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How do you use technology now?

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Definition of Technology Computers Software Internet Digital cameras and camcorders Robotics Audio-visual (movies, podcasts, etc.) Voice recorders iPod with recorder – PowerPoint PPT presentation

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Title: How do you use technology now?


1
Introduction
  • Definition of Technology
  • Computers
  • Software
  • Internet
  • Digital cameras and camcorders
  • Robotics
  • Audio-visual (movies, podcasts, etc.)
  • Voice recorders iPod with recorder
  • AlphaSmart word processor
  • Social Networking
  • Other . . . .
  • How do you use technology now?
  • What helps?
  • What hinders?

2
Why Technology?
  • More than ever, individuals value the importance
    of technology changes in education.
  • Knowledge economy
  • nearly 90 percent of the upcoming workforce will
    utilize computers within their working
    environments
  • The U.S. Department of Education Education
    Technology Plan,
  • more computers and ubiquitous high-speed
    Internet access
  • need for digital content in the schools
    curricula
  • Executive Summary
  • http//www.ed.gov/about/offices/list/os/technology
    /plan/2004/site/theplan/edlite-thePlan.html

3
ISTE NETS Standards
  • International Society for Technology in Education
  • National Education Technology Standards
  • Students
  • Teachers
  • Administrators
  • 90 of states have adopted, adapted or referenced
    in their own state standards
  • ISTE is in the process of updating their standards

4
What Technology Has to Offer
  • Authentic challenging tasks
  • Active learning - students benefit from exposure
    to real world problems, scientific modeling,
    feedback from peers and experts and global
    communities.
  • http//www.cofc.edu/bellsandwhistles/research/rete
    ntionmodel.html
  • Beyond Bells and Whistles Affecting Student
    Learning Through Technology

5
  • Appropriately deployed technologies could support
    exploration and help students obtain achievable
    goals, form and test hypotheses, and discover new
    knowledge. These constructivist applications of
    technologies apparently support developing
    higher-order thinking skills that can help
    students strive and succeed with real, open-ended
    questions, such as those that they will have to
    face, address, and conquer during their adult
    lives (Valdez et al., 2000).
  • http//www.ncrel.org/tech/elearn/system.htm
  • E-Learning Synthesis Curriculum and
    Standards-Based Content
  • Learning Technologies and Higher-Order Skills

6
Some Things to Consider for Quality Tech
Integration
  • Allows for different learning styles
  • Uses tasks that are intellectually
    demanding/require higher level thinking
  • Provides open-ended questions and activities
  • Requires more abstraction and complexity
  • Based on student interests
  • Requires student to be more self-directed
  • Uses Inquiry process
  • Develops problem finding and problem solving
    skills
  • Based on an authentic or real-world task(s)
  • Allows students to discover and uncover
    information

7
What Technology IS
  • constructivist, higher level thinking,
    communication, creation of original work, and
    problem solving in non-routine ways and authentic
    ways
  • Technology as a means of providing support,
    opportunity and meaning.

8
Re-Thinking the Way We Do Things When Adding
Technology. . .
  • Be willing to learn from students
  • Teachers still have much to offer critical
    thinking, unlocking meaning, clear communication,
    etc.
  • Teaching with technology can be transforming
  • Encourage student autonomy
  • Dual level of teaching content along with
    meta-cognition- learning how to learn
  • Learning is cumulative education is ongoing and
    doesnt end with a test
  • Welcome productive digressions
  • A lot of work build a collaborative team, and
    consider including students as part of the team

9
Changing the Process . . .
  • Math concepts
  • Virtual manipulatives
  • Science up to date information
  • Alternatives Net Frog
  • Research in real time
  • Newscasts (CNN)
  • Data (USGS)
  • Maps (TerraServer)
  • Analyzing for validity

10
Technology Rich Environments
  • identify essential questions and match learning
    needs to effective and efficient technology-rich
    learning environments.
  • apply technology tools to produce texts,
    illustrations, photographs, sounds, videos, and
    animations for use in teaching and learning.
  • identify, design, create, and facilitate learning
    spaces through the use of technologies such as
    email, forums, blogs, virtual conferencing,
    collaborative web/wikis, social networks, course
    management systems, desktop spaces, and
    interactives.
  • Annette Lamb

11
Technology Products
  • Multimedia products
  • Text with graphics
  • Web-published products
  • Stand-alone slide shows
  • Digital video (not VHS)
  • Visual essays and reports
  • Digital storytelling
  • Podcasts and Vodcasts

12
Word
Word Art
  • Written projects
  • Books
  • Stationary
  • Tables and Charts
  • Reports
  • Business Cards
  • Newsletters
  • Postcards
  • Signs
  • Web Pages
  • Graphics
  • Word Art
  • Draw Tools
  • Auto Shapes
  • Clip Art
  • Photos
  • Original Art Work
  • Flowcharts
  • Call-outs

13
PowerPoint
Harporous Chihuly Electromagnetism
  • Presentations
  • Games
  • Illustrated Stories
  • Animation
  • Timelines
  • Posters and Signs
  • Portfolios

14
Excel
Publishing
  • Posters Banners
  • Graphs and charts
  • Original Data
  • Pictographs
  • Stock Market
  • Data Base
  • Budgeting
  • Timelines
  • Labeling Maps and Diagrams
  • Brochures
  • Newspapers
  • Magazines
  • Calendars
  • Booklets
  • Signs
  • Banners
  • Flyers
  • Posters

15
Inspiration/Kidspiration
  • Webs
  • Graphic organizers
  • Timelines
  • Conversion
  • Outlines
  • PowerPoint
  • New Inspiration Data!

16
Integrating Technology How Do I Do That?
17
  • Technology can be used as a tool to differentiate
    Content, Process, Product, and Environment
  • Technology can be used in key components of
    differentiation readiness, interest, learning
    styles

18
Content, Process, Product . . .
  • Content
  • Everyone is learning the same concept, but using
    different levels of complexity, depth or
    sophistication
  • Process
  • Everyone is learning the same concept, but using
    different methods to learn it
  • Product
  • Everyone is using different ways of showing what
    they know.

19
More Resources . . .
  • Technology Resources for Differentiated
    Instruction Montgomery County.htm
  • Thinkfinity - Education Technology in the 21st
    Century (MarcoPolo)
  • ThinkQuest
  • Using Technology to Differentiate Instruction.htm
  • Funbrain Curriculum Guide
  • The Teacher Tap professional development
    resources for educators (Annette Lamb and Larry
    Johnson)
  • Thirteen Ed Online
  • Rubrics for Assessment

20
Researchor Copying?
21
Wheres the Content?
22
Differentiation Strategies How can technology
be used in the following strategies?
  • Flexible Grouping
  • Tiered Lessons
  • Independent Projects
  • Learning Centers
  • Learning Contracts
  • Compacting
  • Questioning
  • Mentoring

23
Things to Consider in Differentiated Instruction
  • Scaffolding
  • Choice
  • Depth and Complexity
  • Learning Styles
  • Learning Environments
  • Task difficulty
  • Equalizer (Carol Ann Tomlinson)

24
Continuums for Planning Differentiated Lessons
These continuums can help you plan content,
process, and products for gifted learners, as
well as other learners with diverse needs. They
are not a recipe, but rather a guide for your
thinking. In general, students who are gifted in
a given subject or very advanced in a particular
topic need to function toward the right end of
the continuums. There will be exceptions, of
course. For example, a highly able learner may at
times need to work at a slower pace to study a
topic in greater breadth or depth. At the
beginning of a complex study, even a highly able
learner may need to work at simpler tasks, toward
the left of the continuums will need to move
toward the right. Simple
Complex Resources, Research, Issues, Problems,
Skills Concrete Abstract
Examples, Illustrations, Applications,
Conclusions Single faceted Multi
faceted Problems, Applications, Solutions,
Approaches, Disciplinary Connections Small Leap
Great Leap
Application, Insight, Transfer Closed
Open Solution, Decisions,
Approaches Less Independence
Greater Independence
Planning, Designing, Monitoring Foundational
Transformational
Information, Ideas, Materials, Applications
Slow Quick Pace of Study,
Pace of Thought
ASCD, 1994
25
Anchoring Activities
  • A AlternativesWhen do you use them?
  • Optional Activities
  • Daily Activities
  • Weekly Activities
  • B Brainstorm IdeasWhat are examples?
  • Journals
  • Project Extensions
  • Puzzles (ex. Logic, either students created
    worksheets)
  • Workbooks
  • Labs
  • Research
  • Skill/Drill Practice
  • Test Prep
  • Project Interests
  • Independent Studies
  • Computer Skills
  • Student Generated Activities

26
Flexible Grouping
  • Groups can be based on interest, readiness,
    learning styles, or ability
  • Groups are temporary for one unit, assignment, or
    task
  • Teacher assigns when matching to criteria
  • Readiness for skill or content, interest
  • Ensuring mix of students
  • Students select when appropriate
  • Clear guidelines for group functioning

27
Independent Projects
  • Can be structured or open-ended, depending on
    readiness of student
  • Builds on student interest
  • Include computer as tool for content, process or
    product
  • Teacher provides guidance and structure
  • Provide criteria for success

28
Who Does Research?What kinds of questions would
these people ask?
28
29
Interest Centers
  • Build on student interest
  • Students can help in the process of development
  • Clear criteria for success
  • Challenging level of tasks
  • Interest based groups
  • Using a computer station as a learning center
  • Adding computer tasks to a learning center

30
Compacting
  • 1) Pre-assessment
  • 2) Plan for learning what was missed and excuse
    what is mastered
  • 3) Plan how free time may be spent
  • Allow student choice in how time is spent
  • Written plans and guidelines

31
Questioning
  • Target some questions and leave others open to
    group
  • Open-ended questions when possible
  • Wait time
  • Think- pair-share
  • Encourage building on previous answers
  • Encourage students to explain and defend
  • Adjust difficulty of question based on student
    needs

32
Tiered Lessons
  • Not an introduction, but probably after whole
    group instruction so basics are understood
  • Same concept, objective, or essential question,
    but different levels Avoid tasks that can be
    copied from a source
  • Organize by Blooms Taxonomy, concrete to
    abstract, scaffolding, depth, complexity,
    organization

33
Steps to Designing Tiered Lessons
  • Identify the grade level and subject for which
    you will write the lesson.
  • Identify the standard (national, state, district,
    etc.) that you are targeting.
  • Identify the key concept and generalization.
  • Be sure students have the background necessary to
    be successful in the lesson. Provide needed
    scaffolding.
  • Determine in which area you will tier.
  • Content, process, product
  • determine the type of tiering you will do
  • Readiness, interest, learning profile
  • based on your choices above, determine how many
    tiers you will need and develop the lesson.
  • Differentiation means doing something
    different--qualitatively different
  • Secondly, be sure each tier is doing moderately
    challenging, respectful work. We dont want one
    group doing blackline practice sheets and another
    doing Japanese cooking!
  • develop the assessment component to the lesson.
  • formative, summative, or a combination of both.
  • For more information on tiering, please contact
    the Center for Gifted Studies and Talent
    Development at 1-800-842-4251.

34
How Can Technology Assist in the Following Areas?
35
  • Find sources of information that are appropriate
    for students who may have difficulty reading.
  • Provide advanced organizers to help students
    receive and communicate information.
  • Provide management plans in which tasks are
    listed sequentially with target dates for
    completion.
  • Finally, provide a structure or visual format to
    guide the finished product. A sketch of an essay
    or science project board will enable these
    students to produce a well-organized product.
  • Use technology to promote productivity. It allows
    students with learning disabilities to hand
    in work of which they can feel proud.
  • Offer a variety of options for communication of
    ideas.
  • Help students who have problems in short-term
    memory develop strategies for remembering. The
    use of mnemonics, especially those created by
    students themselves, is one effective strategy to
    enhance memory. Visualization techniques have
    also proved to be effective.
  • Adapted fromJann Leppien

STRATEGIES For Students
36
Learning and Retention Rates
  • Beyond Bells and Whistles Affecting Student
    Learning Through Technology
  • http//www.cofc.edu/bellsandwhistles/research/rete
    ntionmodel.html

37
Graphic Organizers
  • Inspiration Software, Inc.htm
  • Kidspiration, Inspiration Data
  • Versions for Handhelds (Palm and Windows)
  • Example of Template Sample 2 Sample 3
  • Schools of California Online Resources
  • http//www.sdcoe.k12.ca.us/score/actbank/torganiz.
    htm
  • Write Design Online
  • On-Line - Graphic Organizers.htm

38
Interactive Content Active Learning
  • Real-time data projects
  • Using online data, such as world-wide earthquake
    activity
  • Using and analyzing Primary Resources
  • Collaborative projects
  • Sharing and compiling data online
  • Partner projects
  • Connecting with another group or organization to
    complete or share a project
  • Webquests
  • Teacher designed, student implemented
  • Blackboard classes
  • Tutorials

39
Quality Content Examples
  • Jason Project
  • UCMP (University of California Museum of
    Paleontology)
  • AMNH (American Museum of Natural History)
  • Nova
  • Center for Innovation in Engineering and Science
  • Annenberg Media
  • Edutopia (GLEF)
  • Geo-Literacy Project

40
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41
Annenberg Media
  • Online via Video on Demand
  • You can view Annenberg Media programs of your
    choice online with a broadband connection
    whenever you see this icon. There is no charge
    for this service.
  • Majority for Teachers, but many excellent
    resources for gifted students
  • A Biography of America.htm
  • Journey North A Global Study of Wildlife
    Migration Monarch Butterfly.htm
  • Foreign Language
  • Science
  • History and Social Studies
  • Arts
  • Mathematics

42
Primary Resources
  • A source created by people, in their own words,
    who actually saw or participated in an event.
  • Primary sources were either created during the
    time period being studied, or were created at a
    later date by a participant in the events being
    studied (as in the case of memoirs) and they
    reflect the individual viewpoint of a participant
    or observer
  • http//www.lib.berkeley.edu/TeachingLib/Guides/Pri
    marySources.html

43
(No Transcript)
44
Technology Process
  • VOD (video on demand) Allows for different
    learning styles
  • PBS Chalkwaves, United Streaming Video
  • Webquests learning styles, higher level,
    interest, self-directed, real-world tasks,
    uncover information
  • A WebQuest is an inquiry-oriented activity in
    which most or all of the information used by
    learners is drawn from the Web.
  • Adventure Into the Unknown A Webquest on the
    Lewis and Clark Expedition.htm
  • A Home on Ganymede Introduction.htm
  • Blackboard eLearning
  • Web 2.0
  • Build applications that harness network effects
    to get better the more people use them.
  • Wikis, social networking, blogs, podcasting,
    eBay, Flickr, iTunes
  • Moodle

45
Handhelds and iPods
  • Store and graph data
  • Journal recording
  • Record lectures and notes
  • Access video and podcasts
  • Foreign language dictionaries
  • Personal organization
  • Communication/sharing
  • Music lessons

46
Writing Desktop Publishing
  • Templates
  • Reports, newsletters, booklets, brochures,
    outlines, presentations
  • Word processing and spell-checking
  • Laptops, Alphasmart
  • Voice Recognition software
  • Publishing formats

47
Technology Products
  • Multimedia products
  • Text with graphics
  • Web-published products
  • Stand-alone slide shows
  • Digital video (not VHS)
  • Visual essays and reports
  • Digital storytelling
  • Products associated with a differentiated
    approach reflect both the learners' expression
    and the applied skills of a field of study.
  • These products can be achieved through exposure
    to learning opportunities developed within the
    classroom or through the external environment
    (Passow, 1982)

48
Creating Web Sites
  • Guardians of Freedom Introduction.htm
  • Guardians of Freedom LLoyd Smith.htm
  • Using Word Web Wizard
  • Using Software Tools
  • FrontPage
  • DreamWeaver

49
Digital Photography
  • Save Samples of work or class projects
  • Art/design
  • Basic photography techniques
  • Record science experiments or other activities
  • Creative expression
  • Illustrate original works
  • Portfolios
  • Adobe Photo-Deluxe, Paint Shop Pro and others
  • Photo Story3

50
Analog or Digital Camcorders
  • Original plays and productions
  • Documentaries
  • Animation drama
  • Language arts, commercials
  • Sound editing
  • QuickTime movies
  • add to web pages, email, PowerPoint presentations
  • Science record of experimental results
  • Add to portfolios or send home to share with
    parents the work accomplished
  • iMove MovieMaker2

51
Tape Recorders Digital Recorders
  • Reluctant writers high verbal
  • Translations (Spanish to English, etc.) Julia
  • Original Books on Tape for young students or ELL
  • Record personal performances (music) from home or
    public venues to include in other work - Eric

52
TV
  • Create TV programs for public broadcast in local
    community
  • Public Service Announcements (radio or TV)
  • Building or district recording broadcast events
    or daily news

53
Scanners
  • Scan original artwork or documents to save
    digitally
  • Create a slide show of original work
  • Create a photo collage
  • Create a Visual family tree
  • Add personal photos to an online journal
  • Use original art, wallpaper, or fabric to scan
    and use as original background
  • Use an ordinary object, enlarge and use in new
    art ideas (like a penny!)
  • Illustrated book Madi Julia

54
Podcasts Vodcasts
  • Recording audio and video
  • Broadcasting to web sites
  • Broadcasting for downloads
  • Communication skills, art, technology,
    organizational skills . . .

55
Music and Sound
  • Garage Band on Mac Eric Matti
  • Layer tracks, record, mix, etc.
  • Digital recording
  • With or without microphone
  • Sound Effects in digital video
  • PowerPoint Web Pages
  • Record your own
  • Add files from Microsoft online files

56
Technology Integrationideas for teachers
  • Technology Integration for Teachers
  • resources for reading and doing
  • Best on the Web
  • A Different Place
  • Tammys Technology Tips
  • 4Teachers
  • Education World Technology in the Classroom

57
National Organizations Curriculum on the Web
  • National Science Teachers Association
  • http//www.nsta.org
  • National Council of Teachers of Mathematics
  • http//www.nctm.org
  • National Council for Social Studies
  • http//www.ncss.org
  • Kennedy Center ArtsEdge
  • http//artsedge.kennedy-center.org
  • National Council of Teachers of English
  • http//www.ncte.org
  • International Reading Association
  • http//www.reading.org

58
Mathematics
  • Mathematical Interactive Tools
  • The Math Forum _at_ Drexel University
  • A Creative Encounter of the Numerical Kind
  • Math Activities

Language Arts
  • Carol Hursts Childrens Literature
  • Site
  • The Complete Works of Shakespeare
  • Thinkmap Visual Thesaurus

59
The Business of Schools
  • The Business of Schools Is to produce work that
    engages students, that is so compelling that
    students persist when they experience
    difficulties, and that is so challenging that
    students have a sense of accomplishment, of
    satisfactionindeed, of delightwhen they
    successfully accomplish the tasks assigned.
  • Inventing Better Schools Schlechty

60
Where Do I Start?
  • What content, topic, or lesson should I start
    with?
  • What technology may help students to better
    understand?
  • Where can technology enhance the content, process
    or products in my classroom?
  • What technology can assist in meeting student
    readiness, interests, or learning styles?
  • Who will assist me?
  • School personnel, other teachers, technology
    experts
  • Who will support me?
  • Administrators, curriculum specialists . . .
  • What more do I need to get started?
  • Resources
  • Information
  • Access
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