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Using Technology to Extend and Enhance Learning. Bruce Duncan, Instructional Technology Coordinator Rebecca Vyduna , Director, STEM Center. Context Setting. Students using technology for learning Teachers using technology to support and enhance their own professional learning

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using technology to extend and enhance learning
Using Technology to Extend and Enhance Learning

Bruce Duncan, Instructional Technology Coordinator

Rebecca Vyduna, Director, STEM Center

context setting

Context Setting

Students using technology for learning

Teachers using technology to support and enhance their own professional learning

Teachers integrating technology into learning experiences

Learning leaders and communities developing systemic uses of technology, including to facilitate, extend and enhance professional learning

today s learning flow

Today’s Learning Flow

Exploring ISTE Essential Conditions for Technology-Mediated Learning

Exploring ISTE Standards Family by and across “roles” to guide systemic change

Exploring learningforward Exemplar Standards for Professional Learning

Engaging the SAMR Model for Technology Integration

Assessing Levels of Technology Integration Practices

Implications for Professional Learning Across All Contexts

positive presupposition 1

Positive Presupposition #1:

Technology does and will continue to provide a range of options and opportunities for extending and enhancing student learning.

key question

Key Question:

What are the necessary conditions to effectively leverage technology for learning?

activity iste essential conditions

Activity: ISTE Essential Conditions

Read ISTE’s list of essential conditions and their descriptions

https://www.iste.org/standards/essential-conditions

Share your general impression of these conditions and their interrelationships

We’ll return to these in a little bit…

positive presupposition 2

Positive Presupposition #2:

By developing their own understanding and knowledge of technology for learning, as well as their skills and proficiency using and integrating it effectively into learning experiences, teachers (learning facilitators) can help optimize the use of technology for improved student learning.

key question1

Key Question:

What’s important for students to learn, understand, know, and be able to do related to the productive use of technology for learning?

activity iste standards family students

Activity: ISTE Standards Family - Students

Form a group of 3

Divvy up the 6 ISTE•S standards (2 each) and read

Reflect (internally) to identify a specific improving practice in your district where technology is being used to support students achieving all or part of your selected standards

Share the above with your group members and discuss

Optional: Discuss the correlation of ISTE•S with other frameworks for students and technology

key question2

Key Question:

What’s important for educators to learn, understand, know, and be able to do related to the productive use of technology for learning?

(And by whom [by which roles] within our learning systems?)

activity iste standards family adults

Activity: ISTE Standards Family - Adults

In the same group of 3, divvy up the adult “members” of the ISTE Standards family, one each (don’t worry about the Computer Science Educators for now…)

Read (vertically) the standards for the role you’ve selected (https://www.iste.org/standards/)

Share and discuss highlights of each role with your group

Using the ISTE Standards by Role Matrix, compare (horizontally) common themes/content across the standards and how each role orients to a particular theme (e.g., digital age learning)

positive presupposition 3

Positive Presupposition #3:

A supportive context for effective professional learning is critical for teachers to be able to develop their own understanding and knowledge of technology for learning, as well as their skills and proficiency using and integrating it effectively into learning experiences, all so that they can optimize the use of technology for improved student learning.

key question3

Key Question:

How do we as educators and members of learning organizations/communities contribute to and participate in shaping and sustaining professional learning?

What standards, frameworks, processes, designs do we, or might we access and effectively utilize in support of such learning?

activity learningforward standards for pl

Activity: learningforward Standards for PL

On your own, read each of the 7 standard descriptors (standard title and bold type standard)

At your table, discuss your initial impressions and insights about these standards

Juxtapose the ISTE Essential Conditions and learningforward Standards for Professional Learning; what relationships do you observe?

Juxtapose the ISTE Standards and learningforward Standards for Professional Learning; what parallels do you observe between educator roles in these two sets of standards?

l earningforward innovation configuration maps

learningforward Innovation Configuration Maps

How does this sample “IC” Map describe the uses,

the roles of technology for professional learning?

the samr model for technology integration

The SAMR Model for Technology Integration

SAMR Model by Dr. Ruben Puentedura, Ph.D. (http://www.hippasus.com/rrpweblog) is licensed under CC BY 2.0

the samr model in 120 seconds

The SAMR Model in 120 Seconds…

SAMR Model in 120 Seconds by Candace M. on YouTube at http://youtu.be/us0w823KY0g

activity what makes this a s an a a m a r

Activity: What Makes this a S, an A, a M, a R?

Read the “framing slide” for a particular content area or topic

First pass: As each slide in a 4-slide SAMR progression group is shown, talk with table mates to identify the technology being shown and its (possible) use

Second pass: As possible, identify what about the technology and its use links it to that SAMR level

Debrief as a room

samr model resources

SAMR Model Resources

ORIGINAL SOURCE: Developed by Dr. Ruben Puentadurahttp://www.hippasus.com/rrpweblog/

Helpful SAMR resources by Kathy Schrock at http://www.schrockguide.net/samr.html

Padagogy Wheel by Allan Carrington athttp://www.unity.net.au/padwheel/padwheelposter.pdf

assessing levels of technology integration practices1

Assessing Levels of Technology Integration Practices

What connections to SAMR did you perceive in this survey?

How might your teachers score?

Based on those scores, how might these results guide the design for PL?

What, if any, other such assessments* have you used in your districts? How have they worked to guide PL?

(*What other assessments exist?)

implications and opportunities for pl across all contexts

Implications and Opportunities for PL Across all Contexts

What are some implications of today’s learning for your own and/or district PL?

What opportunities do you perceive to incorporate some of today’s resources in your district?

How might the use of exemplar standards for PL assist you and your district in its PL efforts?

What next action focused on improving your own and/or your district’s approach to PL are you ready to commit to?

thank you

Thank you!

Thank you!

Bruce Duncan

Instructional Technology Coordinator

San Mateo County Office of Education

bduncan@smcoe.org

Rebecca Vyduna

Director, STEM Center

San Mateo County Office of Education

rvyduna@smcoe.org