Transcript File - Tom`s Help Pages
Slide 1
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 2
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 3
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 4
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 5
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 6
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 7
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 8
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 9
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 10
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 11
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 12
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 13
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 14
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 15
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 16
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 17
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 18
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 19
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 20
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 21
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 22
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 23
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 24
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 25
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 26
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 27
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 28
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 29
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 30
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 31
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 32
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 33
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 34
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 35
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 36
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 37
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 38
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 39
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 40
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 41
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 42
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 43
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 44
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 45
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 46
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 47
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 48
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 49
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 50
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 51
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 2
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 3
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 4
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 5
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 6
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 7
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 8
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 9
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 10
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 11
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 12
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 13
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 14
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 15
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 16
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 17
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 18
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 19
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 20
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 21
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 22
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 23
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 24
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 25
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 26
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 27
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 28
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 29
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 30
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 31
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 32
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 33
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 34
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 35
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 36
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 37
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 38
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 39
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 40
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 41
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 42
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 43
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 44
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 45
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 46
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 47
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 48
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 49
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 50
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
Slide 51
Important Information
• This presentation was created by
Patrick Crispen.
• You are free to reuse this presentation
provided that you
– Not make any money from this
presentation.
– Give credit where credit is due.
Information for Presenters
• On slide 28, click on the Web page
image and then click on the “Turning
the Tables – Students Teach Teachers”
link. When the page loads, click on the
“Play Video” link near the top of the
page.
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen
No Child Left Behind
• On January 8, 2002,
President Bush signed into
law the No Child Left Behind
Act (NCLBA) of 2001.
• It reformed the Elementary
and Secondary Education
Act (ESEA) of 1965.
• The NCLBA is founded on
the belief that “[t]he federal
role in education is not to
serve the system. It is to
serve the children.”
http://www.nochildleftbehind.gov/
Four Basic Principles of NCLBA
1.
2.
3.
4.
Stronger accountability for results
Increased flexibility and local control
Expanded options for parents
Emphasis on teaching methods that
have been proven to work
Source: http://www.ed.gov/offices/OESE/esea/
So What Does “No
Child Left Behind” Have
to Do with Educational
Technology?
Apple’s Education Research Page
• Well, there’s actually
research out there that
shows that educational
technology has a
positive impact on
student performance.
• One of the best online
archives of this
research is Apple’s
education research
page.
http://www.apple.com/education/research/
Seven Key Research Conclusions
1. Students, especially those with few
advantages in life, learn basic skills —
reading, writing, and arithmetic — better
and faster if they have a chance to practice
those skills using technology.
2. Technology engages students, and as a
result they spend more time on basic
learning tasks than students who use a
more traditional approach.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
3. Technology offers educators a way to
individualize curriculum and customize it to
the needs of individual students so all
children can achieve their potential.
4. Students who have the opportunity to use
technology to acquire and organize
information show a higher level of
comprehension and a greater likelihood of
using what they learn later in their lives.
Source: http://www.apple.com/education/research/
Seven Key Research Conclusions
5. By giving students access to a broader
range of resources and technologies,
students can use a variety of
communication media to express their
ideas more clearly and powerfully.
6. Technology can decrease absenteeism,
lower dropout rates, and motivate more
students to continue on to college.
7. Students who regularly use technology take
more pride in their work, have greater
confidence in their abilities, and develop
higher levels of self-esteem.
NCLBA and Ed Tech
• So, ed tech can have a
positive impact on
learning outcomes,
something that’s going
to be quite helpful when
it comes time to deal
with the whole
“accountability” issue.
• And, besides, Part D of
the NCLBA is
something called the
“Enhancing Education
Through Technology
(EETT) Act of 2001.”
Image: aoc.gov
Did You Know that the No Child
Left Behind Act Has a Section on
Educational Technology?
Neither did I. I guess we
probably need to take a quick
peek at that section.
NCLBA and EETT, E-I-E-I-O!
• The primary goal of the
EETT section of the
NCLBA is to improve
student academic
achievement through
the use of technology in
elementary schools and
secondary schools.
• Don’t you just LOVE
these acronyms?
Image: aoc.gov
Two Additional EETT Goals
• To assist every student in crossing the digital divide
by ensuring that every student is technologically
literate by the time the student finishes the eighth
grade, regardless of the student's race, ethnicity,
gender, family income, geographic location, or
disability.
• To encourage the effective integration of technology
resources and systems with teacher training and
curriculum development to establish research-based
instructional methods that can be widely
implemented as best practices by State educational
agencies and local educational agencies.
Monday, Bloody Monday!
• These are neat goals – student achievement,
technological literacy, best-practices sharing – but
there’s nothing really new about any of these.
• What’s new is that these goals are now both
institutionalized and nationalized.
• We and our fellow educators are going to be
measured on our performance towards these
national ed tech goals.
• And we’re going to be held accountable by everyone
– the feds, the state, the district, and the parents – if
we fall short.
• “Someday versus Monday” time is over.
• It’s MONDAY!
How Do We “Walk the Talk?”
• If we had a wad of cash we
could hire a mess of tech
gurus to help us infuse
technology into every
classroom.
• The CEO of BellSouth once
told me that most Fortune
500 companies have, on
average, one tech support
person for every 30 users.
• Outside of the Milton
Hershey School (with 1,300
students and a US$5.5
billion endowment) there
isn’t a school in the world
that can afford a Fortune 500
level of service and support.
Image: federationforpeace.com
Paging Captain Yossarian
• So Washington expects
us to infuse technology
throughout the
curriculum in order to
improve student
performance.
• But we don’t have the
time, money, or quantity
of trained tech staff to
actually infuse
technology throughout
the curriculum.
And Now, It’s Time for Some Good
Old Ed Tech Blaspheme!
• Brace yourself … this next bullet point is going to
offend you like you’ve never been offended. You
ready? Okay. Here goes …
• One possible way to avoid the Catch-22 is to face a
cold-hard fact:
EDUCATORS HONESTLY
DON’T NEED TO KNOW
TECHNOLOGY!
Think About It
• Do you honestly think that
Bill Gates creates all of his
own PowerPoint
presentations?
• If I were a betting man, I’d
bet the answer is no.
• Gates has someone else
create most of his
presentations for him.
– He dictates the content and
then lets his subordinates
worry about the design.
• AND GATES IS THE
CHAIRMAN OF THE
COMPANY THAT MAKES
POWERPOINT!
Gates’ Secret
• Gates can get away
with not having to
create all of his own
PowerPoint
presentation because
– He owns the entire world.
– He has people on his
payroll who will create
many of his PowerPoint
presentations for him.
• This leaves Gates free
to lead Microsoft’s
development team.
http://www.microsoft.com/billgates/
Why Can’t
Teachers Enjoy
The Same
Luxury?
Two Reasons
1. Bill Gates and
Oprah have all the
money.
2. Classroom tech
support is, to put it
bluntly, “thin on
the ground.”
Shortages Abound
• Schools all over the
country are facing
serious shortages in
practically everything.
– Funding
– Qualified teachers
– Basic equipment
• In fact, the only thing
that schools DON’T
have a shortage of are
STUDENTS!
As Silly As This May
Sound, Why Not Turn
to the Students to
Solve the Technology
Infusion Problem?
Let’s See Lieberman Ban This GTA!
• College professors
don’t have to learn how
to use technology
(unless they want to)
because they have grad
students who will do
the tech work for them.
• Why not apply a similar
concept to K-12?
Turning the Tables
• According to Dennis Harper (whom we’ll
meet in a bit), students make up 92% of K-12,
posses 95% of the technology know-how,
and are 100% of why schools exist.
• Instead of training teachers with technology
skills in order to improve student learning,
we can train students with technology skills
in order to improve teachers’ teaching.
Turning the Tables
• By inverting the
teaching paradigm, we
can actually attain the
promise of technology
in education (the
promise that the NCLBA
now requires.)
• I know all this sounds
backwards, but watch
this …
http://glef.org/
History of Gen Y
• In 1996, the Olympia (WA) School District received a
five-year Technology Innovation Challenge Grant
from the U.S. Department of Education to launch
what was then called “Gen www.Y.”
• Developed by Dr. Dennis Harper, the district’s
technology coordinator
• Implemented across six districts and 35 schools—12
elementary schools, 14 middles schools, and nine
high schools
• The Gen www.Y goal was (and remains) simple: to
increase educators’ use of technology for improving
student learning.
The Cast of Characters
• Generation Yes (Youth
and Educators
Succeeding) provides
technology programs
and programs that
emphasize student
involvement.
– http://genyes.org/
• Gen Y (formerly Gen
www.Y) is the flagship
and original course of
Generation Yes (and
what we’re talking
about today.)
Other Generation Yes Courses
• Gen Did
– Gen Y alumni use their technology expertise to benefit not
only their school but their community.
• Gen SCI
– Students learn how to keep their school’s hardware,
software, and network infrastructure working efficiently.
• Gen GIT
– “Girls Issues and Technology”
– For female students who have opted out of technology
electives or who “don’t like computers.”
• Let’s get back to Gen Y …
The Old Model of Staff Development
• The standard K-12 staff development model involves
hiring an expert to conduct a one-day program /
workshop / conference / symposium / snooze-fest
with the faculty.
• The expert leaves, and then the teachers receive
little, if any, ongoing support to guide them once
they are back in the classroom.
• Because of this – and because of the often
overlooked fact that integration of new tech skills
into the daily practice of teaching is bloody time
consuming – few teachers actually apply what they
“learn” from the expert.
The New Model
• The Generation Yes staff members trains a
mentor teacher in your school.
• The mentor teacher then offers an 18 week
course for your school’s Gen Y students.
• The mentor teacher not only teaches the Gen
Y students how to use educational
technology, but also how to build the
communication, collaboration, and project
management skills necessary to create and
deliver technology-enriched lessons.
Studio Art (9th Grade)
• By the fourth week,
each Gen Y student is
paired with a “partnerteacher” (a teacher who
the student normally–
though not necessarily–
has during the school
day) and together they
select a future lesson
that they can enhance
with a technologybased lesson plan.
The “Magic” of Gen Y
• THIS ISN’T HAPHAZARD!
• The student, with the
partner-teacher’s guidance
and assistance, drafts a
project description outlining
–
–
–
–
–
–
Project objectives
Materials and equipment
Procedures
Evaluation indicators
Instructional context
Aligned curriculum
standards.
• This project description is
then posted online (on the
password-protected Gen Y
site.)
Wait! It Gets Even Better!
• A Gen Y consultant with subject area
expertise then reviews the student’s
proposal online, offering feedback on the
project’s
–
–
–
–
Feasibility.
Soundness of purpose.
Organization.
Alignment of project objectives, procedures, and
assessment.
• The consultant (who is provided by
Generation Yes) also helps align the project
to district, state, or national standards.
The Finished Lesson
• Following consultant
review, the student
works under the
guidance of both
his/her Gen Y teacher
and partner-teacher to
complete the project.
• The culmination of this
effort is the final
delivery of the project
to the partner-teacher’s
class(es).
Some Additional Gen Y Benefits
• Through Gen Y, teachers and students collaborate to
develop a technology-enriched lesson or project that
is aligned to district, state, or national standards.
• Teachers learn in their own classroom how best to
use the technology resources at their disposal.
• If the teachers don’t want to learn how to use
technology, they don’t have to. Thanks to the
teacher’s Gen Y student, technology is STILL infused
into that teacher’s curriculum.
• And, because all of the Gen Y project reports from
around the country are stored on the genyes.org
Web site, licensed Gen Y schools have access to
THOUSANDS of projects they can use as guides or
ideas for future projects.
Thornburg on Gen Y
One of the things I like is that the course does not
simply focus on technology. It focuses also on
important interpersonal skills (listening, sharing
ideas, etc.) that are needed to work effectively with
others. The poise and grace of students who have
completed this course are worthwhile outcomes,
even if nothing else was achieved. In a videotape
describing the project, one student talked about his
experience of going from Washington State to an
inner-city school in Washington, DC to help jump
start the program there. His warmth and enthusiasm
and genteel nature was apparent in the video. He has
skills that will last him a lifetime!
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Thornburg on Gen Y
In talking with other students connected with this
program, their enthusiasm is palpable. They feel that
what they know is being honored. While the teachers
are not expected to pick up the technical skills as a
result of working with these students, many of them
start to see the benefits that technology can bring to
their instruction. Instead of having outsiders (like
Dennis and me) telling them how wonderful
technology can be in the classroom, they get to
experience it first-hand with the ongoing assistance
of their students.
From http://www.pbs.org/teachersource/thornburg/thornburg499.shtm
Okay … nice
commercial. But
does Gen Y really
WORK?
DOE on Gen Y
• Between September 1999
and April 2000, the US
Department of Education’s
Educational Technology
Expert Panel on Exemplary
and Promising Educational
Technology Programs
reviewed 134 ed tech
programs and models.
• They measured
– The quality of the programs
– Their educational
significance
– Evidence of effectiveness
– Usefulness to others
The Results
• Only two of the 134
programs were
rated exemplary:
– The Challenge 2000
Multimedia Project
– Generation Y
• You can read the
DOE’s report online
at http://www.ed.gov/
pubs/edtechprograms
Evidence of Effectiveness
• Gen Y students, partner-teachers, and
coordinating teachers reported that 90% of
the students completed their projects.
• 93% of the partner-teachers considered the
projects to be of high quality.
• 92% of the partner teachers reported using
the projects in their regular classes; 94%
plan to update or extend the projects in
future class activities.
Evidence of Effectiveness
In spring 1999, 807 partner-teachers
completed surveys before beginning the
program, and 631 completed follow-up
surveys at the end of the semester.
– 95% consider Gen Y a good method for providing
support and assistance to teachers as they
integrate technology into their classes, reported a
desire to continue participating in the program,
and said they would continue to rebuild lesson
plans to benefit from using educational
technology.
– 82% of the teachers reported that the experience
would change the way that they teach in the
future.
Evidence of Effectiveness
When asked their opinion about using
technology in education after
participating in Gen Y,
– 98% said they felt technology facilitates
positive changes in classroom teaching
and learning practices.
– 52% said they wanted to learn more about
using new technologies.
– 62% percent attributed these results to
their participation in Gen Y.
To Learn More about Gen Y
• Visit the Generation
Yes Web site at
http://genyes.org/
• ISTE has Gen Y
curriculum kits and
CD-ROMs for sale in
their bookstore at
http://iste.org/
• Alabama’s DOE is
also a good
resource.
Alabama is Going with
Gen Y Statewide.
What is Mississippi
Doing?
Mississippi and ExplorNet
• About 40 schools in 27
Mississippi counties offer
construction programs.
• ExplorNet trains teachers,
provides curricula and
orders the necessary
computer parts.
• Students learn how to
build computers from
scratch, and how to
troubleshoot and
refurbish donated
machines.
The Results
• Through this project,
– Mississippi students recently built 6,000
computers which have gone into
Mississippi classrooms.
– Mississippi now has at least one Internetconnected computer in every classroom in
the state.
• For more information, check out
http://www.explornet.org/
Any
Questions?
Students as Teachers
of Technology
a presentation by
Patrick Douglas Crispen