Ohio SchoolNet TIPs Workshop Technology Integration Pathways A System for Planning and Designing High-Quality Technology Professional Development 1 5-7-04.

Ohio SchoolNet TIPs Workshop

Technology Integration Pathways

Technology Integration Pathways

A System for Planning and Designing High-Quality Technology Professional Development

15-7-04


Instructional Design TeamInstructional Design Team

Ohio SchoolNet and Ohio Board of Regents

INFOhio

Ohio Department of Education

Ohio Educational Service Centers

Ohio Educational Technology Agencies

Ohio Resource Center

Ohio School Districts

ORCLISH

Special Education Regional Resource Centers

State and Private Colleges 2


Session I

The Characteristics of, and Planning for High-Quality Professional

Development

3

44


RationaleRationale

New Ohio academic content standards New Ohio academic content standards

Research shows that educational technology Research shows that educational technology can help improve student achievement can help improve student achievement

We have hardware and software in the We have hardware and software in the schools, but districts report many teachers schools, but districts report many teachers are still not utilizing it or not using it to its full are still not utilizing it or not using it to its full advantageadvantage

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RationaleRationale

The module frameworks and TIPs were The module frameworks and TIPs were developed to address the professional developed to address the professional development needs of schools and educators development needs of schools and educators in the effective use of technology.in the effective use of technology.

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TIPs GoalsTIPs Goals Provide tools and workshops to assist Provide tools and workshops to assist

educational leaders in planning and educational leaders in planning and delivering high-quality professional delivering high-quality professional development in the integration and effective development in the integration and effective use of technology to enhance teaching and use of technology to enhance teaching and learning. learning.

To promote a flexible approachTo promote a flexible approach to to customizing professional development to customizing professional development to meet the needs of the district and/or school.meet the needs of the district and/or school.

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Workshop StandardsWorkshop Standards

The National Staff Development Council’s The National Staff Development Council’s StandardsStandards http://www.nsdc.orghttp://www.nsdc.org

The International Society for Technology in The International Society for Technology in Education (ISTE)Education (ISTE) http://www.iste.orghttp://www.iste.org

The Ohio Academic Content StandardsThe Ohio Academic Content Standards http://www.ode.state.oh.ushttp://www.ode.state.oh.us

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Workshop ObjectivesWorkshop Objectives

Participants will . .Participants will . . . . Discuss characteristics of effective professional Discuss characteristics of effective professional

development. development.

Identify examples of literacy uses, adapting uses Identify examples of literacy uses, adapting uses and transforming uses of technology.and transforming uses of technology.

Explore tools and resources to help plan Explore tools and resources to help plan professional development that meets district professional development that meets district needs in utilizing technology effectively.needs in utilizing technology effectively.

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Workshop ObjectivesWorkshop Objectives

Participants will . .Participants will . . . .

Examine integration and skill module Examine integration and skill module frameworks and examples. frameworks and examples.

Understand how to apply the framework to Understand how to apply the framework to create integration and skillcreate integration and skill modules to modules to meet district professional development meet district professional development needs.needs.

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TimelineTimeline

5 to 6 Hour Training5 to 6 Hour Training May offer training in two half day sessionsMay offer training in two half day sessions

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Pre-AssessmentPre-Assessment

Rate your knowledge of the following:Rate your knowledge of the following: characteristics of effective professional characteristics of effective professional

developmentdevelopment six ISTE standards for teacherssix ISTE standards for teachers skill and integration modulesskill and integration modules how technology professional development is how technology professional development is

currently planned in your school/districtcurrently planned in your school/district

DebriefingDebriefing

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What does high-quality What does high-quality professional development professional development

look like?look like?

National Staff Development Council National Staff Development Council Standards Standards

““Characteristics of Effective Professional Characteristics of Effective Professional Development” from the National Partnership Development” from the National Partnership for Excellence and Accountability in Teachingfor Excellence and Accountability in Teaching

Effective Characteristics of High Quality Professional Development

Implementation of High Quality Professional Development

Context Process Content

Built Around Ongoing Collaboration

Developed to be

Continuous and Reflective

Focused on

Student Achievement

Planned Based

on Student DataDesigned to

Promote Cultural CompetencySupported by Skillful Leadership

Designed and Planned

with, by and for Educators

Based on ResearchAligned with Building and District

Comprehensive Continuous

Improvement Plan

Evaluated from Multiple Perspectives

Draft 4.13.04 13

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ISTE Standards for TeachersISTE Standards for Teachers Technology Operations and ConceptsTechnology Operations and Concepts Planning and Designing Learning Planning and Designing Learning

Environments and ExperiencesEnvironments and Experiences Teaching, Learning and CurriculumTeaching, Learning and Curriculum Assessment and EvaluationAssessment and Evaluation Productivity and Professional PracticeProductivity and Professional Practice Social, Ethical, Legal and Human Social, Ethical, Legal and Human

IssuesIssues

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Planning Professional Planning Professional DevelopmentDevelopment

Guiding Questions and Resources Guiding Questions and Resources for Planning Professional for Planning Professional Development Focused on Development Focused on

Technology IntegrationTechnology Integration

http://www.osn.state.oh.us/http://www.osn.state.oh.us/

http://www.osn.state.oh.us/

1616



Determine when and how the professional Determine when and how the professional development could be provided in your development could be provided in your districtdistrict

How do you provide job-embedded professional How do you provide job-embedded professional development?development?

Information for job-embedded strategies is credited to Information for job-embedded strategies is credited to Ellen Maddin, co-author of the Ohio LIT curriculum.Ellen Maddin, co-author of the Ohio LIT curriculum.


Research Supports Job-Embedded Learning

Levels of Impact/ Components of Training

Awareness Plus Concept Understanding

Skill Attainment

Application/Problem Solving

Presentation of theory

85%

15%

5-10%

Modeling

85%

18%

5-10%

Practice w/ low-risk feedback

85%

80%

10-15%

Coaching (study teams, peer visits)

90%

90%

80-90%

17Copyright, 2000 Ellen Maddin, Ed.D., HCESC


What’s wrong with after-school workshops?

• Inadequate training facilities• Artificial context• Competing responsibilities• Time of day• Diverse needs of learners• Practical logistics (number of teachers X

hours of staff development / reasonable group size =??)

Copyright, 2000 Ellen Maddin, Ed.D., HCESC

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5 Job-Embedded PD Models

• Shadowing• One-on-one for One• Rotating Topics• Walk-in Clinic• Student Exchange


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Shadowing

• Description: Technology leaders host teacher-learners in their classrooms.

• Benefits: Authentic context (computers AND students) Difficult to articulate skills and concepts become concrete Underscores the importance of new classroom dynamics in

successful technology implementation


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Shadowing

Learning Experiences:

• Establish a student-centered classroom

• Manage diverse classroom activity

• Make smooth transitions• Introduce new software

to students

• Organize materials and student work

• Keep track of student progress

• Redesign the physical layout of a classroom

Copyright, 2000 Ellen Maddin, Ed.D., HCESC21


Preparing for Shadowing

• Decide who will be shadowed• One sub for every four teachers• Determine duration of visit and create a

schedule• Make it clear and easy for substitutes



One-on-one for One

• Description: One technology leader works with one teacher-learner for one hour.

• Benefits: Customized instruction (pace, content coverage, level

of challenge are appropriate to learner needs) Reduced performance anxiety for tech leaders One-hour limit=reasonable amount of new material for

learners


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Preparing for One3

• Hold a planning session

• Develop a schedule• Publish the schedule at

a staff meeting• Arrange for substitutes• Make it clear and easy

for substitutes



Rotating Topics

• Leader benefits: reduced prep time opportunity to sharpen

skills

• Learner benefits: collegial environment, instruction geared toward

skill level

• Best for in-service/early release days• Description: 3 leaders work with 3 small

groups in 3 rotating sessions


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Rotating Topics Options

To accommodate 30 teacher-learners:• 3 classrooms with 4-6 computers • 2 mini labs (10 or more computers)/one

classroom• Computers on rolling carts--media center +

2 classrooms equipped with 4-5


Copyright, 2000 Ellen Maddin, Ed.D., HCESC Ohio SchoolNet TIPs Workshop

Sample Schedule

Leader Topic 8:30-10:15 10:30-12:15 12:45-2:30

Nancy InternetResearch

Group A (Basic)

Group B (Basic)

Group C (Advanced)

J im Spreadsheetsand Graphs

Group B (Basic)

Group C (Advanced)

Group A (Basic)

Frank MultimediaAuthoring

Group C (Advanced)

Group A (Basic)

Group B (Basic)

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Walk-in Clinic

• Description: Technology leaders take turns covering a walk-in clinic open to learners throughout the day for follow-up support, “quick questions”, skill review, sharing, and problem-solving.



Walk-in Clinic

• Benefits relaxed environment only one sub needed to

cover tech leaders short but relevant minimal investment of

time for learners provides essential

follow-up to more formal sessions



Planning for a Walk-in Clinic

• Advertise!• Pre-register• Welcome “drop-ins”• Set up a trouble-

shooting area• Prepare a simple

activity



Student Exchange

• Description: Students visit other classrooms to teach/coach peers or teachers

• Benefits: students become leaders the best way to learn

something is to teach it to someone else



Student Exchange Options

• Send your student “experts” to another class that needs them.

• Invite students from another class to join your class as you introduce new computer skills.

• Switch classes with another teacher.





Teachers who integrate technology:• Have access to computers in their classrooms.• Are more likely to use learner-centered rather than

teacher-centered approaches: projects/group-oriented activities inquiry/discovery-based/problem-solving modes student work is individualized/collaborative

33


Ohio SchoolNet TIPs\Workshop


Teachers who integrate technology:• Work in schools that provide incentives for professional

development: release time stipends/tuition support for summer institutes access to more computers and related resources

Pisapia and Schlesinger (1993). Learning Technologies in the Classroom. (A meta-analysis of research for the Virginia Department of Education).

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Additional Strategies

• Online Learning• Teacher Experts• Following the workshop, participants may

get other ideas from: http://www.ncrel.org/pd/toolkit/lftb/step1_13.ht

m Ideas from award winning districts for the PD

they have done. (NCREL)

35

http://www.ncrel.org/pd/toolkit/lftb/step1_13.htm

http://www.ncrel.org/pd/toolkit/lftb/step1_13.htm

3636



Determine when and how the Professional Determine when and how the Professional Development could be provided in your districtDevelopment could be provided in your district ..

Are there barriers or system variables that need to be Are there barriers or system variables that need to be changed?changed?

If so, how are you going to address those barriers?If so, how are you going to address those barriers? HowHow do you find time to do PD? do you find time to do PD?

NCREL Toolkit and NCREL Toolkit and http://www.ncrel.org/pd/time.htmhttp://www.ncrel.org/pd/time.htm How do you fund professional development?How do you fund professional development?

OSN Professional Development Grant FundsOSN Professional Development Grant Funds http://www.osn.state.oh.us/extllink/frameset.asp?exturl=/http://www.osn.state.oh.us/extllink/frameset.asp?exturl=/

resources/document/documents/doclib_1839.pdfresources/document/documents/doclib_1839.pdf

NCREL Toolkit and NCREL Toolkit and http://www.ncrel.org/pd/funding.htmhttp://www.ncrel.org/pd/funding.htm

http://www.ncrel.org/pd/time.htm

http://www.osn.state.oh.us/extllink/frameset.asp?exturl=/

http://www.ncrel.org/pd/funding.htm

3737


End of Session OneEnd of Session One


Session II

Using the TIPs Framework for Professional Development

38

3939


Technology & Learning Technology & Learning SpectrumSpectrum

Bernajean Porter’s Bernajean Porter’s Grappling's Technology and Grappling's Technology and Learning SpectrumLearning Spectrum An instructional framework charting three broad An instructional framework charting three broad

categories of technology uses for teaching and categories of technology uses for teaching and learning:learning:

literacy usesliteracy uses adapting usesadapting uses transforming uses transforming uses

Bernajean Porter Consulting Website Bernajean Porter Consulting Website http://www.http://www.edtechplannersedtechplanners.com/.com/

http://www.edtechplanners.com/



4040


Technology & Learning Technology & Learning SpectrumSpectrum

Consider the following questions while viewing Consider the following questions while viewing the scenario:the scenario: What is working in this classroom?What is working in this classroom?

Does the technology add value to the lesson?Does the technology add value to the lesson?

How many of your classrooms resemble this How many of your classrooms resemble this scenario? scenario?

Would you be pleased if your children (or your Would you be pleased if your children (or your grandchildren) were members of this classroom?grandchildren) were members of this classroom?

1 2 3


Technology Modules

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4242


TerminologyTerminology

Module Module Provides a guide and resources to help educators Provides a guide and resources to help educators

gain skills and knowledge in using technology gain skills and knowledge in using technology effectively to enhance teaching and learning.effectively to enhance teaching and learning.

Designed for use by instructors to provide Designed for use by instructors to provide professional development to teachers. Information professional development to teachers. Information and resources needed by the instructor for and resources needed by the instructor for conducting training are provided. conducting training are provided.

4343


Roles in Professional DevelopmentRoles in Professional Development

DeveloperDeveloper The person who develops the module.The person who develops the module.

Instructor or FacilitatorInstructor or Facilitator The person who provides the professional The person who provides the professional

development using the module resources. development using the module resources.

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Roles in Professional Roles in Professional DevelopmentDevelopment

ParticipantParticipant The person who participates in the training. The person who participates in the training.

StudentStudent Refers to the K-12 student.Refers to the K-12 student.


Integration Module

Provides a guide and resources for teaching how to effectively integrate technology into the curriculum.


Skill Module

• Provides a guide and resources to teach skills and knowledge in the use of a specific technology to enhance teaching and learning.

• Several modules have been created for use by those providing training.

• Application specific


Module Framework

• Rationale• Goals• Standards• Objectives• Assessment• Prerequisite• Suggested Timeframe• Materials, Technologies and Resources• Activities, Tasks and Assignments• Classroom Extensions (Skill Modules)• Professional Learning Extensions • Proof-of-Concept (Developers)

4848


TIPs ModulesTIPs Modules

Integration ModulesIntegration Modules

http://www.ohiorc.org/http://www.ohiorc.org/corcor or or

http://www.http://www.osnosn.state.oh.us/go/modules.state.oh.us/go/modules

Skill ModulesSkill Modules

http://www.osn.state.oh.us/go/moduleshttp://www.osn.state.oh.us/go/modules

http://www.ohiorc.org/cor

http://www.ohiorc.org/cor

http://www.osn.state.oh.us/go/modules





49

5050


Technology Integration Technology Integration PathwaysPathways

Technology Integration ModuleTechnology Integration Module

District NeedDistrict Need

Technology Skill ModuleTechnology Skill Module

5151


Resources for Creating Resources for Creating Integrated LessonsIntegrated Lessons

TIPs Guiding Questions and TIPs Guiding Questions and Resources for Creating Integrated Resources for Creating Integrated Lessons documentLessons document http://www.osn.state.oh.ushttp://www.osn.state.oh.us

TIPs Process Flow Decision TreeTIPs Process Flow Decision Tree

http://www.osn.state.oh.us/go/tips

http://www.osn.state.oh.us/

5252


Additional ResourcesAdditional Resources

Technology ToolsTechnology Tools Use of Technology in HomeworkUse of Technology in Homework Additional Resources for Professional DevelopersAdditional Resources for Professional Developers Additional Resources for TeachersAdditional Resources for Teachers

All of these are in the TIPs Document LibraryAll of these are in the TIPs Document Library

http://www.http://www.osnosn.state.oh.us/go/tips.state.oh.us/go/tips





5353


Workshop EvaluationWorkshop Evaluation

http://www.osn.state.oh.us/go/tipsevalhttp://www.osn.state.oh.us/go/tipseval

54 Ohio SchoolNet TIPs Workshop

Follow-Up EvaluationFollow-Up Evaluation

In addition to end of workshop In addition to end of workshop evaluation, a follow-up evaluation (3-6 evaluation, a follow-up evaluation (3-6 months) to evaluate effectiveness and months) to evaluate effectiveness and impact of training will be conducted.impact of training will be conducted.

Process may include:Process may include: Six months after a workshop, participants Six months after a workshop, participants

will receive an email asking them to will receive an email asking them to complete the OSNC TIPs survey.complete the OSNC TIPs survey.


Thank You!

• We thank you for your participation in the TIPs program.

• For additional information or assistance, contact your Ohio SchoolNet Field Representative or visit http://www.osn.state.oh.us/go/tips

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Ohio SchoolNet TIPs Workshop Technology Integration Pathways A System for Planning and Designing High-Quality Technology Professional Development 1 5-7-04.

Documents

utilizing technology

uses of technology

advantage slide

debriefing slide

effective use of technology

iste standards

integration modules

educational leaders