Wednesday, June 27, 2007

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

  • 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
New framework

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





















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Staggeringly Good Things Integrating Media and Google Earth

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.












 THE KEY: Match types of PD
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.
Know the goals and the full range of pd models, then choose to best fit
; 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)
Group Training 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
(Difference from
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
Neomillenial learning 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



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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



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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





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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

  1. project inputs: needs, what is project addressing;
  2. Strategies
  3. Intermediate goals outcomes or bojectives
  4. Ultimate project goal or outcome (or vision)

Eval question related wording in intermediate goals; wording is "To what extent have...[wording of the goal]." Dont' want to word it yes/no "have they or haven't they"



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

  • Mapping project logic
  • Clarifying strategies and objectives
  • Defining eval questins
  • formattting benchmarks
  • Selecting methods an dmeasure
  • contudinting the eval
  • Drawing inferences
Logic map: graphical representation of relationships among key elements

[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
Informal data--for eval to be purposeful and systematic, data must be relatively formal: collected, soted/organize, and analyzed wiht some degree of rigor





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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