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Tech-Know-Build: Indiana Students Building Knowledge with Technology

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Tech-Know-Build: Indiana Students Building Knowledge with Technology Kathleen Keck Kathleen Steele Tami Haas Crawfordsville Community Schools – PowerPoint PPT presentation

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Title: Tech-Know-Build: Indiana Students Building Knowledge with Technology


1
Tech-Know-Build Indiana Students Building
Knowledge with Technology
  • Kathleen Keck Kathleen SteeleTami Haas
  • Crawfordsville Community SchoolsCrawfordsville,
    IN
  • James D. Lehman Peggy A. Ertmer
  • Purdue UniversityWest Lafayette, IN
  • http//research.soe.purdue.edu/challenge

2
Background
3
Background
  • Increasingly students need to develop
    problem-solving skills
  • Changing expectations require new instructional
    approaches
  • Student-centered instruction helps meet
    21st-century needs

4
Problem/Project-Based Learning
  • Situated learning in realistic contexts
  • Meaningful problems / projects
  • Anchor curriculum
  • Student inquiry and usually product creation
  • Authentic use of tools (technology)

5
Characteristics
  • Overarching driving question or problem
  • Student-selected specific questions
  • Student investigations yielding artifacts
  • Collaboration
  • Summary/communication of findings

6
Role of Technology
  • Generally not the focus of direct instruction but
    an authentic tool for
  • Acquiring relevant information
  • Gathering and manipulating data
  • Producing and presenting a culminating
    presentation, often in multimedia format

7
TKB Project
8
Tech-Know-Build
  • 5-year Technology Innovation Challenge grant in
    Indiana
  • Focused on development and implementation of PBL
    curriculum
  • Targeted mainly at sixth grade teachers
  • Incorporating portable technologies, electronic
    mentoring, electronic links among partners

9
Tech-Know-Build
  • Components
  • PBL
  • Portable computers
  • Linkages with universities
  • Linkages with home and community
  • Teacher professional development

10
Tech-Know-Build
  • Partners
  • Crawfordsville Community Schools
  • Indianapolis Public Schools
  • Purdue University
  • Indiana University Purdue University at
    Indianapolis (IUPUI)
  • Corporate partners

11
Professional Development Needs
  • School-based
  • Focused on student learning
  • Embedded in teachers daily lives
  • Collaborative
  • Coaching and follow-up

12
Teacher Development Goals
  • Promote teachers understanding of PBL
  • Facilitate technology skills development
  • Support teachers development and use of PBL
    activities incorporating technology

13
Development Approach
  • Initial intensive experience consisting of
  • PBL modeling activity involving teachers and
    students
  • Technology skills development
  • Teacher development of PBL curriculum units
  • Teacher implementation of PBL units with
    follow-up and support

14
Implementation
  • 2000-01 academic year
  • 2-day modeling activity in fall
  • Semester-long in-service course in fall
  • PBL units implemented in spring, 2001
  • 2001-02 academic year
  • 3-day modeling activity as part of
  • 2-week summer institute
  • PBL units implemented during 2001-02 AY

15
PBL Modeling Activity
16
PBL Modeling Activity
  • 2-3 day activity involving
  • In-service teachers
  • Grade 6-12 students
  • Pre-service teachers
  • Provides first-hand experience with PBL
  • Understand the process
  • Experience changing roles
  • Use technology as a supporting tool

17
2000-01 PBL Modeling Activity
  • Driving question
  • Whats in our water, why is it there, and what
    does it mean to us?

18
Identifying Investigations
  • Mixed teams brainstormed possible investigation
    topics related to the driving question.

19
Planning
  • Teams planned and conducted their own
    investigations.

20
Using Technology
  • Technology was used as a supporting tool.

21
Presentations
  • As a culminating activity, teams produced
    multimedia presentations of their investigations.
  • Example

22
Outcomes
23
Reactions (2000-01)
Likert-type Evaluation Items
In this activity, I feel like I learned a lot of science.
In this activity, I feel like I learned new things about using technology.
I would rather work by myself than in groups.
I did not like the hands-on activities.
Compared to what we usually do in school, I liked this activity better.
I really do not like school.
This project is okay, but it does not really relate to me and my life.
Because of this project, I am more confident in my ability to do investigations.
24
Reactions (2000-01)
Semantic Differential Evaluation Items
Exciting Boring
Too Easy Challenging
Fun No Fun
Waste Worthwhile
Worst Best
25
Reactions (2000-01)
  • Responses to open-ended items indicated
    participants
  • Liked working with others and learning to use
    technology
  • Felt they learned content, information about the
    community, and how to use technology
  • Used words like fun, interesting, exciting, and
    worthwhile to describe the activity

26
Teachers PBL Units (2000-01/2001-02)
  • Why care about rain forest deforestation?
  • What makes something strong?
  • What good is math and science?
  • What makes the good life?
  • What is conformity?
  • Why should I care about dead stuff?
  • How does population impact the quality of life?

See unit
See unit
See unit
27
Implementation of Projects
28
Project Implementation
  • The first group of teachers implemented projects
    with their classes during the spring of 2001.
  • As a culminating activity, students and teachers
    presented project information to parents and the
    public at a Project Fair at the end of the school
    year.
  • This years projects are being implemented now.

29
Student Projects (2000-01)
  • Here, middle school students worked on a project
    related to the rain forest.

30
Technology Use (2000-01)
  • Students used various technologies including
    computers and video.

31
Sample Student Products (2000-01)
  • Written work
  • Posters
  • Video
  • Presentations

See example
See example
See example
See example
32
What Have We Learned?
33
PBL Unit Implementation (2000-01)
  • Most teachers implemented their units
  • All agreed that the students learned a lot
  • Most agreed that students enjoyed the unit
  • Most agreed that they would try it again, with
    some modification

34
Strengths (2000-01)
  • Driving question provided a good focus
  • Students did a good job gathering and presenting
    information
  • Students were interested in the investigations
    they chose to pursue

35
Challenges (2000-01)
  • Time
  • Equipment and facilities
  • Grouping strategies
  • Staying focused on driving question
  • Linking investigations to standards
  • Assessment

36
Conclusions
  • PBL - promising approach to developing students
    problem-solving skills
  • Technology can play a critical role
  • Students gain content knowledge, technology
    skills, and abilities to work cooperatively

37
Conclusions
  • Modeling is an effective way to help teachers
    understand PBL, gain confidence, and learn new
    approaches
  • While PBL can provide many rewards for teachers,
    it can also be challenging
  • Follow-up and support is essential for effective
    professional development

38
Questions
39
For more information
  • http//research.soe.purdue.edu/challenge/
  • kkeck_at_chs.cville.k12.in.us
  • ksteele_at_admin.cville.k12.in.us
  • thaas_at_tms.cville.k12.in.us
  • lehman_at_purdue.edu
  • pertmer_at_purdue.edu
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