Stimulating High Achievement Using Technology: Success Stories from Students and Teachers Voices from the Field Davina Pruitt-Mentle Maryland Institute.

Stimulating High Achievement Stimulating High Achievement Using Technology: Using Technology:

Success Stories from Students and TeachersSuccess Stories from Students and TeachersVoices from the FieldVoices from the Field

Davina Pruitt-Mentle

Maryland Institute for

Minority Achievement and Urban EducationFALL 2002 COLLOQUIUM SERIES

December 11, 2002

December 11 MIMAUE: Davina Pruitt-Mentle 2

Raymond “Chip” Mason Raymond “Chip” Mason Chairman, Legg Mason Chairman, Legg Mason

Chair, Maryland Business Roundtable for EducationChair, Maryland Business Roundtable for Education

“The current and future health of America’s 21st Century economy requires an educated, technology literate workforce. It is critical that our students graduate with the skills necessary to succeed.”


Dr. Nancy Grasmick Dr. Nancy Grasmick State Superintendent of SchoolsState Superintendent of Schools

“The real purpose of public education has never been to prepare students for the classroom, but for the world beyond it – in essence, to make them productive citizens. So, in these terms, technology isn’t an add-on. It isn’t an adjunct to education; it is education – central to the purpose, and critical to the outcome.”


Workforce PreparationWorkforce Preparation

• 68% of the companies surveyed provided some form of employee training – increase worker productivity

– improve technical skills

• 70% of employers reported training 10% or more of their employees annually

• 26% of employers reported training more than 75% of their workforce annually

• Training Expenditures– $2,300 new employees

– $2,250 for professional employees

– $1,375 for non-professional employee.

• For training– More than three-quarters of companies use in-house training

– 66% use colleges and universities,

– 55% use industry or trade associations

– 55% use outside consultants.

• Only 13% of the companies surveyed received training assistance, with state training assistance being predominant

From 2001 Maryland Business Roundtable Workforce Skills Survey


College of EducationCollege of Education

Addressing the Needs


Education Technology Outreach Education Technology Outreach ActivitiesActivities

• Graduate Courses

• Professional Development

• Institutes

• Seminars

• Workshops

• Conferences

• After School Programs

• Summer Programs

For Educators as well as Youth in the MD & DC Area


Examples of Systemic ActivitiesExamples of Systemic Activities

• Multiple modules– Associate certificate program

– Teachers became technology coordinators in schools

• 3 credit course that lasts an entire year– Try techniques with students

– Teachers can reflect


Long-term TrainingLong-term Training

• Intensive training shows changes in what & how information is delivered– Inquiry based

– Connection to real world problems

– More student based

– Integration

– On going Assessment


First Associate Certificate CohortFirst Associate Certificate Cohort

The first 4 teachers receiving Certificates for completing 6 courses from Educational Technology Outreach (1998).


Emerging IssuesEmerging Issues

• Information gained from activities indicate a desperate need for PD

• Must reach critical mass within schools• Models (local school systems)

– 1-2 Team members

– Train the trainer• Become highly sought after members

• Internal politics

• Move to new schools, new positions, or leave the classroom


Other EffortsOther Efforts

• After school computer homework club (elementary school)

• After school technology enrichment program (Community Center)

•Evening Adult Classes


Lessons LearnedLessons Learned

Voices From the Field


Practice TimePractice Time

• After School/Training

– Don’t have time

• Work

• Take Care of Siblings

• Need child care

– Not allowed or times do not fit schedule

– No help

– Home computer too slow

– Home computer “looks” different

• In School/Training

– Not enough time in class

– Classes too structured

– Don’t like to use social time to make up work

– Lab time inconvenient

– Need more “open” time - Internet there, but we can not use it

– No one to help – teacher/monitor unable to help with questions


Quotes About PracticeQuotes About Practice

• “Don’t have no computer.”

• “[I] Had internet, then dad got mad because they started charging a lot.”

• “Can’t understand. Looks different than at school. This [menu bar is] not the same at home.”

• “I can’t [go to friends to work on computers] after school. I take care of my brother.”

• My uncle got it for us. But he doesn’t know it either.”

• “Mom and dad can’t understand the book. They’re just learning English, well they know, but not a lot of those [computer] words.”

• “Would like to practice …but need to buy a computer.”

• “The things we use [in classes/in training] I do not have at home.”


Pedagogy***Pedagogy***

• Software used irrelevant outside of classroom

• Teachers/instructors limit activities– Bookmark sites

– Little searching activities (preset searching)

– Not allowed to “do extra”

• Activities low level and/or drill and practice

• Software and websites should be – More practical

– Culturally AND gender diverse


Quotations About PedagogyQuotations About Pedagogy

• “They [teachers] never let us explore other things …we can only do the assignments they want…even if we could add something to make it better.”

• They [the teachers] are behind the times. They have us edit things and exchange disks…or use the computer to write an assignment but then print it out for edits…why can’t we use the editing thing [track feature]?”


Quotations about Pedagogy Quotations about Pedagogy

(continued)(continued)

• “One of the hardest things is finding something [on the Internet] but they never let us do that—they always bookmark it or have us type it [URL] in.”

• “When are we ever going to use Inspiration?”• “The things we use are good …but we don’t have

them at home.”


Quotations About Pedagogy Quotations About Pedagogy (continued)(continued)

• “They [the schools] need to teach things we need to know for work.”

• “We took a whole semester learning how to do a business letter…why couldn’t we have used these templates?” [templates in word and downloadable templates-template Gallery]


Connections to WorkConnections to Work

• Use software not applicable outside of school setting• Need to make use of activities and applications that

can be practiced later (at school, library, home)• Need to teach content but within framework of

activities that apply to work skills


Langley Park Adult EducationLangley Park Adult Education


Work Related QuotationsWork Related Quotations

• “I’m taking this class for work.”- does house cleaning and wants to learn more about invoices, brochures etc…

• “I’d like a job at the bank…a bank teller…but my friend [works there] says I need to have some basic computer skills.”

• “This is great [Mapquest].” “They [school] should show us this.” One lady uses it to map out directions for house cleaning service and can now use it for more accurate mileage logs


Future DirectionsFuture Directions

• Connections between Science, Technology, Engineering, and Mathematics (STEM) AND Education (Ed-STEM)

• 21st Century Skills– Teach via inquiry base techniques

– Student Centered

– Workforce Connected

• Teacher-student connections• More prolonged and focused impact

– More than 1-2 teachers/school


Future Directions (cont)Future Directions (cont)

• Student as design partners– Ethnic

– Gender

• Exposing and emphasizing IT employment possibilities to teachers, students, parents, and guidance counselors

Ex: 2003 Young Scholars Program


The New Educational ContextThe New Educational Context

Educational Technology OutreachEducational Technology OutreachCollege of EducationCollege of EducationDavina Pruitt-MentleDavina Pruitt-Mentle

(301) 405-8202(301) [email protected]@umail.umd.edu

http://www.edtechoutreach.umd.edu/http://www.edtechoutreach.umd.edu/

BackupsBackups


Interpersonal SkillsInterpersonal Skills

• Working on Teams• Teaching Others• Serving Customers• Leading• Negotiating• Working well with people from culturally diverse

backgrounds


Information SkillsInformation Skills

• Acquiring and evaluating data• Organizing and maintaining files• Interpreting and communicating• Using computers to process information


System SkillsSystem Skills

• Understanding social, organizational, and technological systems

• Monitoring and correcting performance • Designing or improving systems


Technology SkillsTechnology Skills

• Selecting equipment and tools• Applying technology to specific tasks• Maintaining and troubleshooting technologies


ISTE NETS*TISTE NETS*T

• 2000-alignment with:– the ISTE NETS*S (National Educational Technology

Standards) for students http://cnets.iste.org/index2.html

– Reflected research on teaching and learning with technology

– Reflected advances in technology

– See ISTE NETS*S handout

http://cnets.iste.org/index2.html


Current ISTE NETS*TCurrent ISTE NETS*T

• 23 indicators organized into the following six categories:– Technology Operations and Concepts– Planning and Designing Learning Environments and

Experiences– Teaching, Learning, and the Curriculum– Assessment and Evaluation– Productivity and Professional Practice– Social, Ethical, Legal, and Human Issues


ISTE NETS*T linksISTE NETS*T links• http://cnets.iste.org/index3.html ISTE NETS*T (for teachers)

• http://cnets.iste.org/index2.html ISTE NETS*S (for students)

• http://www.iste.org/standards/ The National Educational Technology Standards Project

• http://cnets.iste.org/ NET Standards

• http://cnets.iste.org/tssa/ ISTE NETS*A (also Technology Standards for School Administrators TSSA) - UMCP COE ETO helped in drafting

• http://cnets.iste.org/ NCATE Technology Referenced in NCATE 2000 Standards

• http://msde.aws.com/ Process Report on Technology in Maryland Schools

• http://msde.aws.com/results/ Maryland Technology Inventory by LSS & school

• http://msde.aws.com/digitaldivide.asp Maryland Digital Divide Report



http://www.iste.org/standards/



http://cnets.iste.org/



http://cnets.iste.org/tssa/


http://msde.aws.com/

http://msde.aws.com/results/

http://msde.aws.com/digitaldivide.asp


ISTE NETS*TISTE NETS*T


State Approaches to Technology State Approaches to Technology StandardsStandards

• According to state technology directors responding to an informal survey conducted by the Office of Educational Technology at the U.S. Department of Education, student technology standards are typically embedded in curriculum guides

• See handout: – Source: Technology in the Maryland Content Standards Appendix A (A1- A7)


Maryland State Technology Maryland State Technology StandardsStandards

• MSDE Technology Link: http://www.msde.state.md.us/technology/

• For Students- embedded within the Content Standards http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX_A_content_standards.pdf (new State testing designed to embed technology assessment)

• For Teachers– effective May 2002 http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX%20C%20Teacher%20Tech%20Standards%202.pdf

• Maryland State Technology Plan –

http://www.msde.state.md.us/technology/md_tech_plan.html - accepted March, 2002

http://www.msde.state.md.us/technology/

http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX_A_content_standards.pdf

http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX_A_content_standards.pdf

http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX%20C%20Teacher%20Tech%20Standards%202.pdf



http://www.msde.state.md.us/technology/md_tech_plan.html

http://www.msde.state.md.us/technology/md_tech_plan.html


MSDE Technology LinkMSDE Technology Link


Maryland Teacher Technology Maryland Teacher Technology StandardsStandards


How Does All This Effect How Does All This Effect Maryland Teachers?Maryland Teachers?

• MD State Technology Plan– Student Technology Competencies embedded within the

Content Standards (based on the ISTE NETS*S)• Testing (for technology) embedded within the new State

assessments

– MSDE Teachers Standards modified from ISTE NETS*T• Took effect March 2002

• External Competency/Performance Based Assessments – How and when-TBD


Additional Drivers: Business & Additional Drivers: Business & WorkforceWorkforce

• University incentives– Paperless

– Freshman orientation includes technology “competency” component

– ITAC- Technology “Fluency” incentive

– Assessment TBD


The New Educational ContextThe New Educational Context

ScienceScience

EngineeringEngineering

TechnologyTechnology

MathMath

EducationEducation

Stimulating High Achievement Using Technology: Success Stories from Students and Teachers Voices from the Field Davina Pruitt-Mentle Maryland Institute.

Documents

inhouse training

assessment slide

needs slide

state training assistance

college of education

education central

students teachers

technology isnt