Tech Integration St James

Integrating Technology into the Classroom

Doug Adams

ALTEC

[email protected]

PowerPoint Slides

http://www.slideshare.net/dadams.altec

PowerPoint Slides (St. James)

http://start.sjssf.net

PowerPoint Slides (St. James)

http://start.sjssf.net

Description

Participants will learn about integrating technology into instructional activities through a combination of group activities and discussions.

Emphasis will be placed on incorporating the use of higher-order thinking and complex thinking skills, as well as other 21st Century Skills such as collaboration and communication.

(Super-duper approximate) Agenda

Changing how we “Do School” Technology Planning 21st Century Skills Group Activity

Technology to Support Higher Order Thinking Intel Thinking Tools Project-Based Learning

Lunch

Collaboration Google Docs Games for Learning

Authentic Learning Web 2.0 Tools in the

classroom Google Earth/Lit Trips Access to Primary

Sources 4Teachers Tools

Conclusion

Technology Planning

Why do we need a technology plan?

Technology Planning Should:

Be a continuous process Be personal to the organization Owned by the members of the organization Be broad but realistic Involve all stakeholders Formalize procedures for making-decisions Be driven by goals and standards rather than

technology

“Guiding Questions for Technology Planning”, NCRTEC, http://www.ncrtec.org/capacity/guidewww/gqhome.htm

Technology Planning

National Center for Technology PlanningGuidebook for Developing a Technology Plan

http://www.nctp.com/downloads/guidebook.pdf

Technology Committee

Administration Teachers Staff (including maintenance!) Students Parents Community Businesses Other?

Cost-Benefit Analyses

“Businesses think of technology as an investment, schools think of it as an expense”

Value of Investment (VOI) - http://www.edtechvoi.org/

Total Cost of Ownership (TCO) - http://www.classroomtco.org/

-- Consortium for School Networks (CoSN)

The Millennial Generation

“Millennials” “Digital Natives” “Thumb Tribe”

“Kids say e-mail is, like, sooooo dead.”

– CNET News, July 18, 2007

The Millennial Generation

“Today’s students are no longer the people our educational system was designed to teach” Mark Prensky

“I have to ‘power down’ when I go to school.”

“When I am really busy, I hate going to school because I can’t do any work there.”

Attitudes in the Millennial School

Characteristics of Digital Natives

Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-taking Information sifting

Brain Research

The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules

Brain Research

If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom. John Medina, Brain Rules

21st Century Skills

21stCenturySkills.org

21st Century Skills

Core Subjects and 21st Century Themes Math, Language Arts, Science, Social Studies Global Awareness and Civic Literacy Economic and Business Literacy Health Literacy

Learning and Innovation Skills Creativity Critical Thinking and Problem Solving Communication and Collaboration

21st Century Skills

Information Media and Technology Skills Information and Media Literacy Communication and Technology Literacy

Life and Career Skills Flexibility and Adaptability Initiative, Productivity, and Self-direction Social Skills Leadership, Accountability and Responsibility

Visual Ranking and 21st C Skills

Intel’s Education Page

http://intel.com/education

1) K-12 Teaching Tools

2) Visual Ranking Tool

3) Click Student Log-In [email protected] Team ID Team Password

Visual Ranking and 21st C Skills

In groups, sort the list from most important (top) to least important (bottom)

For the top three items, double click and explain why you ranked them as most important

For the bottom two items, double click and explain why you ranked them as least important

Bloom’s Cognitive Taxonomy (1956)

Bloom’s Revised Taxonomy (2001)

(Anderson & Krathwohl et al, eds., 2001)

“Knowledge”

“Comprehension”

“Synthesis”

Mind-set Verbs

Analyze: Extract, deduce, investigate, fill in, combine, disassemble,

Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize

Create: Develop, invent, extend, hypothesize, compose

Apply: Do, use, organize, collect, operate, summarize, practice, solve, try

Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words)

Remember: State, show, list, tally, define, identify, repeat, recall, label, quote

Organizing Bloom’s Taxonomy

Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts

Level 2: Intermediate Using information, skills, and concepts in new

situations Level 1: Low

Understanding and interpreting information Acquiring and remembering new information

Why is it important to encourage higher-order thinking?

Supporting Higher-Order Thinking

It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)

“Low level” doesn’t mean easy:Write an essay explaining the decline and fall of the

Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee

“High level” doesn’t mean hard:Which movie did you like more, WALL-E or Cars?

Why?

Curriculum Framing Questions

Guide a unit of study and include: Essential QuestionsUnit Questions Content Questions

Essential Questions

Are broad, open-ended questions Address big ideas and enduring concepts Often cross discipline and help students see how

subjects are related

Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?

Unit Questions

Are open-ended questions that tie directly to a project or unit

Help students demonstrate the scope of their understanding of a subject

Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web, how do the animals’

different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?

Content Questions

Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and

general recall of information (example: questions found on a test)

Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird? How are volcanoes made? Why is it cold in the winter when the sun is shining?

Technology and Complex Thinking

Intel Thinking Tools http://www.intel.com/education/tools

Visual Ranking: Assign ranking to a list; and then debate differences, reach consensus, and organize ideas

Seeing Reason: Investigate relationships in complex systems

Showing Evidence: Construct well-reasoned arguments that are supported by evidence, using a visual framework

Complex Thinking Strategies

Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

Project-Based Learning (PBL)

“ I hear and I forget.I see and I remember.

I do and I

understand.”-- (Confucius)

90% of what they learn when they teach someone else

5% of what they’ve learned from a lecture

10% of what they’ve learned from reading

20% of what they’ve learned from audio-visual presentation

30% of what they learn from a demonstration

50% of what they learn when engaged in a discussion

75% of what they learn by doing

Students retain…

Source: NTL Institute for Applied Behavioral Science

Why Projects?

To learn collaboration, work in teams.

To learn critical thinking, take on problems.

To learn oral communication, present.

To learn written communication, write.

To learn technology, use technology.

To develop citizenship, take on civic issues.

To learn about careers, do internships.

To learn content, do all of the above.

Project-Based Learning Resources

Buck Institute for Education (BIE) http://www.bie.org

iEARN (International Education and Resource Network) http://www.iearn.org/

Edutopia http://www.edutopia.org/project-learning

Collaboration and Technology

Collaborating with Google Docs

http://docs.google.com Word Processing Spreadsheet Forms Presentations

http://start.sjssf.net

Games for Learning

Brain Research

The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules

Patterns

The human brain loves patterns. We see patterns all around, in everyday life, in nature, in manmade objects.

We see patterns even when they don’t exist

Emotion

Our brains work best when there are emotions involved Excitement Engagement Enthusiasm Exploration

Frustration

Collaboration

Our brains want to work with others

Games…

…provide structured patterns

…create emotional connections

…encourage collaboration

Video Games and HOTS

“Better theories of learning are embedded in the video games many children play than in the schools they attend.”

James Paul GeeWhat Video Games Have to Teach Us About Learning and Literacy

What kinds of theories?

Student-centered learning Peer teaching Scaffolding Feedback Problem-solving Empathy, role-play Collaboration Practice Development of expertise

Scientific American

A pernicious excitement to learn and play _____ has spread all over the country, and numerous clubs for playing this game have been formed in cities and villages. Why should we regret this? It may be asked.

We answer, _____ is a mere amusement of very inferior character, which robs the mind of valuable time that might be devoted to nobler acquirements, while it affords no benefit whatever to the body.

_____ has acquired a high reputation as being a means to discipline the mind, but persons engaged in sedentary occupations should never practice this cheerless game; they require out-door exercises—not this sort of mental gladiatorship.

Scientific American, July, 1859

A pernicious excitement to learn and play chess has spread all over the country, and numerous clubs for playing this game have been formed in cities and villages. Why should we regret this? It may be asked.

We answer, chess is a mere amusement of very inferior character, which robs the mind of valuable time that might be devoted to nobler acquirements, while it affords no benefit whatever to the body.

Chess has acquired a high reputation as being a means to discipline the mind, but persons engaged in sedentary occupations should never practice this cheerless game; they require out-door exercises—not this sort of mental gladiatorship.

Laser Sonic Spy

http://4kids.org/games/

Using a protractor Estimating angles Reflecting angles

Game Examples

Food Force

Stop Disasters

Magic Pen

You Are the Historian

Team Treks

Third World Farmer

Minyanland

ElectroCity

Nanoquest

Real Lives

Traveler IQ

The Forbidden City

Virtual History: Settling America

Discover Babylon

Dimension Math

Lunar Quest

Web Rangers

Peacemaker

Budget Hero

Authentic Activities in the Classroom

Building engagement through real world connections

Student ownership increases motivation

Web 2.0 provides hundreds of ways to demonstrate understanding

Pathfinder Science(http://pathfinderscience.net/)

Web 2.0

Users of the Web create information and have control over it Blogs, Wikis, YouTube

The Web becomes truly interactive as different sites link data Mashups - Flickr, Google Maps Aggregators/Portals – IM, Twitter, RSS Social Bookmarking, “Folksonomies”

Engaged Learning

Connect students to the world

http://muti.co.za/static/newsmap.html

http://www.tenbyten.org/10x10.html

http://galleryofwriting.org

Connect students to each other

http://www.epals.com

Authentic Learning with Web 2.0

Workshop presented by blogger Alan Levine Outline a story idea Find some media Pick a tool to build

the story

50 Ways to Tell the Dominoe Story

Google Earth

Explore geographic locations both on Earth and in space.

View geography and buildings in 3D

View community content Create interactive projects

which include, images, text, video and sound.

http://www.google.com/educators/geo.html http://earth.google.com/outreach/index.html

Google Earth PRO

Organizational license Usually $400

Educators can get for free! http://www.ncs-tech.org/?p=783

Why Pro? Faster Measure area No ads

Google Earth

Google Lit Trips

Use multimedia and Google Earth to take users on tours of places in literature.

Download a .KMZ file and open in Google Earth

http://googlelittrips.com/

Primary Source Material

Engage Students Tie to prior knowledge Evaluate the source Look at details Make it personal

Promote Inquiry Make speculations (creator, purpose, audience) Compare to other primary and secondary

sources Talk about other places to find primary sources

Primary Source Example

Library of Congress (http://www.loc.gov) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources

More Primary Sources

Similar resources exist at many high-level government sites Geology & Geography (http://USGS.gov) Space and Physics (http://NASA.gov) Oceanography & Meteorology (http://NOAA.gov) Health & Medicine (http://CDC.gov &

http://HHS.gov) Energy (http://www.energy.gov) Smithsonian Museums (http://si.edu)

Differentiated Instruction & Technology

Adapting educational activities and instructional approaches to meet the needs of all students

within a single classroom

Students vary in many ways:

• Background Knowledge• Readiness• Language Skills• Learning Styles• Interests• more?

Differentiated Instruction

Differentiation - Content

Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities

Example: ThinkTank (http://thinktank.4teachers.org)

Differentiation - Process

Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities

Example: RubiStar and PBL Checklists

(http://rubistar.4teachers.org/)

(http://pblchecklist.4teachers.org/)

Differentiation - Product

Allow students to demonstrate knowledge in a variety of ways

Vary performance expectations

Example: KidsVid and Web Poster Wizard

(http://kidsvid.altec.org/)

(http://poster.4teachers.org/)

Resources

http://www.slideshare.net/dadams.altec

Doug Adams

[email protected]

http://altec.org