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Committee on Technology in Education (COTE). Presentation to: Maryland State Board of Education Meeting March 22, 2005 Baltimore, Maryland. Presenters: June Streckfus, Executive Director, MBRT Bob Marshall, CEO, AWS Convergence Technologies, COTE Chairman

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slide1

Committee on Technology in Education (COTE)

Presentation to:

Maryland State Board of Education Meeting

March 22, 2005

Baltimore, Maryland

Presenters:

June Streckfus, Executive Director, MBRT

Bob Marshall, CEO, AWS Convergence Technologies, COTE Chairman

Jayne Moore, Director of Instructional Technology, MSDE

slide2

Where Do We Stand

in 2005?

A Progress Report on Technology Resources in Maryland Schools

focus of existing 02 plan
Focus of Existing ’02 Plan…

Seamless and meaningful integration of technology tools and digital content with the Content Standards as the foundation

where we are today
Where We Are Today…

The promise of educational technology is in jeopardy and risks being unrealized if steps are not taken to insure higher level uses within our classrooms

teacher knowledge and skills
Teacher Knowledge and Skills

State Target

100%

Intermediate level for Internet use: able to design classroom or homework activities

for students, which require the students to use the Internet as an information resource

data on use of technology by students
Data on Use of Technology by Students:
  • How frequently is technology used by students in your school to…(Examples of activities listed)
    • Perform measurements and collect data
    • Plan, draft, proofread, revise, and publish written text
    • Gather information from a variety of sources (e.g. Internet)
student use of technology
Student Use of Technology

% of students who regularly* use technology to:

2004

2003

2002

40%

42%

Plan, draft, proofread, revise and publish written text

Gather information from a variety of sources (e.g., web)

Communicate/report information, conclusions or results of investigations

Manipulate, analyze and interpret information or data

Perform measurements and collect data from investigations or lab experiments

Remediate for basic skills

34%

51%

49%

36%

26%

24%

21%

9%

6%

9%

4%

7%

6%

39%

31%

41%

  • * Regularly use means every day, or almost every day.
teacher use of technology
Teacher Use of Technology

% of teachers who regularly* use technology to:

Communicating with staff members and other colleagues

Maintaining attendance and/or grades

Maintaining data on students (e.g. via a student information system)

Analyzing and/or reporting students/school improvement data (e.g. using instructional and curriculum management systems)

Creating instructional materials/visuals/presentations

Accessing curriculum/school improvement material from the Internet

2004

2002

2003

78%

85%

64%

58%

63%

52%

38%

40%

35%

17%

16%

15%

59%

62%

46%

24%

29%

32%

* Regularly use means every day, or almost every day.

administrator use of technology
Administrator Use of Technology

% of administrators who regularly* use technology to:

2004

2003

2002

90%

Communicating with staff members and other colleagues

Communicating with parents and guardians of students

Posting/viewing/accessing school and district announcements or information (e.g., via a school web site)

Maintaining student data (e.g. via a student information system)

Analyzing and/or reporting students/school improvement data

Researching educational topics of interest

78%

92%

56%

53%

36%

75%

79%

63%

65%

70%

71%

16%

22%

21%

39%

29%

38%

* Regularly use means every day, or almost every day.

digital divide in 2005 infrastructure of classrooms connected to the internet
Digital Divide in 2005 - Infrastructure% of Classrooms Connected to the Internet…

Low

Poverty

High

Poverty

Digital

Divide

% FARMS

digital divide in student use
Digital Divide in Student Use

% of students who regularly* use technology to:

High Poverty

Low Poverty

30%

Plan, draft, proofread, revise and publish written text

Gather information from a variety of sources (e.g., web)

Communicate/report information, conclusions or results of investigations

Manipulate, analyze and interpret information or data

Perform measurements and collect data from investigations or lab experiments

65%

45%

70%

15%

45%

10%

20%

15%

5%

  • * Regularly use means every day, or almost every day.
digital divide in 2005 student use plan draft proofread revise and publish written text
Digital Divide in 2005 – Student UsePlan, draft, proofread, revise and publish written text

Low

Poverty

High

Poverty

% FARMS

% FARMS

digital divide in 2005 student use gather information from a variety of sources
Digital Divide in 2005 – Student UseGather information from a variety of sources

Low

Poverty

High

Poverty

% FARMS

digital divide in 2005 student use communicate report information and conclusions
Digital Divide in 2005 – Student UseCommunicate/report information and conclusions

Low

Poverty

High

Poverty

% FARMS

slide28
Digital Divide in 2005 – Student UseManipulate, analyze and interpret information to discover relationships…

Low

Poverty

High

Poverty

% FARMS

slide29
Digital Divide in 2005 – Student UsePerform measurements and collect data in investigations and lab experiments

Low

Poverty

High

Poverty

% FARMS

digital divide in 2005 student use remediate for basic skills drill and practice
Digital Divide in 2005 – Student UseRemediate for basic skills – drill and practice

Low

Poverty

High

Poverty

% FARMS

summary
Summary…
  • Infrastructure in place
  • Teacher knowledge and skills flat
  • Classroom usage showing no increase over previous year.
  • Little or no progress with higher level, critical thinking activities
  • Digital Divide still exists – particularly in effective use
where we are today1
Where We Are Today…

The promise of educational technology is in jeopardy and risks being unrealized if steps are not taken to insure higher level uses within our classrooms

recommendations
Recommendations

A revised state Technology Plan and revised district Technology Plans, aligned with the State Plan and local master plans, be completed. The Plans should focus on the tight and seamless integration of technology tools into existing curriculum, with particular emphasis on the use of technology to foster higher-level critical thinking skills - January, 2006.

Technology requirements/assessments be incorporated into all teacher and administrator re-certification programs and in pre-service teacher preparation programs - Fall, 2006.

MSDE require local master plans to incorporate an analysis of data from the Online Technology Inventory Report - Fall, 2006.

MSDE review and document the effectiveness of professional development activities related to technology integration - Summer, 2005.

recommendations continued
Recommendations (continued)

MSDE review state and local organizational structures within educational systems to insure that such structures are compatible with and conducive to effectively integrating technology into the curriculum and daily instruction - Spring, 2006.

MSDE investigate why progress is not continuing, through ongoing dialogue with school systems - Summer, 2005.

MBRT reconstitute the Committee on Technology in Education to include a membership comprised of leading business and IT executives that will review and make recommendations to MSDE regarding the State Plan and convey effective corporate technological practices used in the transformation of companies that are applicable to education - Spring 2005.

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