Notes from:
NECC 2007 Quick and Easy Computer Activities for Science and Social Studies
Tammy Worcester, ESSDACK
Wednesday, 6/27/2007, 10:30am–11:30am;
http://www.tammyworcester.com
This session will be webcasted
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Wednesday, June 27, 2007
Quick and Easy Computer Activities for Science and Social Studies
Notes from:
NECC 2007 Quick and Easy Computer Activities for Science and Social Studies
Tammy Worcester, ESSDACK
Wednesday, 6/27/2007, 10:30am–11:30am;
http://www.tammyworcester.com
This session will be webcasted
Tuesday, June 26, 2007
21st Century Education: Technology Is Making It Happen
Notes from
NECC 2007
21st Century Education: Technology Is Making It Happen
Mary Ann Wolf, State Educational Technology Directors Association with Ken Kay and Don Knezek
Tuesday, 6/26/2007, 3:30pm–4:30pm;
Partnership new framework (handout) revealed
Tech is key component
two important changes: green layer used to be assessment layer; now everything in rainbow is all student skills; Life & career skills, learning and innovation skills, info/media/tech skills, core subjects and 21century themes
pools below support those outcomes: standards and assessment, currr, pd learning environments
we put 98% of our effort in education in the "playbook" but not the actual doing skills
Eg 8th grade students should be able to use gps tools to determine next best location for a park in the city
This framework should make clearer that knowledge and skills come together
Importance this project
not technology as teh endgame, rather tech affects every piece of the new framework
Planning between now and november to build out this new framework; want much more specific, want people to be able to see what this looks like.
NECC 2007
21st Century Education: Technology Is Making It Happen
Mary Ann Wolf, State Educational Technology Directors Association with Ken Kay and Don Knezek
Tuesday, 6/26/2007, 3:30pm–4:30pm;
Partnership new framework (handout) revealed
Tech is key component
- Teacher students to be providient in a media and info economy
- the utilization of tech to foster 21cs in all content area
- the utilization of tech to create robust admin and instructional support systems
two important changes: green layer used to be assessment layer; now everything in rainbow is all student skills; Life & career skills, learning and innovation skills, info/media/tech skills, core subjects and 21century themes
pools below support those outcomes: standards and assessment, currr, pd learning environments
we put 98% of our effort in education in the "playbook" but not the actual doing skills
Eg 8th grade students should be able to use gps tools to determine next best location for a park in the city
This framework should make clearer that knowledge and skills come together
Importance this project
not technology as teh endgame, rather tech affects every piece of the new framework
Planning between now and november to build out this new framework; want much more specific, want people to be able to see what this looks like.
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Visual Learning: An Accelerant
Notes from
Visual Learning: An Accelerant
Cheryl Lemke, Metiri Group
Tuesday, 6/26/2007, 2:00pm–3:00pm;
The Metiri Group
Need to teach students "GRAMMAR" of visuals
Research says if you have text and sounds, adding visuals can bump scores up to 30 percent
working memory can hold seven items at once; eg students who read but don'r remember worked so hard on decoding using all parts of working memory; want to build automaticity of decoding so don't have to
reason for engagement is content wont get in working memory if not attentive of material
1) Informed viewers an consumers; marketers are after their 4.7B in spending money
book at a glance
parc xerox
NY times class models
Digital manipulation
TIME darkened oj photo to look darker
be informed viewers
important studnets understand not real, body image issues
2) knowledgeable designers, compsers and producers communicators of visuals'
Thinkquest 2007 children of war,
TQ 2004 Character education
Repurposing - ipod,
Justthink on youtube souls/soles
SFETT.net
People process video 4 ways, physically, emotially, gestalt, cognitively
we need to understand how producers of video try to influence us
digital story telling
Active Learning
Concept mapping visual map research shows if students in pairs with visual, will develop shema in mind and
Visual Design
Need standards for Visual Design
3 Expressive and inventive thinkers
visual problem solver
interactive sound lab
Foudations
set of 21st cent skills
guidelines fo ronline research
teaming and ollab
ecommunication opporutinties
rugrics for media products
critical thinking curriclum
concept mapping
Visual Learning: An Accelerant
Cheryl Lemke, Metiri Group
Tuesday, 6/26/2007, 2:00pm–3:00pm;
The Metiri Group
Need to teach students "GRAMMAR" of visuals
Research says if you have text and sounds, adding visuals can bump scores up to 30 percent
working memory can hold seven items at once; eg students who read but don'r remember worked so hard on decoding using all parts of working memory; want to build automaticity of decoding so don't have to
reason for engagement is content wont get in working memory if not attentive of material
1) Informed viewers an consumers; marketers are after their 4.7B in spending money
book at a glance
parc xerox
NY times class models
Digital manipulation
TIME darkened oj photo to look darker
be informed viewers
important studnets understand not real, body image issues
2) knowledgeable designers, compsers and producers communicators of visuals'
Thinkquest 2007 children of war,
TQ 2004 Character education
Repurposing - ipod,
Justthink on youtube souls/soles
SFETT.net
People process video 4 ways, physically, emotially, gestalt, cognitively
we need to understand how producers of video try to influence us
digital story telling
Active Learning
Concept mapping visual map research shows if students in pairs with visual, will develop shema in mind and
Visual Design
Need standards for Visual Design
3 Expressive and inventive thinkers
visual problem solver
interactive sound lab
Foudations
set of 21st cent skills
guidelines fo ronline research
teaming and ollab
ecommunication opporutinties
rugrics for media products
critical thinking curriclum
concept mapping
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Monday, June 25, 2007
Educational Technology Professional Development Models: A Taxonomy of Combinable Choices
Notes from
NECC 2007
Educational Technology Professional Development Models: A Taxonomy of Combinable Choices
Good news:
self report research shows majority of teachers find tech essential as teacher tool; also reporting more skilled; only 2% rate themselves beginner
but only 37% said integrated daily
Characteristics
of effective PD:
Conducted
in school settings
- Linked
to schoolwide efforts - Teacher-planned
and -assisted - Differentiated
learning opportunities - Teacher-chosen
goals & activities - Emphases:
Demonstration; trials; feedback - Concrete
- Ongoing
over time - Ongoing
assistance & support-on-call
Demonstrate early, get constructive feedback when experimenting
"just-in-time" support
The more you incorporate these factors, the more successful it will be
Problem: lot of variability among educators because technology keeps changing
also new teachers need to be addressed differently than experienced teachers
cant just put the factors above, must also deal variables
BUT: Efficacy of these
methods can differ by:
- Technology accessibility
- School/district climate
- Years of teaching experience
- Nature of past PD experiences
- Etc.
offered to:
- Teachers’ individual learning
preferences - PD goals (specific)
- Contextual realities
- Contextual change over time
OUr challenge to match goal/objectives to learning preference of teachers, contextual realities, etc
HOW?
- Know your teacher-students.
- Know the contextual realities
-- and push assumed boundaries when possible. - Know the full range of
goal possibilities. - Know the full range of PD
models. - Select, combine, and
sequence goals & models to fit the teachers & contexts. - Redesign as teachers &
contexts change.
; don't select and teach that way forevermore; success is that pd
changes as context changes; continually revisit and redesign
ETPD Goals
- Awareness and/or use of
specific software and/or hardware - Curriculum integration in
specific content areas - Change in instructional
practice, focusing upon specific techniques - Curriculum and/or
instructional reform - general approaches & specific techniques - School organizational or
cultural change - Social change beyond the
school
if only do first bullet, then problems; we emphasize way to much; curr integration needs wider range of pd models; tech inegration has some similarities across discipline, but it is more different than similar; newer research curr differentiation by content and grade level
tech integration teacher may not necessarily change style of teaching, just integrate; specific instructional practice may require change in style for some activities
ETPD Models
A model is a “pattern or plan
used to guide design” of teaching (Joyce & Weil, 1972)
5 general types of PD:
- Group training (6 models)
- Individualized learning (4
models) - Collaborative observation
& analysis (5 models) - Inquiry/Action research (3
models) - Collaborative
development/improvement (3 models)
- Demonstrations/awareness
sessions - Hands-on sessions,
instructor-led - Large-group interactive
co-construction - Small-group interactive
co-construction - Small-group problem-solving (inductive
and/or deductive) - Large-group problem-solving (inductive
and/or deductive
Individualized Learning
Models
- Independent exploration &
reflection (unassisted) - Independent exploration &
reflection (assisted) - Learning plan (design,
execute, self-evaluate) - Prescribed & managed
instruction
Collaborative
Observation/Analysis Models
- Classroom visits &
feedback (f2f
or virtual) - Mentoring (1-to-1
or group; subject matter expert or colleague) - Peer coaching (1-to-1 or
group) - Best practices sharing (e.g.,
study groups; local conferences) - Lesson study/Critical friends
Inquiry/Action Research
Models
Observation/Analysis: Systematic
data collection & analysis)
- Independent reflection upon
teaching - Collaborative small-group
reflection upon teaching - Supervised/assisted inquiry
Development/Improvement
Models
- Group
projects/plans/materials creation - Individual
projects/plans/materials creation, followed by group sharing & feedback - Autonomous group problem
identification and problem-solving
Important work: Everet Rogers, diffusion of innovatinsdepth on innovators, early adopters
Choosing Models, re: Teachers
(examples only!)
- Innovators -->Individualized
Learning, Inquiry/Action Research - Early Adopters --> Collaborative
Development/Improvement, Inquiry/Action Research - Early Majority -->Collaborative
Observation/Analysis, Group
Training - Late Majority -->Group
Training, Individualized Learning - Combining Models
- Concurrently (differentiated
by learner needs & preferences) - Sequenced over time
webcast on kidzonline.com
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How Virtual Worlds Help Real Students: The River City MUVE
Notes on:
NECC 2007
How Virtual Worlds Help Real Students: The River City MUVE
Chris Dede, Harvard University with Jody Clarke, Edward Dieterle and Diane Jass Ketelhut
Monday, 6/25/2007, 2:00pm–3:00pm;
Book Automation vs Amplification--about division of labor that can be done by machines and by people: 1) expert decision making (like auto mechanic finding problem that car sensors doesn't) 2) complex communications
Focus on 21st century Skills:
problem finding before problem solving
Making meaning out of complexity
comprehension by a team, not by an individual
Evolving toward distributed learning
Sophisiticated methods of learning and teaching
orchestratged across classrooms
Interfaces for distributed learning
World to desktop
Multiuser virtual environment
Ubiquitous computing
What is MUVE?
virtual world
avatars interact
many experience via games or environments (eg 2ndlife)
Incredible array of options and widening demographic
2)very engaging
3)learning processes are outstanding: exactly what we would want to see
4) Content not very good in most environments
How make this work for learning:
built River City--take deep academic content and add engagement and learning advantages of other games
http://muve.gse.harvard.edu/rivercityproject/
Research on Styles
beyond just personality types
scope and focus importnat
Current thinking on styles
- preference in the use of abilitiesn, not abilityies themselves
- profiles of styles
fluency in mutipel media, valuing each for type sof communication activities
learning based on sollectivly seeing, seiveing and systhensigns
active learning based on experience real and virtual
projects realistic and socially responsible
not all teams have to arrive at same solution; complex problems
the problem
parents:schools not preparing students for 21st century jobs
teachers: self report use lectore format
students: no technology in science class
rapid cecline from k-->12 in interest in science careers
new pedagogies
scientific inquiry--difficult to create authentic environment,
situated learning
non-linear learning
ability to explore identity as a scientist
Students can do virtual experimentation: eg sample water in virtual world, hospital admissions
can substitute for traditional learning (same test scores)
but ask students, they like aspect inquiry
can generalize from this project
we have to change the way we teach to handle the complex variety of ways they learn
conditions for success complicated:
1) engagement - bar high with activities outside school
2) active learning
changing behavior patterns more than just know, must be emotional and collective responsibility; can creat that kind of community in virual world;
Think we will see more powerful environments on the web; many are windows only now
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Sowing the Seeds for a More Creative Society
Notes on
Sowing the Seeds for a More Creative Society
Mitchel Resnick, MIT Media Lab
Monday, 6/25/2007, 12:30pm–1:30pm;
Lifelong Kindergarten :: MIT Media Lab
Gap of what students need and what is provided; consensus one key is to think and act creatively; eg book rist fo the creative class
Our work: close this gap; looking for models where help young people to act creatively; one area is kindergarten, especially traditional kinderg; it is a spiral:imagine-->create-->play-->share-->reflect-->imagine-->
we shift away from this approach as move up grades; becomes transmission model; mostly becuase we don't have right materials, that is where technology can extend kindergarten style to more advanced concepts;
we need low floor, high ceiling (get started easily but can get quite advanced,) also want wide walls allow flixibility to do things differently, their way
try to bring together art and technology to connect to math and science
New ways to use sensor and legos/mindstorms: sensors to detect blow out candle and ply music, pet kitten and meows; girl put sensor on bottom of boots to like lights different color based on speed of walking
Also new virtual environment; free software developed called scratch; visual programming gets away from syntax; put together blocks
can bring in pictures from internet and outside sounds
example of creating variables that change in the programming
share on website where upload scratch projects
http://scratch.mit.edu/
people build on each other's work
can get FAQ to embed java version of scratch project in a webpage
Now looking at changing sensors on legos/mindstorm with capability to collect data over time and graph
wokshop asked students advice for next students
start simple
work ont hings that you like
if no clue, fiddle around
find a friend to work with
okay to copy stuff
build take apart and rebuild
lots of things can go wrong, stick with it
shows intuitive understanding of creative leaning process;
Kindergarten becoming more like the rest of the school; we need to make the rest of school more like kindergarten
The Playful Invention Company: PicoCricket
RCX PicoBlocks
Sowing the Seeds for a More Creative Society
Mitchel Resnick, MIT Media Lab
Monday, 6/25/2007, 12:30pm–1:30pm;
Lifelong Kindergarten :: MIT Media Lab
Gap of what students need and what is provided; consensus one key is to think and act creatively; eg book rist fo the creative class
Our work: close this gap; looking for models where help young people to act creatively; one area is kindergarten, especially traditional kinderg; it is a spiral:imagine-->create-->play-->share-->reflect-->imagine-->
we shift away from this approach as move up grades; becomes transmission model; mostly becuase we don't have right materials, that is where technology can extend kindergarten style to more advanced concepts;
we need low floor, high ceiling (get started easily but can get quite advanced,) also want wide walls allow flixibility to do things differently, their way
try to bring together art and technology to connect to math and science
New ways to use sensor and legos/mindstorms: sensors to detect blow out candle and ply music, pet kitten and meows; girl put sensor on bottom of boots to like lights different color based on speed of walking
Also new virtual environment; free software developed called scratch; visual programming gets away from syntax; put together blocks
can bring in pictures from internet and outside sounds
example of creating variables that change in the programming
share on website where upload scratch projects
http://scratch.mit.edu/
people build on each other's work
can get FAQ to embed java version of scratch project in a webpage
Now looking at changing sensors on legos/mindstorm with capability to collect data over time and graph
wokshop asked students advice for next students
start simple
work ont hings that you like
if no clue, fiddle around
find a friend to work with
okay to copy stuff
build take apart and rebuild
lots of things can go wrong, stick with it
shows intuitive understanding of creative leaning process;
Kindergarten becoming more like the rest of the school; we need to make the rest of school more like kindergarten
The Playful Invention Company: PicoCricket
RCX PicoBlocks
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Framing Research on Technology and Learning: Implications for Teacher Educators
Framing Research on Technology and Learning: Implications for Teacher Educators
Early childnood
1) design on what we know about learning
Importance of play
Observation informs instruction
2)context of four developmental dimensions
3) ICT potentiall important ot you leanrings and impact development
tech that takes advantage of children's emerging skills
4) explore concepts in way not possible without new tech
5) mixed methodlocies to produce data rigourous and detailed
Quantiative, Qualative, scale
English
Literacies in multiple medias
Science
how to relate burgeoning use outside school to use within school
unique uses of tech using still and moving images, simulations, use of probeware; eg use hi def video with probeware; can also get videos on youtube but not explanation wrong; it is not oxygen gone air expands and contracts; if you have pressure and temp probes along with video
SpEd
studies look as specific tech, eg text2speech, graphic organizers, but not many that look at effectiveness of all together; this is the future trend
NECC 2007 Planner | Planner
Early childnood
1) design on what we know about learning
Importance of play
Observation informs instruction
2)context of four developmental dimensions
3) ICT potentiall important ot you leanrings and impact development
tech that takes advantage of children's emerging skills
4) explore concepts in way not possible without new tech
5) mixed methodlocies to produce data rigourous and detailed
Quantiative, Qualative, scale
English
Literacies in multiple medias
Science
how to relate burgeoning use outside school to use within school
unique uses of tech using still and moving images, simulations, use of probeware; eg use hi def video with probeware; can also get videos on youtube but not explanation wrong; it is not oxygen gone air expands and contracts; if you have pressure and temp probes along with video
SpEd
studies look as specific tech, eg text2speech, graphic organizers, but not many that look at effectiveness of all together; this is the future trend
NECC 2007 Planner | Planner
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Assessing Students' and Teachers' Technology Skills: NETS as Benchmarks
Notes
NECC 2007
Assessing Students' and Teachers' Technology Skills: NETS as Benchmarks
Mila Fuller, ISTE with Don Knezek
Monday, 6/25/2007, 10:00am–11:30am;
MFULLER@ISTE.ORG
Handouts with these links
Certiport | Home - Microsoft certification in basic computer skills
nita bBrooks, K12 Solusiotns
662-621-8948 mbrooks@certiport.com
TechLiteracy Assessment : measures and reports technology literacy for elementary and middle school students
Laia Jackson, Market Manager
800-580-4640 direct 503-517-4445 ajackson@learning.com
PBS TeacherLine | PBS
Tim Lum, Director of Marketing
tdlum@pbs.org
SETDA
Mary Ann Wolf, Exec Director 410-647-6965 mwolf@setda.org
PBS
Teacherline is 130+ courses for teacher instruction; we offer the ISTE capstone program with 3 courses: how embed nets into the classroom; allows teacher to view nets and use in classroom; not for new teachers, need experienced teachers, particularly leaders; want teachers who can articulate at classroom and district level
Capstone Intro
Capstone1: teaching with tech
Captsone2: empower students with technology
Can get ISTE certification; Library of multimedia exhibits: video of exemplary teaching, readings; discussions about teaching and learning with tech
Personalized portfolio with artifacts and reflections showing standards in practice
SETDA: 8ht grade literacy requirement has 2 pieces--federal requirements and what is best for kids
Fed required but no reporting to feds, now state had to report how many tested and results of how many passed
Learning.com Alia Jackson
Have online content,
TechLeteracy Assessment: online authentic assessment, criterion referenced, automatic reporting at district school, class, and student
elementary veriosn gr 3-5
MS version 6-8
across 7 modules: database, multimedia/presentations...
based on NETS S; which assess mult choice and other assessments
performance based, so they simulate applications that they complete tasks
Feedback that databases difficult, so set up library database simulation;
these simulations provide authentic assessment of uses
as proctor you can set daily time window to keep students out at night.
Angoff standard setting method:
Certiport Laia Jackson
ceriport does industry certifications; sole partner for microsoft mous; now also adobe j]
Benchmark and Mentor programs
220 quesiotns for IC3 certification; benchmark questions and then mentor helps you learn
Living Online module: use internet email effectively including copyright, privacy, also networks
Key Applications module
Basic Computing module
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NECC Session: Integrating Real-World Data in Classrooms
Notes from
NECC 2007
Integrating Real-World Data in Classrooms
Liesl Hotaling, Stevens Institute of Technology with Greg Bartus
Monday, 6/25/2007, 8:30am–9:30am;
Handout:
CIESE: Integrating Real-World Data in Classrooms
http://www.ciese.org/currichome.html
Collaborative projects include finding circumference of the earth; need collaboration to highlight points for real data;
Run these twice a year
Real time data is data happening right now, eg weather, air quality, ocean, ; use webcams, monitor news
showed example of national weather temperature today;
eg time site shows daylight on the earth
http://www.time.gov/timezone.cgi?Mountain/d/-7/java
can calculate roughly number of hours per day with width of shadow
Example of a math story problem of time ship takes to go somewhere;better if use noaa hurricane tracking for students to solve prlbem
Stowaway adventure on handout
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Resources: Web 2.0 tools
Resources
NECC 2007
Cool Tools: Incorporating Web 2.0 Tools in the Classroom
Nice handout with lists of Web 2.0
and
Kathy Schrock's Home Page: Shedding Light on Web 2.0
has a nice list of Web2.0 tools
NECC 2007
Cool Tools: Incorporating Web 2.0 Tools in the Classroom
Nice handout with lists of Web 2.0
and
Kathy Schrock's Home Page: Shedding Light on Web 2.0
has a nice list of Web2.0 tools
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Saturday, June 23, 2007
Program Evaluation Tools and Strategies for Instructional Technology
Notes on:
NECC 2007 Program Evaluation Tools and Strategies for Instructional Technology
jsun@sun-associates.com 978-251-1600 x204
doing program eval for seven history grants
redoing alabama tech plan, help them develop own measures to take ownership; districts need to make meaning of data being gathered for state.
Handouts and PPT:
NECC 2007 Workshops
Qualitative as well as quantitative; mostly qualitative in our work;
Many eval summative, but should be both formative and summative
By Definition, Evaluation…
Is both formative and summative
Helps clarify project goals, processes, products
Should be tied to indicators of success written for your project’s goals
Is not a “test” or simply a checklist of completed activities
Qualitatively, are you achieving your goals?
What adjustments can be made to your project to realize greater success?
Page 5 in the workbook diagram (slide A Three-Phase Evaluation Process)
Indicators drive the data collection
not throw out the net and see what happens; often data collection same way; rather design survey on what you know you are looking for;
Handout: tasks
1. initial mtg getting to know partners
2. estabish identity of eval
3. establish project lead
4. create contract work (works schedules, procedures:
5. create eval committee
6. hold first eval committee mtg purpose to create project benchmark indicator rubrics and data collection expectations
7. establish schedule fo radditional committee mtgs thoughout year
8. establish reporting schedule
9. review and finalize rubrics and data collection tools
10. create data collection schedule
11. collect data
12 data analysis
13. reporting
#5 Feel very strongly that evaluator works with a committee of stakeholders; participants have to do the work of the goals, wouldn't you want them providing input on the eval process; if not students then parents advocates for students
handout: (slide nine) Project Sample - diagram of logic map called Supportive Reading Environments
- project inputs: needs, what is project addressing;
- Strategies
- Intermediate goals outcomes or bojectives
- Ultimate project goal or outcome (or vision)
Rubric 4 levels; highest level is the Wow level; mix of quantitative and qualitative
Indicator statements criteria (slide 13)
We looked at some proposals and had to develop the logic map: needs, strategies, intermediate goals, ultimate goal. Then spent time discussing rubric ultimate
To Summarize...
Start with your proposal or technology plan
Logic map the connections between actions, objectives, and goals
From your goals/objectives, develop evaluation questions
Questions lead to indicators
Indicators are organized into rubrics
Data collection flows from that rubric
Evidence/Data Collection
Classroom observation, interviews, and work-product review
What are teachers doing on a day-to-day basis to address student needs?
Focus groups and surveys
Measuring teacher satisfaction
Triangulation <http://www.sun-associates.com/eval/samples/samplesurv.html> with data from administrators and staff
Do other groups confirm that teachers are being served?
focus on just survey not very reliable since it is self reporting data; may be more cost effective but need to triangulate
It does no good if not disseminate reports
School committee
press releases
community mtgs
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Getting the Most Out of Your Technology Project
Notes from:
NECC 2007 program - Getting the Most Out of Your Technology Project
Elizabeth Byrom, SERVE Center at University of North Carolina—Greensboro with Jenifer O. Corn and Beth Thrift
Saturday, 6/23/2007, 8:30am–11:30am; GWCC B405
Serve Center REL for NC, FL, GA, MS, SC
We read example of an EETT Grant proposal & discussed
Eval two different focuses: internal formative evaluation, purpose may be different than external summative evaluation;
SERVE developed Cape:
Capacity for Applying Project Evaluation CAPE
Evaluation Capacity Building - Evaluation Framework
Eval planning
[this adds extra points to federal grant proposals]
Learning From Logic Models : An Example of a Family-School Partnership Program - Publication by Harvard Family Research Project - HFRP
Once have logic map, then use eval questions to focus on portions to be evaluated
Impact Questions (based on objectives)
Implementation Questions (based on strategies)
Eg If objective that students acquire tech skills, then need tool like ISTE/Microsoft-created Technology skills eval
Methods and measures
Quantitative or qualitatve (not easily measured with numbers)
Data dictated by eval questions;
Data steps
handout: tips for data steps
Instruments and protocols
School Tech needs Assessment STNA or stenna
Looking fo rtech Integration LOFTI
Technology and school-family-community partnership survey
Professional devel questionare pdq
Rubrics for Lesson plans and student products
Reflection logs
Evaluation Capacity Building - Data Sources: Examples
STNA is free and you can ask for building/district to take online by emailing:
STNA handout-
about 80 items
know hwat staff members thin and feel about
leaderhsip, planning, budget
infrastructure and resources
prof devel
classroom practices wtih tehc
impact of tech on students
Share results back with teachers for most effectiveness; frustrated with "black hole"
STNA developed from ISTE, engauge, etc common themes from literature
version 3.0 removed NCarolina specific content; v2 tested validity and reliability
LOFTI
Classroom observation protocol
Evaluation Capacity Building - Looking For Technology Integration LoFTI
LOFTI gather evidence of how tech is actually being used
This is different from what people think or feel is happening
developed on best practices, 21st Cent skills
If resistance, Make clear not on teacher performance, only on school level,; may want to give different name than observations (connotation of teacher performance), eg protocol for tech info collection instrument
Technology-Partnership Survey
Online like STNA for teachers, parents, and community members
Determines perceptions to plan decisions about using tech to suppor tfamily and community involvement efforts
Based on epstein's Six type of involvement framework
Evaluation Capacity Building
Five Cirtical Levels fo PD Evaluation (PDF Survey)
based on Guskey
Rubric tool
http://www.ncrtec.org/tl/sgsp/lpsg.htm
http://rubistar.4teacher.org/
Teacher Reflection Log
Handout
Strongly encourage getting evaluation team of stakeholders;
SEIR*TEC Presentations
Grantwriting info
NECC 2007 program - Getting the Most Out of Your Technology Project
Elizabeth Byrom, SERVE Center at University of North Carolina—Greensboro with Jenifer O. Corn and Beth Thrift
Saturday, 6/23/2007, 8:30am–11:30am; GWCC B405
Serve Center REL for NC, FL, GA, MS, SC
We read example of an EETT Grant proposal & discussed
Eval two different focuses: internal formative evaluation, purpose may be different than external summative evaluation;
SERVE developed Cape:
Capacity for Applying Project Evaluation CAPE
Evaluation Capacity Building - Evaluation Framework
Eval planning
- Mapping project logic
- Clarifying strategies and objectives
- Defining eval questins
- formattting benchmarks
- Selecting methods an dmeasure
- contudinting the eval
- Drawing inferences
[this adds extra points to federal grant proposals]
Learning From Logic Models : An Example of a Family-School Partnership Program - Publication by Harvard Family Research Project - HFRP
Once have logic map, then use eval questions to focus on portions to be evaluated
Impact Questions (based on objectives)
Implementation Questions (based on strategies)
Eg If objective that students acquire tech skills, then need tool like ISTE/Microsoft-created Technology skills eval
Methods and measures
Quantitative or qualitatve (not easily measured with numbers)
Data dictated by eval questions;
Data steps
- collecting
- storing/organizing
- analyzing
- interpretting
handout: tips for data steps
Instruments and protocols
School Tech needs Assessment STNA or stenna
Looking fo rtech Integration LOFTI
Technology and school-family-community partnership survey
Professional devel questionare pdq
Rubrics for Lesson plans and student products
Reflection logs
Evaluation Capacity Building - Data Sources: Examples
STNA is free and you can ask for building/district to take online by emailing:
STNA handout-
about 80 items
know hwat staff members thin and feel about
leaderhsip, planning, budget
infrastructure and resources
prof devel
classroom practices wtih tehc
impact of tech on students
Share results back with teachers for most effectiveness; frustrated with "black hole"
STNA developed from ISTE, engauge, etc common themes from literature
version 3.0 removed NCarolina specific content; v2 tested validity and reliability
LOFTI
Classroom observation protocol
Evaluation Capacity Building - Looking For Technology Integration LoFTI
LOFTI gather evidence of how tech is actually being used
This is different from what people think or feel is happening
developed on best practices, 21st Cent skills
If resistance, Make clear not on teacher performance, only on school level,; may want to give different name than observations (connotation of teacher performance), eg protocol for tech info collection instrument
Technology-Partnership Survey
Online like STNA for teachers, parents, and community members
Determines perceptions to plan decisions about using tech to suppor tfamily and community involvement efforts
Based on epstein's Six type of involvement framework
Evaluation Capacity Building
Five Cirtical Levels fo PD Evaluation (PDF Survey)
based on Guskey
Rubric tool
http://www.ncrtec.org/tl/sgsp/lpsg.htm
http://rubistar.4teacher.org/
Teacher Reflection Log
Handout
Strongly encourage getting evaluation team of stakeholders;
SEIR*TEC Presentations
Grantwriting info
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