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 . . . .
Why Technology?
• More than ever, individuals value the importance of
technology changes in education.
• Knowledge economy
− nearly 90 percent of the upcoming workforce will utilize
computers within their working environments
• The U.S. Department of Education “Education Technology Plan,”
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more computers and ubiquitous high-speed Internet access
need for digital content in the schools’ curricula
• Executive Summary
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http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlitethePlan.html
ISTE – NETS Standards
• International Society for Technology in Education
• National Education Technology Standards
− Students
− Teachers
− Administrators
• 90% of states have adopted, adapted or
referenced in their own state standards
• ISTE is in the process of updating their standards
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
• Appropriately deployed technologies could
support exploration and help students obtain
achievable goals, form and test hypotheses,
and discover new knowledge. These
constructivist applications of technologies
apparently support developing higher-order
thinking skills that can help students strive and
succeed with real, open-ended questions, such
as those that they will have to face, address,
and conquer during their adult lives (Valdez et al., 2000).
http://www.ncrel.org/tech/elearn/system.htm
E-Learning Synthesis: Curriculum and Standards-Based Content
Learning Technologies and Higher-Order Skills
Some Things to Consider for
Quality Tech Integration
• Allows for different learning styles
• Uses tasks that are intellectually demanding/require
higher level thinking
• Provides open-ended questions and activities
• Requires more abstraction and complexity
• Based on student interests
• Requires student to be more self-directed
• Uses Inquiry process
• Develops problem finding and problem solving skills
• Based on an authentic or real-world task(s)
• Allows students to discover and uncover information
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.
Re-Thinking the Way We Do Things
When Adding Technology. . .
• Be willing to learn from students
• Teachers still have much to offer: critical thinking, unlocking
meaning, clear communication, etc.
• Teaching with technology can be transforming
• Encourage student autonomy
• Dual level of teaching content along with meta-cognitionlearning how to learn
• Learning is cumulative – education is ongoing and doesn’t end
with a test
• Welcome productive digressions
• A lot of work – build a collaborative team, and consider
including students as part of the team
Changing the
Process . . .
• Math concepts
− Virtual manipulatives
• Science – up to date information
• Alternatives Net Frog
• Research in “real time”
− Newscasts (CNN)
− Data (USGS)
− Maps (TerraServer)
• Analyzing for validity
Technology Rich Environments
• identify essential questions and match learning needs
to effective and efficient technology-rich learning
environments.
• apply technology tools to produce texts, illustrations,
photographs, sounds, videos, and animations for use in
teaching and learning.
• identify, design, create, and facilitate learning spaces
through the use of technologies such as email, forums,
blogs, virtual conferencing, collaborative web/wikis,
social networks, course management systems, desktop
spaces, and interactives.
Annette Lamb
Technology Products
• Multimedia products
• Text with graphics
• Web-published products
• Stand-alone slide shows
• Digital video (not VHS)
• Visual essays and reports
• Digital storytelling
• Podcasts and Vodcasts
Word
•Written projects
−Books
−Stationary
−Tables and Charts
−Reports
−Business Cards
−Newsletters
−Postcards
−Signs
−Web Pages
•Graphics
−Word Art
−Draw Tools
−Auto Shapes
−Clip Art
−Photos
−Original Art Work
−Flowcharts
−Call-outs
PowerPoint
Harporous
Chihuly
• Presentations
• Games
• Illustrated Stories
• Animation
• Timelines
• Posters and Signs
• Portfolios
Electromagnetism
Excel
Publishing
•Posters & Banners
•Brochures
•Graphs and charts
•Newspapers
−Original Data
−Pictographs
•Stock Market
•Data Base
•Budgeting
•Magazines
•Calendars
•Booklets
•Signs
•Banners
•Timelines
•Flyers
•Labeling Maps and
Diagrams
•Posters
Inspiration/Kidspiration
• Webs
• Graphic organizers
• Timelines
• Conversion
− Outlines
− PowerPoint
• New Inspiration Data!
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.
More Resources . . .
• Technology Resources for Differentiated Instruction
Montgomery County.htm
• Thinkfinity - Education & Technology in the 21st
Century (MarcoPolo)
• ThinkQuest
• Using Technology to Differentiate Instruction.htm
• Funbrain – Curriculum Guide
• The Teacher Tap – professional development resources
for educators (Annette Lamb and Larry Johnson)
• Thirteen Ed Online
• Rubrics for Assessment
Research
or
Copying?
Where’s the Content?
Differentiation Strategies
How can technology be used in the
following strategies?
• Flexible Grouping
• Tiered Lessons
• Independent Projects
• Learning Centers
• Learning Contracts
• Compacting
• Questioning
• Mentoring
Things to Consider in
Differentiated Instruction
• Scaffolding
• Choice
• Depth and Complexity
• Learning Styles
• Learning Environments
• Task difficulty
• Equalizer (Carol Ann Tomlinson)
Continuums for Planning Differentiated Lessons
These continuums can help you plan content, process, and products for gifted learners, as well as other
learners with diverse needs. They are not a recipe, but rather a guide for your thinking. In general,
students who are gifted in a given subject or very advanced in a particular topic need to function toward
the right end of the continuums. There will be exceptions, of course. For example, a highly able learner
may at times need to work at a slower pace to study a topic in greater breadth or depth. At the beginning
of a complex study, even a highly able learner may need to work at simpler tasks, toward the left of the
continuums will need to move toward the right.
Simple
Complex
Resources, Research, Issues, Problems, Skills
Concrete
Abstract
Examples, Illustrations, Applications, Conclusions
Single – faceted
Multi – faceted
Problems, Applications, Solutions, Approaches, Disciplinary Connections
Small Leap
Great Leap
Application, Insight, Transfer
Closed
Open
Solution, Decisions, Approaches
Less Independence
Greater Independence
Planning, Designing, Monitoring
Foundational
Transformational
Information, Ideas, Materials, Applications
Slow
Quick
ASCD, 1994
Pace of Study, Pace of Thought
Anchoring Activities
• A – Alternatives…When do you use them?
− Optional Activities
− Daily Activities
− Weekly Activities
• B – Brainstorm Ideas…What are examples?
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Journals
“Project Extensions
Puzzles (ex. Logic, either students created worksheets)
Workbooks
Labs
Research
Skill/Drill Practice
Test Prep
Project Interests
Independent Studies
Computer Skills
Student Generated Activities
Flexible Grouping
• Groups can be based on interest, readiness,
learning styles, or ability
• Groups are temporary for one unit,
assignment, or task
• Teacher assigns when matching to criteria
− Readiness for skill or content, interest
− Ensuring mix of students
• Students select when appropriate
• Clear guidelines for group functioning
Independent Projects
• Can be structured or open-ended,
depending on readiness of student
• Builds on student interest
• Include computer as tool for content,
process or product
• Teacher provides guidance and structure
• Provide criteria for success
Who Does Research?
What kinds of questions would these
people ask?
Person
Questions They Ask?
Mathematician
Newspaper
Reporters
Teacher
Writer
Historian
Geographer
Scientist
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Interest Centers
• Build on student interest
• Students can help in the process of
development
• Clear criteria for success
• Challenging level of tasks
• Interest based groups
• Using a computer station as a learning center
• Adding computer tasks to a learning center
Compacting
• 1) Pre-assessment
2) Plan for learning what was missed and
excuse what is mastered
3) Plan how free time may be spent
• Allow student choice in how time is
spent
• Written plans and guidelines
Questioning
• Target some questions and leave others “open” to
group
• Open-ended questions when possible
• Wait time
• Think- pair-share
• Encourage “building” on previous answers
• Encourage students to “explain and defend”
• Adjust difficulty of question based on student needs
Tiered Lessons
• Not an introduction, but probably after whole
group instruction so basics are understood
• Same concept, objective, or essential
question, but different levels Avoid tasks that
can be “copied” from a source
• Organize by Bloom’s Taxonomy, concrete to
abstract, scaffolding, depth, complexity,
organization
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.
How Can Technology Assist in
the Following Areas?
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Find sources of information that are appropriate for
students who may have difficulty reading.
Provide advanced organizers to help students receive
and communicate information.
Provide management plans in which tasks are listed
sequentially with target dates for completion.
Finally, provide a structure or visual format to guide
the finished product. A sketch of an essay or science
project board will enable these students to produce a
well-organized product.
Use technology to promote productivity. It allows
students with learning disabilities to hand in work of
which they can feel proud.
Offer a variety of options for communication of
ideas.
Help students who have problems in short-term
memory develop strategies for remembering. The use
of mnemonics, especially those created by students
themselves, is one effective strategy to enhance
memory. Visualization techniques have also proved
to be effective.
Adapted fromJann Leppien
Learning and Retention
Rates
Beyond Bells and Whistles: Affecting Student Learning Through Technology
http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html
Graphic Organizers
• Inspiration Software, Inc.htm
− Kidspiration, Inspiration Data
− Versions for Handhelds (Palm and Windows)
− Example of Template Sample 2 Sample 3
• Schools of California Online Resources
− http://www.sdcoe.k12.ca.us/score/actbank/torga
niz.htm
• Write Design Online
− On-Line - Graphic Organizers.htm
Interactive Content – Active
Learning
• Real-time data projects
− Using online data, such as world-wide earthquake
activity
• Using and analyzing Primary Resources
• Collaborative projects
− Sharing and compiling data online
• Partner projects
− Connecting with another group or organization to
complete or share a project
• Webquests
− Teacher designed, student implemented
• Blackboard classes
• Tutorials
Quality Content Examples
• Jason Project
• UCMP (University of California Museum of
Paleontology)
• AMNH (American Museum of Natural History)
• Nova
• Center for Innovation in Engineering and
Science
• Annenberg Media
• Edutopia (GLEF)
− Geo-Literacy Project
Annenberg Media
Online via Video on Demand
• You can view Annenberg Media programs of your choice online with
a broadband connection whenever you see this icon. There is no
charge for this service.
• Majority for Teachers, but many excellent resources for gifted
students
• A Biography of America.htm
• Journey North A Global Study of Wildlife Migration Monarch
Butterfly.htm
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Foreign Language
Science
History and Social Studies
Arts
Mathematics
Primary Resources
•A source created by people, in their own
words, who actually saw or participated in an
event.
•Primary sources were either created during the
time period being studied, or were created at a
later date by a participant in the events being
studied (as in the case of memoirs) and they
reflect the individual viewpoint of a participant or
observer
http://www.lib.berkeley.edu/TeachingLib/Guides/PrimarySources.html
Technology & Process
• VOD (video on demand)
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Allows for different learning styles
PBS – Chalkwaves, United Streaming Video
• Webquests
learning styles, higher level, interest, self-directed, real-world tasks, uncover
information
− A WebQuest is an inquiry-oriented activity in which most or all
of the information used by learners is drawn from the Web.
• Adventure Into the Unknown A Webquest on the Lewis and Clark
Expedition.htm
• A Home on Ganymede Introduction.htm
• Blackboard – eLearning
• Web 2.0
− “Build applications that harness network effects to get better the
more people use them.“
− Wiki’s, social networking, blogs, podcasting, eBay, Flickr, iTunes
• Moodle
Handhelds and iPods
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Store and graph data
Journal recording
Record lectures and notes
Access video and podcasts
• Foreign language dictionaries
• Personal organization
• Communication/sharing
• Music lessons
Writing – Desktop Publishing
• Templates
− Reports, newsletters, booklets,
brochures, outlines, presentations
• Word processing and spellchecking
− Laptops, Alphasmart
− Voice Recognition software
• Publishing formats
Technology & Products
•Multimedia products
•Text with graphics
•Web-published products
•Stand-alone slide shows
•Digital video (not VHS)
•Visual essays and reports
•Digital storytelling
•Products associated with a
differentiated approach reflect
both the learners' expression and
the applied skills of a field of
study.
•These products can be achieved
through exposure to learning
opportunities developed within
the classroom or through the
external environment (Passow,
1982)
Creating Web Sites
• Guardians of Freedom Introduction.htm
• Guardians of Freedom LLoyd Smith.htm
• Using Word Web Wizard
• Using Software Tools
− FrontPage
− DreamWeaver
Digital Photography
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Save Samples of work or class projects
Art/design
Basic photography techniques
Record science experiments or other activities
Creative expression
Illustrate original works
Portfolios
Adobe Photo-Deluxe, Paint Shop Pro and
others
• Photo Story3
Analog or Digital Camcorders
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Original plays and productions
Documentaries
Animation drama
Language arts, commercials
Sound editing
QuickTime movies
− add to web pages, email, PowerPoint presentations
• Science – record of experimental results
• Add to portfolios or send home to share with
parents the work accomplished
• iMove
MovieMaker2
Tape Recorders – Digital
Recorders
• Reluctant writers – high verbal
• Translations (Spanish to English, etc.) Julia
• Original Books on Tape for young students or
ELL
• Record personal performances (music) from
home or public venues to include in other work
- Eric
TV
• Create TV programs for public broadcast in
local community
• Public Service Announcements (radio or TV)
• Building or district recording – broadcast
events or daily news
Scanners
• Scan original artwork or documents to save digitally
− Create a slide show of original work
• Create a photo collage
• Create a Visual family tree
• Add personal photos to an online journal
• Use original art, wallpaper, or fabric to scan and use
as original background
− Use an ordinary object, enlarge and use in new art ideas (like
a penny!)
• Illustrated book Madi & Julia
Podcasts & Vodcasts
• Recording audio and video
• Broadcasting to web sites
• Broadcasting for downloads
• Communication skills, art, technology,
organizational skills . . .
Music and Sound
• Garage Band on Mac – Eric & Matti
− Layer tracks, record, mix, etc.
• Digital recording
− With or without microphone
• Sound Effects in digital video
− PowerPoint & Web Pages
• Record your own
• Add files from Microsoft online files
Technology Integration
ideas for teachers
• Technology Integration for Teachers
− resources for reading and doing
• Best on the Web
• A Different Place
• Tammy’s Technology Tips
• 4Teachers
• Education World – Technology in the Classroom
National Organizations
Curriculum on the Web
• National Science Teachers Association
− http://www.nsta.org
• National Council of Teachers of Mathematics
− http://www.nctm.org
• National Council for Social Studies
− http://www.ncss.org
• Kennedy Center ArtsEdge
− http://artsedge.kennedy-center.org
• National Council of Teachers of English
− http://www.ncte.org
• International Reading Association
− http://www.reading.org
Mathematics
• Mathematical Interactive Tools
• The Math Forum @ Drexel University
• A Creative Encounter of the Numerical Kind
• Math Activities
Language Arts
•Carol Hurst’s Children’s Literature
Site
•The Complete Works of Shakespeare
•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
Where Do I Start?
1. What content, topic, or
lesson should I start with?
• Who will assist me?
− School personnel, other
teachers, technology
experts
2. What technology may help
students to better
understand?
• Who will support me?
3. Where can technology
enhance the content, process
or products in my classroom?
• What more do I need to get
started?
4. What technology can assist in
meeting student readiness,
interests, or learning styles?
− Administrators, curriculum
specialists . . .
− Resources
− Information
− Access