological, Pedagogical, and Content Knowledge framework (TPACK) (Koehler & Mishra, 2009) B. Discussion of the Substitution, Augmentation, Modification, and Redefinition framework (SAMR) (Hamilton, Rosenberg, & Akcaoglu, 2016; Puentedura, 2010) C. Discussion of the Digital Divide, context, and how those elements impact instruction III. Thinking about EdTech A. Present EdTech as a marketplace 1. Quantity of EdTech available for teachers 2. Classifying EdTech by function (Cherner, Dix, & Lee, 2014) B. Shifting from Teacher-Centered Perspective on EdTech to Students 1. Teaching Digital Natives (Bennett, Maton, & Kervin, 2008) 2. Reposition teachers’ knowledge base to student learning using TPACK and critiques of SAMR IV. Adding Inquiry-Based Lesson Plan Design to the Mix A. Defining inquiry-based lesson plan design B. Displaying and discussing a framework combining inquiry-based lesson plan design with apps and websites C. Sharing examples of lesson constructed using this framework D. Co-constructing lessons during the workshop that align to the framework E. Sharing high-quality resources for locating different apps and websites with attendees F. Attendees create their own lessons that utilize the framework G. Sharing of created lessons V. Conclusion A. Reflect on the strengths and potential shortcoming of the lessons B. Ideas for future practice


Working knowledge of educational apps and tablets. Also, attendees will benefit from bringing their own tablet and/or laptop.

Experience Level



The presenter is an assistant professor at a major university located in the Pacific Northwest and a member of the Society for Information Technology and Teacher Education. In his work at the university, the presenter teaches pre-service and in-service teachers best practices for using technology with their future and current students. In addition, the presenter has published a variety of peer-reviewed articles and book chapters about instructional technology, and he has developed a resource for teachers that allows them to locate and use apps and websites with their students. It is the presenter’s deeply held belief that if instructional technology is to be used effectively in the classroom, it needs to be used by students in a way that develops their digital literacy skills.


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