Technology Integration @ St. James
Dec 05, 2014
St. James Elementary School in San Francisco, CA
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Transcript
PowerPoint Slides
http://www.slideshare.net/dadams.altec
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/)
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