Transcript Slide 1

Technology Implementation:
Getting to Where You Want to Be
January 13, 2009
Webinar Overview
 The 3 principles of Universal Design for
Learning (UDL)
 Introduction to Collaborative Planning ToolEdTech Locator
 Introduction to online professional
development course, “Differentiating
Instruction”
Wonder Why You Feel Like This?
Key Words From Today
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Time of transition
Challenging times
Individualized instruction
Transformation
Differentiated instruction
Regulations
Power of technology
Digital materials/curriculum
Online learning
Disruptive innovation
Trusted content
Student centered delivery model
21 Century skills
Broadband
Professional development/learning communities
“Most educational technology experts agree that
technology should be integrated, not as a
separate subject or as a once-in-a-while project,
but as a tool to promote and extend student
learning on a daily basis.”
- EducationWorld.com
Technology…
 Improves student achievement
 Improves school efficiency and productivity
 Helps teachers meet professional requirements
 Improves learning skills
 Helps schools meet ALL students’ needs
 Promotes equity and access in education
 Improves workforce skills
EdTechActionNetwork
Challenges of Implementation
 Lack of comfort using technology for teaching
and learning
 Use of technology is teacher-centered not
student-centered
 Not enough professional development on
integrating technology
What does all this mean for you?
Meeting the Challenge:
Neverlost
Finding your location
Setting your Objective
Choosing a Route
 The First Challenge: Getting you to your
destination (objective) on time.
 The Second Challenge: Getting everyone to
their destination on time.
Hertz’ solution:
 Challenge One: Using the power of on-line
technology to reach objectives
 Challenge Two: Using the flexibility of on-line
technology to differentiate the ways to reach
objectives so that everyone can reach them
Universal Design
for Learning
Meeting the challenge of Diversity
Differentiation and UDL
Differentiation in how information is presented
Differentiation in how knowledge is expressed
Differentiation in how user is engaged.
Multiple Means of Representation
Provide options for Perception
Multiple Means of Representation
Provide options for Perception
Provide options for language and symbols
Alternatives for Text
Alternatives for English
Alternatives for Language
Multiple Means of Representation
Provide options for perception
Provide options for language and
symbols
Provide options for cognition
Multiple Means of Action and
Expression
Motor Options
Multiple Means of Action and
Expression
Motor Options
Multiple Means of Action and
Expression
Motor Options
Multiple Means of Action and
Expression
Motor Options
Multiple Means of Action and
Expression
Options in Scaffolds
Models and Demos
Multiple Means of Action and
Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
Multiple Means of Action and
Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
Immediate Feedback
Multiple Means of Engagement
You’ve Arrived!!!
The difference between
a curriculum and Neverlost
EdTech Locator: Setting a Team Vision
Teachers and Related Service Providers
Administrators
Technology Coordinators
Professional Development
Coordinators
Early Tech
Implementatio
n
Technology use by teachers and students
is limited with little linkage to instructional
strategies or student needs. Technology
is mainly used as a productivity tool or as a
reward for completing required work. The
use of technology is substantially different
for general and special educators.
The technology plan is nominal: there is no
timely technical support, and core curricula
are developed with minimal consideration of
students with special needs. Assistive
technologies are purchased and
administered separately. The school/district
does not require that websites and software
adhere to accessibility guidelines.
Universal design and access
issues are considered only for
students with IEPs. Connectivity
and e-learning environments are
limited, providing a student-tocomputer ratio of 10-1 and
limited access to assistive
technology tools.
Technology training is limited to
use and access, with little focus
on instruction. Training for
general educators and special
educators is separate, with
universal design principles
limited to special educators.
Developing /
Advanced
Tech
Implementatio
n
Technology use supplements instruction,
specifically to motivate or sustain
remediation, review, and practice for
special education students. Technology is
sometimes used to manage administrative
tasks or special education paperwork; email and e-newsletters are used to convey
information to parents.
The technology plan is aligned with the
state plan and developed with input from
multiple stakeholders. Assistive
technologies and other accommodations
are considered. General cost-of-ownership
principles are followed and same-day tech
support is provided. The school/district
requires that websites and software adhere
to basic accessibility guidelines.
Universal design and access
issues are considered for a
limited number of computers, or
areas with high computer use.
Internet connectivity is available
in most or all classrooms, with
basic resources available for
sharing servers. Significant
wireless connectivity is
available.
Training relates technology use
to content area instruction.
There is awareness of universal
design principles among special
educators and some general
educators.
Target Tech
Implementatio
n
Technology is used to build self-efficacy in
students, is integrated into curricular and
assessment materials, and follows
principles of universal design to
differentiate instruction for all learners.
Multiple forms of technology are used to
manage IEP and administrative tasks.
Technology is used as a communication
tool between teachers and parents
The technology plan focuses on integrating
technology to support differentiating
instruction, and the needs of students with
disabilities are included in all curricular and
technology decisions and purchases. The
school/district requires and ensures that
websites and software adhere to best
practice accessibility guidelines.
Universal design and access
issues are considered and
implemented throughout the
school/district. Purchase
priorities support differentiating
instruction. Direct Internet
connectivity is available in all
rooms in all schools, with easy
access to wireless connectivity.
Training models the use of
technology as a seamless and
expected component of any
instruction, with heavy focus on
universal design and
differentiating instruction
strategies to ensure access to
the general education curriculum
for all students.
Adapted from Massachusetts and Texas STaR Chart Initiatives
29
CITEd EdTech Locator
SUMMARY CHART
Teachers and Related Service
Providers
Administrators
Technology Coordinators
p. 2-11
Professional
Development
Coordinators
Technology
training
Technology
training limited to
use and access, with little
limited to
andTraining
focususe
on instruction.
for general educators and
access,special
with
littleseparate,
focus
educators
with universal design
on instruction.
Training
principles limited
to special
educators.
Service Area #3
Technology plan aligned with statefor general educators
Evaluation and
plan and developed with input fromand special educators
Scaling-up support
separate,
with
Developing /
Technology used to supplement multiple
Technology
plan aligned with state Assistive
Universal design and
access
Training
relatesuniversal
technology
stakeholders.
Advanced Tech
instruction, specifically for remediation,
plan and developed with input
issues considered for a limited
use to content area
design
principles
limited
Implementation
review and practice for special education
from multiple stakeholders.
of computers,
or
instruction. Awareness
of
technologies
and other number
students. Uses technology some to
Assistive technologies and other
areas with high computer use.
universal design principles
special
educators.
manage admin tasks or special ed accommodations
accommodations considered.
Internet connectivityto
available
among
special educators and
considered.
paperwork; uses e-mail, list-serves to
General cost of ownership
in most or all classrooms, with
some general educators.
Develop
convey info to parents.
principles
followed;
same
day tech
basic principles
resources available for
General
cost
of
ownership
evaluation
support
provided.
School
district
sharing
servers. Significant
Technology is integrated into requires that Web sites and
wireless
connectivity.
followed;
same
day
tech
support
models
software
adhere to basic
instruction,
as well as curricular
and
accessibility
guidelines. district requires
provided.
School
materials,
followsTechnology plan focuses on
Targetassessment
Tech
Technology
is integrated into instruction,
Universal design and access
Training models the use of
that Web
sites
and
software
adhere
Implementation
as well as curricular and assessment
integrating
technology
to improve
issues are
considered and
technology as a seamless and
Synthesize
principles
of universal
for
materials,
follows principles ofdesign
universal
outcomes for all students, and the
implemented throughout the
expected component of any
Synthesize
to basic
accessibility
guidelines.
design,
accommodating diverse needs
needs of
students with disabilities
district. Direct Internet
instruction, with heavy focus
data
across
learning,of allaccommodating
diverse
learners. Multiple forms of
are included in all curricular and
connectivity available in all
on universal design strategies
data
sites are used to manage IEP and technology decisions and
technology
rooms in all schools, with easy
to ensure access to the
needs ofadmin
alltasks.
learners.
Technology
is School district requires access to wireless
Technology enables
purchases.
general education curriculum
teachers and parents to communicate.
and ensures that Web sites and
connectivity.
for all students.
consistently and appropriatelysoftware
usedadhere to best-practice
Create
scaling-up
accessibility guidelines.
Create
to manage
IEP and
admin tasks.
support
scaling
Adapted
from Massachusetts
and
Texas STaR Chart
Initiatives and
Technology
enables
teachers
networks
parents to communicate.
Early Tech
Implementation
Technology use by teachers and
students is limited with little linkage to
instructional strategies or student needs;
mainly used as a productivity tool.
Purpose of technology use substantially
different for general and special
educators.
Minimal technology plan; no timely
technical support; core curricula
selected with minimal
consideration of students with
special needs. Assistive
technologies purchased and
administered separately. School
district does not require that Web
sites and software adhere to
accessibility guidelines.
Universal design and access
issues considered only for
students with IEPs.
Connectivity and e-learning
environments are limited;
provide student-computer
ration of 10-1; limited access
to AT tools.
30
Case Story
Yankees Elementary School
935 students
9 language arts teachers
Newly renovated and
technology-rich school
• Multiple computers and
internet access in each
classroom
• Small technology staff
31
Case Story cont.
Teachers
 meet monthly to discuss ELA-related topics for regular
and special education students.
 know that technology is available, but never have time
to learn how to use it.
Administrators
 adamantly support technology usage to accommodate
all students.
 are afraid that teachers don’t use technology to its
fullest potential.
32
Summary Chart
Teachers and Related Service
Providers
Administrators
Technology Coordinators
Professional Development
Coordinators
Early Tech
Implementati
on
Technology use by teachers and
students is limited with little linkage to
instructional strategies or student
needs. Technology is mainly used as a
productivity tool or as a reward for
completing required work. The use of
technology is substantially different for
general and special educators.
The technology plan is nominal: there is
no timely technical support, and core
curricula are developed with minimal
consideration of students with special
needs. Assistive technologies are
purchased and administered separately.
The school/district does not require that
websites and software adhere to
accessibility guidelines.c
Universal design and access
issues are considered only for
students with IEPs.
Connectivity and e-learning
environments are limited,
providing a student-tocomputer ratio of 10-1 and
limited access to assistive
technology tools.
Technology training is limited
to use and access, with little
focus on instruction. Training
for general educators and
special educators is separate,
with universal design
principles limited to special
educators.
Developing /
Advanced
Tech
Implementati
on
Technology use supplements
instruction, specifically to motivate or
sustain remediation, review, and
practice for special education students.
Technology is sometimes used to
manage administrative tasks or special
education paperwork; e-mail and enewsletters are used to convey
information to parents.
The technology plan is aligned with the
state plan and developed with input
from multiple stakeholders. Assistive
technologies and other
accommodations are considered.
General cost-of-ownership principles
are followed and same-day tech support
is provided. The school/district requires
that websites and software adhere to
basic accessibility guidelines.
Universal design and access
issues are considered for a
limited number of computers,
or areas with high computer
use. Internet connectivity is
available in most or all
classrooms, with basic
resources available for
sharing servers. Significant
wireless connectivity is
available.
Training relates technology
use to content area
instruction. There is
awareness of universal
design principles among
special educators and some
general educators.
Technology use by
teachers and students is
limited with little linkage to
instructional strategies or
student
needs.
The use of
Technology is used to build self-efficacy
Target Tech
in students,
is integrated into curricular
Implementati
technology
is substantially
on
and assessment materials, and follows
different for
general
and
principles
of universal design
to
differentiate instruction for all learners.
special educators.
Multiple forms of technology are used to
manage IEP and administrative tasks.
Technology is used as a
communication tool between teachers
and parents
The technology plan focuses on
integrating technology to support
differentiating instruction, and the needs
of students with disabilities are included
in all curricular and technology
decisions and purchases. The
school/district requires and ensures
that websites and software adhere to
best practice accessibility guidelines.
The technology plan is
aligned with the
state plan
Universal design and access
Training models the use of
issuesand
are considered
and
technology
as a input
seamless
developed
with
implemented throughout the
and expected component of
school/district.
instruction, with heavy
fromPurchase
multipleanystakeholders.
priorities support
focus on universal design and
Assistive
and
differentiating
instruction. technologies
differentiating instruction
Direct Internet connectivity is
strategies to ensure access to
other
accommodations
available
in all rooms
in all
the general education are
schools, with easy access to
considered. curriculum for all students.
wireless connectivity.
33
Adapted from Massachusetts and Texas STaR Chart Initiatives
Case Story cont.
Tech Coordinator
 leads a small tech staff that focuses on solving basic
network connection issues.
 Rarely procures technology with consideration for
universal design principles.
PD Coordinator
 holds information sessions in which the technology
resources in the school are listed.
 does not link technology to instructional goals or
student needs.
34
Summary Chart Technology training is
limited to use
and access,
Administrators
Teachers and Related Service
Providers
with little focus on
instruction. TheTraining
for
Technology use by teachers and
technology plan is nominal: there is
Early Tech
students is limited with
little linkage to educators
no timely technical
support, and core
Implementati
general
and
on
instructional strategies or student
curricula are developed with minimal
needs. Technology is
mainly used aseducators
a
consideration ofis
students with special
special
productivity tool or as a reward for
needs. Assistive technologies are
completing requiredseparate.
work. The use of
purchased and administered separately.
Developing /
Advanced
Tech
Implementati
on
technology is substantially different for
general and special educators.
The school/district does not require that
websites and software adhere to
accessibility guidelines.c
Technology use supplements
instruction, specifically to motivate or
sustain remediation, review, and
practice for special education students.
Technology is sometimes used to
manage administrative tasks or special
education paperwork; e-mail and enewsletters are used to convey
information to parents.
The technology plan is aligned with the
state plan and developed with input
from multiple stakeholders. Assistive
technologies and other
accommodations are considered.
General cost-of-ownership principles
are followed and same-day tech support
is provided. The school/district requires
that websites and software adhere to
basic accessibility guidelines.
Universal design and
access issues are
considered for a limited
Technology is used to build self-efficacy
technology plan focuses on
Target Tech
number
of computers.The
in students, is integrated into curricular
integrating technology to support
Implementati
on
and assessment
materials, and follows is
differentiating instruction, and the needs
Internet
connectivity
principles of universal design to
of students with disabilities are included
differentiate instruction
for all learners.
available
in most
or allin all curricular and technology
Multiple forms of technology are used to
decisions and purchases. The
classrooms.
manage IEP and administrative tasks.
school/district requires and ensures
Technology is used as a
communication tool between teachers
and parents
that websites and software adhere to
best practice accessibility guidelines.
Technology Coordinators
Professional Development
Coordinators
Universal design and access
issues are considered only for
students with IEPs.
Connectivity and e-learning
environments are limited,
providing a student-tocomputer ratio of 10-1 and
limited access to assistive
technology tools.
Technology training is limited
to use and access, with little
focus on instruction. Training
for general educators and
special educators is separate,
with universal design
principles limited to special
educators.
Universal design and access
issues are considered for a
limited number of computers,
or areas with high computer
use. Internet connectivity is
available in most or all
classrooms, with basic
resources available for
sharing servers. Significant
wireless connectivity is
available.
Training relates technology
use to content area
instruction. There is
awareness of universal
design principles among
special educators and some
general educators.
Universal design and access
issues are considered and
implemented throughout the
school/district. Purchase
priorities support
differentiating instruction.
Direct Internet connectivity is
available in all rooms in all
schools, with easy access to
wireless connectivity.
Training models the use of
technology as a seamless
and expected component of
any instruction, with heavy
focus on universal design and
differentiating instruction
strategies to ensure access to
the general education
curriculum for all students.
35
Adapted from Massachusetts and Texas STaR Chart Initiatives
Teacher Chart
Plan and Deliver Content
Early Tech
Implementa
tion
Teacher primarily uses one
format/technology to present
content.
Developing
/ Advanced
Tech
Implementa
tion
Teacher recognizes the need to
present content in multiple
formats, but typically relies on two
to three technologies for most
lessons.
Target Tech Teacher selects from an array of
Implementa technologies to present content in
multiple formats to address the
tion
diversity of students.
Provide
Technologies/tools for
Student Action &
Expression
Teacher provides no technology
or only word processing for my
students to use to demonstrate
what they have learned.
Promote Student
Engagement
Teacher provides the same
technology/tools to every student
for a given task but tries to vary
these technologies/tools over the
course of the year.
Teacher chooses the
same technology to
motivate all students to
achieve their learning
goals.
Teacher offers a choice of
technology/tools that students can
use to demonstrate their
understanding and communicate
their ideas.
Teacher offers students a
choice from a variety of
technologies in order to
motivate them to achieve
learning goals.
Teacher offers technology
mainly as a reward not
connected to learning
goals.
36
Adapted from Massachusetts and Texas STaR Chart Initiatives
CITEd’s Online Course:
Differentiating Instruction through
Technology
http://airlearning.org
See the CITEd Toolkit Online at http://airlearning.org
38
1. Go to http://airlearning.org
2. Click on “CITEd Online Courses”
39
Login
as a
guest
Create
new
account
40
41
Key Practices
Embrace student differences
Use assessment data to guide
instruction
Use choice to engage and motivate
Offer flexible groupings
Expect a variety of products to
demonstrate learning
42
Embrace Student Differences
Provide assistive and accessible tools
Encourage students to create customized
tools
43
Technology Resources
The TechMatrix allows you to search by subject, learning
support, feature and/or product list in order to identify tools
for your students and your setting. Customize your matrix
results, and share your search with colleagues.
BookBuilder allows you to create engaging digital books
with embedded, customizable strategic hints that build
reading skills for students. See also the growing library of
books created and shared.
UDL Editions take advantage of the flexibility of digital
media to reach and engage all learners. Leveled supports
and the Texthelp Toolbar balance challenge and support
for each learner, ages 10 and up. Select your book to get
started!
44
UDL Editions
45
TextHelp
Toolbar
Levels of
support
46
Summary
Activate
backgroun
d
knowledge
List of
characters
47
Prompts
48
Coaches
“Show
button”
49
Vocab
support
50
Literary
devices
51
Author’s
Craft
52
53
Key Practices
Embrace student differences
Use assessment data to guide
instruction
Use choice to engage and motivate
Offer flexible groupings
Expect a variety of products to
demonstrate learning
54
Center for Implementing Technology
in Education (CITEd)
 Works with state and local education
agencies to develop systems to
integrate instructional technology to
meet the needs of all students
 Provides support through innovative
online professional development,
research, technical assistance (TA), and
extensive web-based resources, tools
www.cited.org
Distance Technical Assistance at www.cited.org
 Learn Center: Features more than 700 resources
tailored for teachers, administrators, technology
coordinators, and PD coordinators
 Act Center: Features the EdTech Locator and 9 PD
programs and models from our partners
 Research Center: Features more than 20 Research in
Brief articles on 5 different topics and 5 research
publications
 My Center: Allows registered users to bookmark
resources and build custom toolkits for colleagues
Helpful Links from Today’s Webinar
 TechMatrix Webinar: Learn to use the TechMatrix to
find technology tools that best address students’ needs
 EdTech Locator: Evaluate where you stand in the
technology integration continuum
 Differentiating Instruction Through Technology:
Take this free, online professional development course