Transcript Training Presentation - Central Connecticut State University

Introduction
Definition of Technology
1. How do you use
technology now?
• Computers
• Software
• Internet
• Digital cameras and camcorders
2. What helps?
• Robotics
• Audio-visual (movies, podcasts, etc.)
• Voice recorders – iPod with recorder
3. What hinders?
• AlphaSmart word processor
• Social Networking…
• Other . . . .
What Technology Has to Offer
• Authentic challenging tasks
• Active learning - students benefit from
exposure to real world problems, scientific
modeling, feedback from peers and
experts and global communities.
http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html
Beyond Bells and Whistles: Affecting Student Learning Through Technology
What Technology IS …
• Constructivist, higher level thinking,
communication, creation of original
work, and problem solving in nonroutine ways and authentic ways
• Technology as a means of providing
support, opportunity and meaning.
Learning and Retention
Rates
Beyond Bells and Whistles: Affecting Student Learning Through Technology
http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html
ISTE – NETS Standards
• International Society for Technology in Education
• National Education Technology Standards
− Students
− Teachers
− Administrators
• Most states have adopted, adapted or referenced
in their own state standards
• ISTE is in the process of updating their standards
NCTM Content Standards
• Numbers and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis and Probability
• www.nctm.org
NCTM Process Standards
• Problem Solving
• Reasoning and Proof
• Communications
• Connections
• Representations
• www.nctm.org
Where Do I Start?
1. What content, topic, or
lesson should I start with?
• Who will assist me?
2. What technology may help
students to better
understand?
• What more do I need to know
to get started?
3. Where can technology
enhance the content, process
or products in my classroom?
4. What technology can assist in
meeting student readiness,
interests, or learning styles?
• Who will support me?
− Resources
− Information
− Access
Changing the
Process . . .
• Math concepts
− Virtual manipulatives
Integrating Technology How Do I
Do That?
• Technology can be used as a tool to differentiate
Content, Process, Product, and Environment
• Technology can be used in key components of
differentiation: readiness, interest, learning styles
Process
Interest
Content
Learning
Styles
Environment
Product
Readiness
Standards
Content, Process, Product . . .
• Content
− Everyone is learning the same concept, but using
different levels of complexity, depth or
sophistication
• Process
− Everyone is learning the same concept, but using
different methods to learn it
• Product
− Everyone is using different ways of showing what
they know.
Where’s the Content?
Steps to Designing Tiered Lessons
1. Identify the grade level and subject for which you will write the lesson.
2. Identify the standard (national, state, district, etc.) that you are
targeting.
3. Identify the key concept and generalization.
4. Be sure students have the background necessary to be successful in the
lesson. Provide needed scaffolding.
5. Determine in which area you will tier.
− Content, process, product
6. determine the type of tiering you will do:
• Readiness, interest, learning profile
7. based on your choices above, determine how many tiers you will need
and develop the lesson.
− Differentiation means doing something different--qualitatively
different
− Secondly, be sure each tier is doing moderately challenging,
respectful work. We don’t want one group doing blackline practice
sheets and another doing Japanese cooking!
8. develop the assessment component to the lesson.
− formative, summative, or a combination of both.
For more information on tiering, please contact the Center for Gifted Studies and Talent
Development at 1-800-842-4251.
Technology Integration
ideas for teachers
• Technology Integration for Teachers
− resources for reading and doing
• A Different Place
• Tammy’s Technology Tips
• 4Teachers
• Education World – Technology in the Classroom
Bloom’s Digital Taxonomy
Mathematics
• Mathematical Interactive Tools
• The Math Forum @ Drexel University
• A Creative Encounter of the Numerical Kind
Language Arts
•Carol Hurst’s Children’s Literature
•Thinkmap Visual Thesaurus
The Business of Schools
• The Business of Schools Is to produce work
that engages students, that is so compelling
that students persist when they experience
difficulties, and that is so challenging that
students have a sense of accomplishment, of
satisfaction—indeed, of delight—when they
successfully accomplish the tasks assigned.
•
Inventing Better Schools * Schlechty
Pedagogical Content Knowledge
Teaching
requires
a
structured
knowledge network of specific subject
matter facts, skills, and concepts that
are intimately connected.
(Schulman 1986, p. 9)
Mathematics Knowledge for
Teaching (MKT)
In the context of teaching math, PCK requires:
(1) a conceptual understanding of the core
knowledge;
(2) fluency in carrying out procedures;
(3) strategic competencies in planning effective
instruction;
(4) adaptive reasoning in justifying and
explaining one’s instructional practices; and
(5) a productive disposition towards
mathematics, teaching, learning, and the
improvement of practices.
(Hill & Ball 2004, NRC 2001)
Technological Pedagogical
Content Knowledge (TPCK)
Effective teaching with technology
requires “understanding the mutually
reinforcing relationships between all three
elements taken together to develop
appropriate, context specific strategies
and representations”.
(Mishra & Koehler 2006, p. 27).
Research Questions
1. What are the perceived benefits relating to the
development of participants’ technology, pedagogy,
and content knowledge through designing digital
learning objects for mathematics?
2. How does the Math Through Computers class depict
the nature of preservice teachers’ Technological
Pedagogical Content Knowledge for teaching
mathematics?
3. In which ways do the specific components of the
digital learning objects reflect preservice teachers’
Mathematics Knowledge for Teaching?