Video Case Studies in technology Integration and School Reform.

Video Case Studies in technology Integration and School Reform

Dr. Diane ReedVice-President Mid-Atlantic

[email protected]

CaseNEX History and Mission

• Founded by faculty at the University of Virginia – Curry School of Education

• First social science spin-off from UVA

• Mission: Teacher Education– Research into practice– Case method learning– Multimedia web-based model

Case Studies: Capturing Complexity• Multimedia—video, audio, photos, text

• “Slices of life”

• Ancillary documents, data

• Stand alone or embedded in courses

• Download to your, Microsoft Zune or Apple IPod

Microsoft Partners in Learning

Partners in Learning Project

• Microsoft, as part of its Partners in Learning Program, elected to do case studies in order to create a body of work to support professional development and growth for educators across the country.

• In collaboration with CaseNEX, a series of 16 case studies have been developed and are ready for use, free of charge, for all educators. Each case study contains video of unique issues, perspectives, and actions related to technology and high school reform.

PA Partners in Learning Project

• Case Studies

• Course Modules

• Instructor Notes

PA Partners in Learning Resource Center

http://www.casenex.comclick on:

Microsoft Partners in Learning

Resource Center Contents

• Access to the case studies• Course modules• CaseNEX Case Tutorials• Which cases are right for your

school?

Read the Case

http://www.casenex.com– Login

» username - casespa» Password – microsoft

Reflective 5-Step Method for Case Study Analysis

USING THE FIVE-STEP CASE-ANALYSIS METHODOLOGY

The Case Study of Plymouth – Whitemarsh High School

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Issues

Issues• What challenges accompany comprehensive school

reform at both the school and district level?

• Why did Plymouth Whitemarsh choose to focus on literacy as part of the school reform

• What else did you notice going on?

Perspectives

Perspectives -- Teachers

The administrators recognized that they had to develop teacher leaders if the reform was going to be successful.

Imagine the range of teacher responses to this approach to reform.

Perspectives - Students• The focus of reform at Plymouth

Whitemarsh is on students who are often overlooked --

• How do you think these students feel as they are placed in special classes like Reading Rock and Roll or program like AVID?

Perspectives - Other Departments

• How might a teacher in another department feel about the extensive investment in technology in the social studies department?

• How might they feel about “giving up their chalk”?

Perspectives - yoursShare the ways your school trains and supports teachers who integrate technology into their classrooms.

Considering the perspectives of all teachers, what would it specifically take for some of your colleagues to “give up the chalk?”

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Knowledge

CaseNEX Virtual Library

• Click on Class Materials• Virtual Library• Readings (Search)• Find some KNOWLEDGE

relevant to this case study

Readings

• How does Technology Influence Student Learning?

• 23 Learning 2.0 Things

• Wiki as a Teaching Tool

More Readings

• Technology Makes School Communication Easier

• Blog Rules

• Teacher Designed Web Pages as a Classroom Tool

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Action

Action

Superintendent Vincent Cotter believes that in order for change to be successful, everyone must be involved. What actions are he and Monica Sullivan taking to provide that support? What additional actions might they take?

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Consequences

ConsequencesFocusing on the case video, identify areas where teachers atPlymouth-Whitemarsh, both inside and outside the classroom, usepaper-based activities or face-to-face communication. Recommendactions they might take to increase efficiency by moving to web basedmethods. Identify the positive and negative consequences ofthese methods

Wrap up case . . .

Enhancing Learning: Hatboro-Horsham High School

Issues

• How is technology changing the relationship between students and teachers at Hatboro Horsham HS?

• What challenges and opportunities might result from this changing relationship?

Perspectives

• How is technology changing the students’ view of teaching and Learning?

Perspectives

• How are the different content area teachers integrating technology in their classroom? How might content drive technology choices?

Critical Perspectives

–Carol Tomlinson–Megan Tschannen-Moran–Ron Sofo

Knowledge

• Go to the CaseNEX Virtual Library

• Course module – readings session 1.

• Use the Virtual Library Search Options.

Radings

• Technology Coach Handbook

• How Teachers View Technology

• How ill you use Technology to Support your Vision of Learning?

Action

• Each year the program incorporated more teachers.

• What action will need to be taken in order to guarantee scalability and sustainability?

Develop an Action Plan

• What would you put in place for new teachers each year and what would you put in place to see that the program is sustained in the long run even when the grant funds stop?

Roads to Reform: Freedom Area High School

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Issues

• Principal Staub comments on the difficulty of training teachers during the school year.

• How does your district address this issue?

• How might community memebers feel about both the increased use of technology and project based learning in Freedom?

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Knowledge

Knowledge

• Go to the CaseNEX Virtual Library

• Login with tampa / microsoft

• Click on Class Materials – Virtual Library - search

Knowledge

• Look up readings for the case

• Search by topic

• Discuss in your group – Share what you have learned

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Action

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Consequences

PA Partners in Learning Resource Center

http://www.casenex.comclick on:

Microsoft Partners in Learning

Research-based Model for Online Professional Development

Research-BasedResearchers at UVA have demonstrated that, people who participate in CaseNEX are better able than non-participants to:

• Recognize educational issues, problems, and opportunities; • Take into account others’ values when designing educational

interventions; • Call up relevant professional knowledge when it is needed; • Forecast actions aimed at addressing particular problems; and • Assess the results of their actions.