LoTi 2004: Riding the Wave of Technology Reform

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LoTi 2004 Riding the Wave of Technology Reform

• The Times They Are A-Changin -
• Best Practices of Technology Integration

Todd A. Fishburn www.seaford.k12.de.us/it
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640K ought to be enough for anybody.

• Bill Gates, 1981

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Whats Changin?
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4 Themes of the New Generation Gap

• The older generations are uneasy about new
  technology---which kids are embracing
• Older generations tend to be uneasy about new
  media---which are coming into the heart of youth
  culture
• Old media are uneasy about new media
• The digital revolution, unlike previous ones, is
  not controlled by only adults

Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.
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Customized Learning

• Customized learning is not one-size fits all!
• based on student background
• based on individual talents
• based on age level
• based on cognitive style
• based on the abilities of the teacher
• based on availability of hardware and software

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Three Components of Effective Technology
Integration

• 1 Critical Thinking Students should be
  engaged in higher level thinking while using
  technology
• 2 Content Students should gain content
  knowledge while working with technology
• 3 Technical Skills Students should gain
  technical skills while using technology
  (keyboarding, imaging, cutting/pasting,
  searching) and acquire 21st Century Work Skills

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8 Shifts of Interactive Learning

• From linear to hypermedia learning
• From instruction to construction and discovery
• From teacher-centered to learner centered
  education
• From absorbing material to learning how to
  navigate and how to learn
• From school to life-long learning
• From one-size-fits-all to customized learning
• From learning as a torture to learning as fun
• From the teacher as transmitter to the teacher as
  facilitator and coach

Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.
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Proverbs for the 21st Century

• What boots up must come down.
• Give a man a fish and you feed him for a day
  teach him to use the Web and he wont bother you
  for weeks.

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Proverbs for the 21st Century

• The geek shall inherit the earth
• C\ is the root of all directories
• Dont byte off more than you can chew

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Principles of Good Practice
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Principles of Good Practice

• Good Practice 1 - encourages frequent contact
  between students and teacher
• Increases motivation and involvement
• Show a genuine interest in the students (show you
  care)
• Model appropriate behaviors and skills (practice
  what you preach)

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Principles of Good Practice

• Good Practice 2 - develops reciprocity
  cooperation among students
• Learning is enhanced in team efforts
• Good work is collaborative and social, not
  isolated and competitive
• Sharing ones ideas and responding to others
  improves thinking and deepens understanding
• Increases communication and social skills

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Principles of Good Practice

• Good Practice 3 - uses active learning
  techniques
• Learning isnt a spectator sport
• Students must talk, reflect, relate and apply
  learning experiences
• They must make what they learn part of themselves

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Principles of Good Practice

• Good Practice 4 - gives prompt feedback
• Knowing what you know and dont know focuses your
  learning
• Students need frequent opportunities to perform
  and receive feedback
• Students need chances to reflect what they have
  learned, what they still need to learn, and how
  to assess themselves

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Principles of Good Practice

• Good Practice 5 - communicates high expectations
• Expect more and you will get it

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Principles of Good Practice

• Good Practice 6 - respects diverse talents and
  ways of learning
• Many roads lead to learning
• Students need opportunities to show their talents
  and learn ways that work for them
• Learning styles

Chickering, Arthur C. and Stephen C. Ehrmann.
Implementing the Seven Principles Technology as
a Lever. AAHE Bulletin
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Blooms Taxonomy
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Our Students Today.

• Bottle caps have not only always been screw off,
  but have always been plastic they have no idea
  what a pull-top can looks like.
• They have never owned a record player.

• They have always had cable.
• There have always been VCRs, but they have no
  idea what BETA is.
• There has always been MTV.

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Our Students Today.

• Kansas, Chicago, Boston, and Alabama are places,
  not groups.
• The Tonight Show has always been with Jay Leno.

• They dont know who Mork is and where he was
  from.
• Popcorn has always been cooked in the microwave.

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Learning Styles

• Learning Styles lend themselves to technology
  integration
• What are they
• Linguistic Logical/Mathematical
• Spatial Musical
• Bodily/Kinesthetic Interpersonal
• Intrapersonal
• www.seaford.k12.de.us/it/etc204/learning_styles.ht
  m

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Essential Questions

• Pose the one or two overarching questions that
  frame the assignment or topic to be covered.
• Once posed, they guide the teacher in lesson
  development and the students in learning.

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Essential Questions

• What were the causes and effects of the Civil
  War? This is not really an EQ since there is a
  definitive list of causes and effects that a
  student can memorize at a lower cognitive level.
• Instead of this, try these----

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Essential Questions

• Sample 1 Are we still fighting the Civil War?
• Sample 2 What outcomes of the Civil War affect
  our society today?
• When social issues divide a country, can it ever
  be made whole again?
• Was the real reason behind the Civil War slavery,
  territorial hatred, or a quest for individual
  wealth?

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Tips for Technology Using Teachers

• Think differently step outside the box!
• Be kind to techies!
• Have a plan B, C, D.
• Dont be afraid of students who know more than
  you do! (tap their abilities)
• Practice

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A Shift..
www.nap.edu/readingroom/books/techgap/navigate.cgi

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The Evolution of the Classroom

• One-Room School House
• Teachers taught reading, writing, math
• School started late and ended early
• Narrow and controlled by the teacher

• Factory School
• Cities sprang-up
• Factory work
• Large schools with labyrinths of rooms
• Basic facts needed for industrial work
• The work force would typically keep the same job
  their entire life

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The Evolution of the Classroom

• Today
• Students still attend factory-model schools
• Are they passively listening to lectures?

• The work force will average 6 to 8 jobs
• Half of all employed work with information-analyzi
  ng

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The Evolution of the Classroom

• Technology by itself is not enough
• Has drill n kill moved from the worksheet to the
  computer?

• Changing roles
• Students assume some of the functions previously
  reserved for the teacher
• Students act as peer-tutors
• Learn to communicate _at_ an early age
• Direct own learning

www.nap.edu/readingroom/books/techgap/navigate.cgi

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www.nap.edu/readingroom/books/techgap/navigate.cgi

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Collaborative Projects

• What are they?
• Engaging activities linked to the curriculum that
  connect groups of classes or teachers to complete
  activities
• Examples
• Create a Monster
• Monarch Tracking
• Bucket Buddies
• Projects within a school

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LoTi Chart
Compiled by Joyce Nerlinger and Sandy Falatek
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Teachers Need.

• Technology
• Time
• Technical Support
• Training
• Incentives

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Examples of Best Practices

• Create problems
• Stage events
• Enhance or improve products
• Hookem!
• Examples
• Endangered Species Report
• Delaware Fact Finding

• WebQuests
• Web D.I.G.s
• Information Literacy Skills

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Its Not the Technology.Its the Process
Product!

• I have a spelling checker it came with my PC. It
  clearly marks four my revue miss steakes I cannot
  sea I ran this poem threw it, Im sure youre
  please to no. Its let her perfect in its weight,
  my checker tolled me sew.
• Author Unknown

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Student Feedback Sheet (cooperative groups)

• Today, the topic that we investigated.
• My teacher should give me 5 4 3 2 1 (circle
  one) bonus points today because
• One thing I learned from my partner (s) was
• It was really interesting to learn that
• The neatest thing I did today was
• One thing that I am still wondering about is
• A song that will remind me of today is________
  because .

Dr. Paul Vermette, Niagara University
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Vocabulary Strategies
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• THE BIG POTATO DISGUISE
• GRADES 5-9
• MATERIALS
• a potato per student
• index cards
• various art materials
• METHOD
• Announce to the students "This week your
  homework assignment is to disguise a potato. You
  may not cut your potato to disguise it, but you
  need to somehow make it appear to be something
  other than a potato. Dress it in a costume, add
  different things to it, do whatever you like, but
  it should not look like something you will have
  for dinner when you are finished. Your potato is
  due on Friday. Be sure to include a 3 X 5 card
  telling us the name of your potato and it's job.
  After you have decided how to disguise your
  potato, you need to write about it. You have a
  choice of writing assignments this week. Choose
  one from below, or do your own.
• Descriptive
• 1. Write a letter to your friend telling what
  your favorite thing is to do as a potato.
• 2. Describe what your potato looks like in its
  disguise.
• Expository (an explanation)
• 1. Write a letter to your friend telling how to
  do your favorite thing as a potato.
• 2. Describe how you made the costume for your
  potato.
• Narrative (a story told in sequence)
• 1. Write about a day in your life--as your
  potato.
• 2. Write about the time you met a new potato
  friend, and what happened.
• Persuasive (try to convince someone to change an
  action or opinion)
• 1. Write a letter trying to talk another potato
  into applying for a job like the job your potato
  has. Write it as the potato.

Where's the Technology?
BARBARA D. MARTINRICE SCHOOL ROSEMEAD, CA
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• POLAR EXPRESS
• GRADES K-5
• In this lesson, students will participate in the
  re-enactment of the book The Polar Express.
• MATERIALS
• book-The Polar Express
• video-The Polar Express
• hot chocolate and marshmellows
• cups
• golden bells and golden cording
• robes for all students
• tickets (optional)
• METHOD
• Students listen to the teacher read the book The
  Polar Express.
• After listening, students put on their robes and
  go to buy their "tickets" to board the train (we
  had our counselor "sell" tickets in the
  cafeteria). It's nice to take a side trip outside
  on the sidewalk around the school, especially if
  the air is a little nippy--this gives them a
  feeling of what actually happened in the book!
• Students then parade through the school with
  their ticket in hand until they reach the
  conductor of the train, who welcomes them aboard
  dressed in a hat and with a train whistle.
• Students are seated in the hallway and watch the
  video of The Polar Express.
• While watching, students are served hot chocolate
  with marshmallows as in the story.
• After the video is finished, students are given a
  golden bell on a cord that they wear around their
  necks.
• Students then parade back through the classrooms
  chanting, "The spirit of Christmas...hear it
  ring." This is an activity that is truly
  memorable for the students.

Where's the Technology?
SANDY HORNEATLANTA PRIMARY SCHOOLATLANTA, TX
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Questions?
Thank You!!