Technology Integration

1. Technology Integration Information Synthesis http://ed-tech-leaders.wikispaces.com/

2. Key Concepts Reference, Dexter, S.

3. Group A – Reading Key Words and Main Ideas • Exemplary Technology Schools • Really focused on the How People Learn – HPL – Knowledge and Learner • Problem Based Learning • Interconnectedness with Community Partners • PEW Study – Digital Disconnect • A Definitive Technological Disconnect Between – Students, Teachers, and Administrators Exists • Glaring Needs • More Quality Based Internet Assignments for Classes • Transparent Administrator Attitudes Towards Tech Usage • Radical approaches to closing the Digital Divide

4. Group B – Reading Key Words and Main Ideas • Computer Technology in the Classroom • In 1998, technology in the classroom was used primarily for administrative tasks, teachers listed e-mail and WWW access as “essentials.” • CDW-G Survey • Teachers recognize that technology can be used as a classroom tool. • Too much professional development time is spent on administrative functions • Students are being recognized as viable resources in teacher-student-technology relationships

5. Group C – Reading Key Words and Main Ideas • CARET – Student Learning • Sharing, motivation, student collaboration, creativity, provide feedback • PEW Study: Teen Content Creators and Consumers • Bloggers as Tech Leaders • Students producing more technology content and remixing content • Students are being recognized as viable resources in teacher-student-technology relationships

6. Case Study • Cold Spring Study • Must have assessment method with Professional Development • Need to differentiate your support and development for teachers and administrators

7. Best Practices – Setting Direction • Developing Vision as an Outcome • Sharing Vision with Stakeholders • Teachers, Parents, Students, Community Members, Business Partnerships • Capitalizing on new 2.0 media • Focusing on student learning outcomes as a guide • Recognizing Teachers as Learners

8. Best Practices – Developing People • Bridging Professional Development Gap • Differentiating for Knowledge, Skills, and Mindsets of Teachers and Administrators • Assessment Tools with Updates and Responses from Tech Development • Utilizing existing support network to create structured learning support • Examples: Learning Communities, Grade Level Committees, Mentorships, Tech Committee, University Partnerships

9. Best Practices – Making the Organization Work • Learner Focused Facilities • Organized Learning Spaces • Develop Team with Active Responsibilities • Constantly responds to feedback and updates technology plan • Integration into Curriculum • Standards, Comprehensive Curriculum, Assessment, Real World Applications

10. The Following Slides Go Deeper into the Key Concepts

11. Classroom-level principles • eTIP1: Learning outcomes drive the selection of technology. • For learning outcomes to drive the selection of technology, teachers must first be clear about • their desired student learning outcomes. This important first step will allow teachers to more • efficiently search for available and appropriate technologies because they will be able to quickly • eliminate those that do not support their learning outcomes. This principle is elaborated upon in • the discussion of content area standards in the social sciences in chapter 2.

12. Classroom-level principles, cont • eTIP 2: Technology use provides added value to teaching and learning. • In this context, added value refers to the particular packaging, delivery method, or combination • of services in a product that brings additional benefits beyond those one would otherwise • receive. The use of technology brings added value to the teaching or learning process when it • makes possible something that otherwise would be impossible or less viable to do. This principle • is elaborated upon in the discussion of specific technologies that are particularly helpful in the • social sciences classroom in chapter 3.

13. Classroom-level principles, cont. • eTIP 3: Technology assists in the assessment of the learning outcomes. • Planning for the assessment of students’ learning outcomes is a key component of designing • instruction. At times, teachers will want to collect and return to students’ formative data, to let • them know about their learning progress. Almost always, teachers will want to collect • summative information about students’ achievement of the learning outcomes. Technology can • assist teachers in collecting both formative and summative data that will help them understand • how students are meeting or have met the learning outcomes for that lesson or unit. This • principle is elaborated upon in the discussion of specific assessment needs in the social sciences • classroom in chapter 4.