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Levels of Technology Implementation @ DPISD. The Times They Are A-Changin’. “640K ought to be enough for anybody.”. Bill Gates, 1981. What’s Changin’?. Kansas, Chicago, Boston, and Alabama are places, not groups The Tonight Show has always been with Jay Leno.

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Levels of technology implementation @ dpisd l.jpg

Levels of Technology Implementation @ DPISD

The Times They Are A-Changin’

LoTi @ DPISD


640k ought to be enough for anybody l.jpg

“640K ought to be enough for anybody.”

Bill Gates, 1981

LoTi @ DPISD


What s changin l.jpg
What’s Changin’?

LoTi @ DPISD


Our students today l.jpg

Kansas, Chicago, Boston, and Alabama are places, not groups

The Tonight Show has always been with Jay Leno

They don’t know who Mork is and where he was from

Popcorn has always been cooked in the microwave

Roller skating has always meant inline for them

Our Students Today….

LoTi @ DPISD


3 themes of the new generation gap l.jpg
3 Themes of the New Generation Gap

  • The older generations are uneasy about new technology---which kids are embracing

  • Older generations tend to be uneasy about new media---which are coming into the heart of youth culture

  • The digital revolution, unlike previous ones, is not controlled by only adults

Tapscott, Don. Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill. 1998.

LoTi @ DPISD


8 shifts of interactive learning l.jpg
8 Shifts of Interactive Learning

  • From linear to hypermedia learning

  • From instruction to construction and discovery

  • From teacher-centered to learner centered education

  • From absorbing material to learning how to navigate and how to learn

  • From school to life-long learning

  • From one-size-fits-all to customized learning

  • From learning as a torture to learning as fun

  • From the teacher as transmitter to the teacher as facilitator and coach

Tapscott, Don. Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill. 1998.

LoTi @ DPISD



What we know about learners l.jpg

We know that learning happens best when a learning experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

We know that motivation to learn increases when we feel a kinship with, interest in, or passion for what we are attempting to learn (Piaget, 1978).

What we know about learners…

LoTi @ DPISD


A shift l.jpg
A Shift….. experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

www.nap.edu/readingroom/books/techgap/navigate.cgi

LoTi @ DPISD


The evolution of the classroom l.jpg

One-Room School House experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

Teachers taught reading, writing, & math

School started late and ended early

Narrow and controlled by the teacher

The Evolution of the Classroom

  • Factory School

    • Cities sprang-up

    • Factory work

    • Large schools with labyrinths of rooms

    • Basic facts needed for industrial work

    • The work force would typically keep the same job their entire life

LoTi @ DPISD


The evolution of the classroom11 l.jpg

Today experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

Students still attend factory-model schools

Are they passively listening to lectures?

The Evolution of the Classroom

  • The work force will average 6 to 8 jobs over the course of a lifetime

  • Half of all employed work with information-analyzing

LoTi @ DPISD


Proverbs for the 21 st century l.jpg
Proverbs for the 21 experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).st Century

  • What boots up must come down

  • Give a man a fish and you feed him for a day; teach him to use the Web and he won’t bother you for weeks

  • Home is where you hang your @

LoTi @ DPISD


The evolution of the classroom13 l.jpg

Changing roles experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

Students assume some of the functions previously reserved for the teacher

Students act as peer-tutors

Learn to communicate @ an early age

Direct own learning

Technology by itself is not enough

Has drill n’ kill moved from the worksheet to the computer?

The Evolution of the Classroom

www.nap.edu/readingroom/books/techgap/navigate.cgi

LoTi @ DPISD


Rules of engagement l.jpg
Rules of Engagement experience pushes the learner a bit beyond her independence level (Howard 1994, Vygotsky 1966).

  • We can not reach the mind that is not actively engaged

  • The teachers changing role:

    • From keepers and dispensers of information to organizers of learning opportunities

LoTi @ DPISD


It s not the technology it s high level thinking strategies l.jpg

I have a spelling checker; it came with my PC. It clearly marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Author Unknown

It’s Not the Technology….It’s High-Level Thinking Strategies!

LoTi @ DPISD


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Chalk? marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Where's the mouse?

Can I just IM?

LoTi @ DPISD


Three components of effective technology integration l.jpg
Three Components of Effective Technology Integration marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

#1 Critical Thinking – Students should be engaged in higher level thinking while using technology

#2 Content – Students should gain content knowledge while working with technology

#3 Technical Skills – Students should gain technical skills while using technology (keyboarding, imaging, cutting/pasting, searching…) to acquire 21st Century Work Skills

LoTi @ DPISD


Go astros l.jpg
Go Astros! marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Wait Until Next Year!

LoTi @ DPISD


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Principles of Good Practice….What works! marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

LoTi @ DPISD


Principles of good practice l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice #1 - encourages frequent contact between students and teacher

    • Increases motivation and involvement

    • Show a genuine interest in the students (show you care)

    • Model appropriate behaviors and skills (practice what you preach)

LoTi @ DPISD


Principles of good practice21 l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice#2 - develops reciprocity & cooperation among students

    • Learning is enhanced in “team efforts”

    • Good work is collaborative and social, not isolated and competitive

    • Sharing one’s ideas and responding to others improves thinking and deepens understanding

    • Increases communication and social skills

C3B4Me

LoTi @ DPISD


Principles of good practice22 l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice#3 - uses active learning techniques

    • Learning isn’t a spectator sport

    • Students must talk, reflect, relate and apply learning experiences

    • They must make what they learn part of themselves

LoTi @ DPISD


Principles of good practice23 l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice#4 - gives prompt feedback

    • Knowing what you know and don’t know focuses your learning

    • Students need frequent opportunities to perform and receive feedback

    • Students need chances to reflect what they have learned, what they still need to learn, and how to assess themselves

LoTi @ DPISD


Student feedback sheet cooperative groups l.jpg
Student Feedback Sheet (cooperative groups) marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Today, the topic that we investigated….

  • My teacher should give me 5 4 3 2 1 (circle one) bonus points today because…

  • One thing I learned from my partner (s) was…

  • It was really interesting to learn that…

  • The neatest thing I did today was…

  • One thing that I am still wondering about is…

  • A song that will remind me of today is________ because ….

Dr. Paul Vermette, Niagara University

LoTi @ DPISD


Principles of good practice25 l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice#5 - communicates high expectations

    • Expect more and you will get it

LoTi @ DPISD


Principles of good practice26 l.jpg
Principles of Good Practice marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Good Practice #6 - respects diverse talents and ways of learning

    • Many roads lead to learning

    • Students need opportunities to show their talents and learn ways that work for them

    • Differentiated instruction

Chickering, Arthur C. and Stephen C. Ehrmann. Implementing the Seven Principles: Technology as a Lever. AAHE Bulletin

LoTi @ DPISD


More proverbs for the 21 st century l.jpg
More…Proverbs for the 21 marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.st Century

  • The geek shall inherit the earth

  • C:\ is the root of all directories

  • Don’t byte off more than you can view

  • Pentium wise; pen & paper foolish

LoTi @ DPISD


Slide28 l.jpg

More Evidence of Change! marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

LoTi @ DPISD


Meet the millennials l.jpg
Meet the Millennials marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Born between 1982 and 2000, the “Millennial Generation” is the largest generation this country has ever known (36% of the population)…2002 US Census

  • Millennials embody the values of

    • Team project work

    • Group decision-making

LoTi @ DPISD


Millennial values l.jpg
Millennial Values marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • 96% get along with their parents

  • 80% think it’s cool to be smart

  • 78% believe religion is important

  • 75% share their parent’s values

  • 60% engage in community service

Millennials Rising: The Next great Generation, Neil Howe & William Strauss, 2000

LoTi @ DPISD


Our students today31 l.jpg

Have never owned a record player marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Bottle caps have not only always been screw off, but have always been plastic; they have no idea what a pull-top can looks like

They have always had cable

There have always been VCRs, but they have no idea what BETA is

There has always been MTV

Our Students Today….

LoTi @ DPISD


Tips for technology using teachers l.jpg
Tips for Technology Using Teachers marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

  • Think differently …step outside the box!

  • Be kind to techies!

  • Have a plan B, C, & D.

  • Don’t be afraid of 7 year olds who know more than you do!

  • Practice

LoTi @ DPISD


Visual impact in the digital world l.jpg
Visual Impact in the Digital World marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

LoTi @ DPISD


Slide34 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


Slide35 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


Slide36 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


Slide37 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


Slide38 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


Levels of technology implementation loti breakdown l.jpg
Levels of Technology Implementation (LoTi) Breakdown marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Level 0 - Non-Use

Level 1 – Awareness

Level 2 – Exploration

Level 3 – Infusion

Level 4a - Integration (Mechanical)

Level 4b - Integration (Routine)

Level 5 – Expansion

Level 6 - Refinement

LoTi @ DPISD


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Lower order thinking... marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Higher order thinking...

LoTi @ DPISD


Slide41 l.jpg

LoTi @ DPISD marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.


A connection l.jpg
A Connection…. marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Push me! See how far I go!

Work me till I drop. Then pick me up.

Open a door and make me run to it before it closes.

Teach me so that I might learn, then let me enter the tunnel of experience alone.

And when, near the end, I turn to see you beginning another’s journey,

I shall smile.

LoTi @ DPISD


Slide43 l.jpg

www.seaford.k12.de.us/it marks four my revue miss steakes I cannot sea; I ran this poem threw it, I’m sure you’re please to no. Its let her perfect in it’s weight, my checker tolled me sew.

Thank You!

Todd A. Fishburn

[email protected]

LoTi @ DPISD


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