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Technology and Achievement Gaps: Computers in the Biology Classrooms. Jennifer Sills Towson University, Summer 2010 Educational Leadership and Technology. 2009 Biology HSA Performance Status. Grade 12- 90% Grade 11- 79.8% Grade 10- 83.7% AFG Action Plan Target for 2009- 96.4%

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Technology and Achievement Gaps: Computers in the Biology Classrooms


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    1. Technology and Achievement Gaps:Computers in the Biology Classrooms Jennifer Sills Towson University, Summer 2010 Educational Leadership and Technology

    2. 2009 Biology HSA Performance Status • Grade 12- 90% • Grade 11- 79.8% • Grade 10- 83.7% • AFG Action Plan Target for 2009- 96.4% • Grade 12 compared to target = -6.4%

    3. 2009 Biology HSA- Subgroup Comparisons • 50% of Special Education students • 32% of African American students • 27% of FARMS • 7% of White students

    4. First-time Test Takers v. Re-testers: 2009-2010 • Spring 2009 Biology HSA Administration • First-time Test Takers = 84% pass rate • Re-testers = 33% pass rate • Fall 2009 Biology HSA Administration • First-time Test Takers = 77% pass rate • Re-testers = 26% pass rate • Spring 2010 Biology HSA Administration • First-time Test Takers = 89% pass rate • Re-testers = 64% pass rate

    5. Demographics 8/10 African American 5/10 Special Education Project Needs Reliable internet access Word processing Excel- spreadsheet/graphing PowerPoint Science laboratory equipment/space Bridge Plan Students 2009-2010

    6. AFG Action Plan: Objective 1- HSA related • “By the year 2017, the students of Snow Hill High school will demonstrate improved academic performance with no difference being attributed to race, gender, special education, ELL or FARMS status as illustrated in the following measurements:” • 1E: HSA First-time test-takers • 1F: HSA Re-testing students • 1G: HSA Graduating class

    7. Objective 1- Technology related • 1H.1- require each student to create a product using technology • 1H.2- infusion of technology use into instruction

    8. Current AFG Concerns • Student HSA scores are not meeting yearly targets • Gaps exist between demographic subgroups • Re-testers are continually unsuccessful • Bridge projects are time consuming and require resources • Bridge projects do not satisfy AYP

    9. Current School Computer Access • 1 classroom mobile lab (20 working laptops) • 1 mini-mobile lab (12 working laptops) • 12 media center computers • 10 computer lab computers

    10. Our Proposal • 8 classroom computers per classroom • Adequate memory, speed, hard drive space for current technologies • Flat screen monitors • Wireless mice/keyboards • 1 printer/scanner per classroom • 8 microphone headsets per classroom

    11. Why? • Currently 6 total working desktops between the three biology/ environmental science teachers (2 in each room) • Classroom computers are outdated • Inadequate access to school mobile labs and computers

    12. Mrs. Sills’ classroom is used for Bridge, remediation, and intervention • 10 Bridge students/15 Bridge projects • 10 re-testers for remediation • Average 15 intervention students/week • Beyond the Bell/After School Academy

    13. How will the computers be used? • HSA remediation/review • Online HSA course (Desire2Learn) • HSA practice site • Online simulations/tutorials • Bridge Plans/projects • Class projects • Slowmation and Digital Storytelling • Podcasts and Vodcasts • Class lessons/lab activities • Online lab simulations and animations • Webquests • web 2.0 tools (wikis, blogs, VoiceThread, Jing, Preezo, GoAnimate, etc.)

    14. Benefits for Students and Teachers • More differentiated instruction • Computers available after school • Options for advanced/accelerated students • Resources for special education students • Easily monitor small group activities • Increased exposure to web 2.0 tools • Eliminate lab/computer scheduling conflicts

    15. Technology has been integrated into Bloom’s Taxonomy • Easy and direct access to computers allows students to move from LOTS to HOTS

    16. Research Findings: Technology and Student Achievement • Increases achievement for students at all levels • Increases student-teacher interactions • Increases cooperative learning and collaboration • Increases student problem-solving and inquiry skills • Decrease student absenteeism • Especially effective for at-risk populations • Creates more positive attitude toward learning

    17. Measuring Progress and Assessing Success • Biology County Benchmark scores • Biology HSA scores • # of Bridge participants • # of intervention/remediation participants • Student surveys • Samples of student work • Samples of teachers’ lessons

    18. Teachers 1- Facilitate and inspire student learning and creativity 2- Design and develop digital age learning experiences 3- Model digital age work and learning 5- Engage in professional growth and leadership Students 1- Creativity and innovation 2- Communication and collaboration 3- Research and information fluency 4- Critical thinking, problem solving, and decision making 5- Digital citizenship 6- Technology operations and concepts NSTE Standards

    19. Maryland Educational Technology Plan Objectives • Objective 1: Improve student learning through technology • Objective Improve staff’s knowledge and skills to integrate technology • Objective 4: Improve equitable access to appropriate technologies • 4.1: One high performance computer per student at the secondary level

    20. Topics Introduction/training for web 2.0 tools Introduction/training for new software/ hardware Team planning time for lesson sharing Desire2Learn training Continued monthly AFG Data Team meetings Individuals Involved Biology teachers Administrator(s) Technology Coach Librarian Data Team members Professional Development

    21. Adult Learner Concerns • Flexibility • Purpose/Personal Impact • Positive Feedback • Support

    22. My Role in the Process • Collaborative Partner • Mentor • Instructor

    23. Funding Sources • Adopt-a-Classroom Grant Program • Technology Inspired Le@ding Store Donations Grant (Best Buy) • Computers for Learning Program • National Christina Foundation

    24. Bibliography • Accreditation for growth action plan. (2010). Snow Hill High School Action Planning Team Members. • Glencoe Online: Teaching Today. (2000-2005). Differentiating instruction: meeting students where they are. Retrieved from • Education World Current Grants. (2009). Retrieved from http://www.educationworld.com/a_admin/grants/additional_grants.shtml • International Society for Technology in Education. (2008). The ISTE national educational technology standards and performance indicators for teachers. Retrieved from http://www.iste.org • Maryland State Department of Education, MSDE. (2009). 2009 MSA maryland state report card. Retrieved from http://msp.msde.state.md.us/ • Maryland State Department of Education. (2007). The maryland education technology plan for the new millennium. Retrieved from • Maryland State Department of Education. (2007). The maryland education technology plan for the new millennium. Retrieved from http://www.marylandpublicschools.org/NR/rdonlyres/C3BAD835-6100-484C-8397-85279EB95A34/13485/TechPlanFinalfromPrinter73007.pdf Protheroe, N. (2005). Technology and student achievement. Retrieved from • The National Academies: Advisers to the Nation on Science, Engineering, and Medicine. The concerns-based adoption model (CBAM): a model for change in individuals. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm