Online and On Time: Supporting Technology Implementation for All Students

1. Online and On Time: Supporting Technology Implementation for All Students NYSSBA Convention October 17, 2008

2. As a result of this presentation, participants will be able to: Learn about online tools Facilitate collaborative instructional technology planning for diverse learners Generate resources supporting technology implementation Learning Objectives

3. Introduction to Collaborative Planning Tool-EdTech Locator Collaborative Planning Introduction to Tech Matrix Introduction to online course, “Differentiating Instruction” Agenda

4. Wonder Why You Feel Like This?

5. Time of transition Challenging times Individualized instruction Transformation Differentiated instruction Regulations Power of technology Digital materials/curriculum Online learning Disruptive innovation Trusted content Student centered delivery model 21 Century skills Broadband Professional development/learning communities Key Words From Today

6. “Most educational technology experts agree that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.” - EducationWorld.com

7. Technology… Improves student achievement Improves school efficiency and productivity Helps teachers meet professional requirements Improves learning skills Helps schools meet ALL students’ needs Promotes equity and access in education Improves workforce skills EdTechActionNetwork

8. Challenges of Implementation • Lack of comfort using technology for teaching and learning • Use of technology is teacher-centered not student-centered • Not enough professional development on integrating technology

9. What does all this mean for you?

10. Achieving Objectives, On-line and On-time: Learning from Hertz

11. Neverlost by Hertz

12. The First Challenge: Getting you to your objective on time.

13. Finding your location

14. Setting your Objective

15. Setting your Objective

16. Choosing a Route

17. Choosing a Route

18. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time.

19. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points

20. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points Diversity in preferences

21. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points Diversity in preferences Diversity in abilities and disabilities

22. Hertz’ Solution: Challenge One: Using the power of on-line technology to reach objectives Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them

23. Universal Design for Learning

24. Universal Design for Learning Basic principles from: Cognitive Neuroscience Bloom’s Educational Taxonomy Vygostky’s Learning Theory

25. 1) Use multiple means for representation

26. 2) Use multiple means for action and expression

27. 3) Use multiple means for engagement

28. Meeting the challenge of Diversity Differentiation and UDL Differentiation in how information is presented Differentiation in how knowledge is expressed Differentiation in how user is engaged.

29. 1) Provide Options for Perception Multiple Means of Representation

30. Provide options for Perception Provide options for language and symbols Alternatives for Text Alternatives for English Alternatives for Language Multiple Means of Representation

31. Provide options for perception Provide options for language and symbols Provide options for cognition Multiple Means of Representation

32. Motor Options Multiple Means of Action and Expression

33. Motor Options Multiple Means of Action and Expression

34. Motor Options Multiple Means of Action and Expression

35. Motor Options Multiple Means of Action and Expression

36. Motor Options Skill Options Options in Media Options in Tools Options in Scaffolds Multiple Means of Action and Expression

37. Options in Scaffolds Models and Demos Multiple Means of Action and Expression

38. Options in Scaffolds Models and Demos Breaking into smaller steps Multiple Means of Action and Expression

39. Multiple Means of Action and Expression Embedded prompts and guides.

40. Options in Scaffolds Models and Demos Breaking into smaller steps Immediate Feedback Multiple Means of Action and Expression

41. Options for recruiting interest Options for sustaining effort and engagement Options for developing self-regulation Multiple Means of Engagment

42. Multiple Means of Engagement You’ve Arrived!!!

43. Progress monitoring Summative Assessment How does Neverlost do Assessment?

44. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. The Third Challenge: Education not route finding.

45. The difference between a curriculum and Neverlost

46. The difference between a curriculum and Neverlost Best route for learning history

47. The difference between a curriculum and Neverlost Best route for learning history Best route for learning math

48. EdTech Locator: Setting a Team Vision

49. p. 2-11 Service Area #3 Evaluation and Scaling-up support Develop evaluation models Synthesize data across sites Synthesize data Create scaling-up support networks Create scaling - CITEd EdTech Locator SUMMARY CHART SA 3.4.1-5 Teachers and Related Service Providers Administrators Technology Coordinators Professional Development Coordinators Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Early Tech Implementation Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators. Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines. Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools. Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Developing / Advanced Tech Implementation Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity. Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Target Tech Implementation Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives

50. Case Story Yankees Elementary School • 935 students • 9 math teachers • Newly renovated and technology-rich school • Multiple computers and internet access in each classroom • Small technology staff