Are Your Teachers Teaching Effectively with Technology

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Are Your Teachers Teaching Effectively with
Technology?
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(No Transcript)
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Enhancing Education Through Technology

• A primary goal 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 and local educational agencies.
• (NCLB Title IID)

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• The Problem

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Achievement Paradox

• Despite a decade of significant technology
  investment, most achievement indicators are flat.
• A growing number of decision makers questioning
  the benefits of this investment.
• (Susan Patrick, Director of Educational
  Technology, U.S. Department of Education, March
  10, 2004, St. Louis)

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Research
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Millennial Generation 1982-2000

• Largest generation Almost 100 million between
  0-24 years old (2000)
• Most diverse generation 31 are minorities
• They have come of age along with the Internet
• Information has been universally available and
  free to them
• Community is a digital place of common interest,
  not just shared physical space
• (Susan Patrick, Director of Educational
  Technology, U.S. Department of Education, March
  10, 2004, St. Louis)

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21st Century Work Skills

• Abstraction the ability to discover patterns and
  meanings
• System Thinking the ability to think most
  problems in the context of a complete system
• Experimentation the ability to try something,
  note results and make modifications
• Collaboration the ability to work as a team and
  interact with others
• (Reich, The Work of Nations, 1992)

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21st Century Skills

• 25 of the school program should be dedicated to
  problem-solving, decision-making, exploration and
  the creation of new ideas.
• - Jamie McKenzie

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Engaged Learning with Technology
http//www.ncrel.org
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Optimal Learning Environment

• Knowledge Centered Identify skills and content
  to be mastered
• Learner Centered Connect to strengths and
  preconceptions of the learner
• Assessment Centered Provide multiple
  opportunities to make process thinking visible,
  frequent feedback and opportunities for revision
• Community Centered Provide an environment where
  learner feels safe to question, access resources,
  experiment, and work collaboratively

Bransford, J. How People Learn Bridging Research
and Practice (2001)
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Technology and Student Learning

• Real-world contexts for learning
• Connections to outside experts
• Visualization and analysis tools
• Scaffolds for problem solving
• Opportunities for feedback, reflection, and
  revision

Bransford, J. How People Learn Brain, Mind,
Experience and School (1999)
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New Strategies
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Achievement Solution
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Proficient

• MyTarget2
• describes levels
• of technology
• integration

Intermediate
Beginning
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Performance Indicator Levels
Beginning Prepares to use technology in the
classroom Technology focus Acquires or
practices technology skills Instructional focus
Learning to use the technology
Intermediate Uses technology in the
classroom Technology focus Uses technology for
traditional practices Instructional focus
Teacher-centered, direct instruction
Proficient Uses technology to enhance student
learning Technology focus Technology is
essential to complete learning asks Instructional
focus Student-centered, authentic learning
environment
Adapted from Porter Teaching and Learning Spectrum
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ISTE/MyTarget2 Performance Indicators
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Are your teachers using technology to
improvestudent learning?
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• At what level are teachers
• integrating technology?

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Technology Integration Module

• Purpose
• To identify level of teachers technology
  integration in the classroom
• To identify professional development needs
• Assessment Audience
• Pre-service teachers
• Beginning teachers
• Experienced teachers new to a district
• District teachers in select classes and/or
  schools
• All district teachers to establish a district
  baseline
• Reports
• Individual teacher reports
• Class/school/district reports

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Technology Integration Assessment Module
IIIc Applies technology to develop students'
higher order skills and creativity
IVa Applies technology in assessing student
learning of subject matter using a variety of
assessment techniques
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Technology Reporting
District Sample Report
3Proficient Using technology to enhance
learning 2Intermediate using technology in the
classroom 1Beginning Prepares to use
technology 0Non use of technology
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Technology Integration Report

• Individual Sample Report
• John Smith
• Madison Elementary, Grade 3
• 30 hours of technology professional development
  completed
• Technology Integration Inventory Score 1.75
  Intermediate
• Additional professional development recommended
  for the following standard subcategories
• IVb Uses technology resources to collect and
  analyze data, interpret results and communicate
  finding to improve instructional practice and
  maximize student learning
• Vb Evaluates and reflects on professional
  practice to make informed decisions regarding
  the use of technology to support student learning
• IVa Applies technology in assessing student
  learning of subject matter using a variety of
  assessment techniques.

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• Do teachers have the knowledge
• required to integrate technology
• effectively?

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Knowledge Tool

• Purpose
• To identify the level of teachers knowledge in
  areas necessary for successful technology
  integration
• To identify professional development needs
• Assessment Audience
• Pre-service teachers
• Beginning teachers
• Experienced teachers new to a district
• District teachers in select classes and/or
  schools
• All district teachers to establish a district
  baseline
• Reports
• Individual teacher reports
• Class/school/district reports

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Knowledge Assessment
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Knowledge Report
District Sample Report
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MyTarget2 Knowledge Report

• Individual Sample Report
• John Smith
• Madison Elementary, Grade 3
• 30 hours of technology professional development
  completed
• Technology Integration Knowledge Score 72
  Correct
• Additional professional development recommended
  for the following areas
• Strategies for lesson revision
• Application of technology in assessment of
  student learning
• Appropriate use of technology resources
• Responsibility and liability issues.

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• Do teachers have necessary
• hardware and software skills?

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Skills Tool

• Purpose
• To identify level of teachers technology skill
  and confidence
• To identify professional development needs
• Assessment Audience
• Pre-service teachers
• Beginning teachers
• Experienced teachers new to a district
• District teachers in select classes and/or
  schools
• All district teachers to establish a district
  baseline
• Reports
• Individual teacher reports
• Class/school/district reports

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Skills Report

• District
• Sample
• Report

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Skills Report

• Individual Sample Report
• John Smith
• Madison Elementary, Grade 3
• 30 hours of technology professional development
  completed
• Technology Hardware and Software Skills
  Score 2.57 Proficient
• Additional professional development recommended
  for the following areas
• Spreadsheet software
• Database software

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Other Assessment

• Technology Use with Students
• Student Use of Technology to Complete
  Instructional Goals
• Teacher Professional Use of Technology
• Teacher Pedagogical Practice
• Teacher Technology Preparation
• Technology Support

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Technology Use with Students Report

• District
• Sample
• Report

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Student Instructional Use Report

• of students using technology at a Proficient
  level (highest 3 reported use daily/weekly)
• Translates data into visual representation 23
• Understand complex situations of cause and
  effect 15
• Research online to solve complex problems or
  questions useful to others 9
• of students using technology at an Intermediate
  level ((highest 3 reported use daily/weekly)
• Prepare writing assignments 70
• Research online facts and information for summary
  reports 54
• Develop skills in accessing, processing and
  communicating electronic
• information 45
• of students using technology at a Beginning
  level ((highest 3 reported use daily/weekly)
• Develop products to learn and practice technology
  skills 73
• Learn skills for word processing, spreadsheets
  and/or database 65
• Have alternative activities when other activities
  are finished 70

District Sample Report
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Teacher Pedigogical Practices Report
Intermediate
District Sample Report
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