9 21-11 powerpoint

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9 21-11 powerpoint

  1. 1. Welcome Vance County 1:1 Teachers<br />September 21, 2011<br />Southern Vance High School<br />
  2. 2. Goals of the Professional development<br />The goal of this professional development session is to present current technology integration strategies to teachers to use while planning a lesson. Teachers will follow the six stages of the Technology Integration Planning Model as they plan a technology-based lesson specific to their content area. <br />
  3. 3. This model is designed to help teachers (especially those new to technology) plan for effective classroom uses of technology.<br />
  4. 4. Exploring the <br />TPACK Framework<br />TPACK Jigsaw Activity<br /><ul><li>From the VCS Moodle Site, go to Instructional Technology  1:1 Professional Development VCS  TPACK Domain Sign-Up
  5. 5. Select one of the seven knowledge domains to serve as an “expert” on; click Save My Choice
  6. 6. Go back to the 1:1 Professional Development Moodle TPACK Collaboration
  7. 7. Click on your appropriate knowledge domain and digitally collaborate with your colleagues to complete the four prompts on the documents</li></li></ul><li>Are You the Total PACKage?<br />TPACK Self-Assessment <br />To be critical consumers of technology, all teachers need to be explicitly aware of their knowledge development within the TPACK framework.<br /><ul><li>Take the “Am I the Total PACKage?” survey
  8. 8. Associate the assigned point values for each statement in order to determine your score for each domain
  9. 9. Refer back to the appropriate TPACK Collaboration pages on Moodle to complete the questions on the back of your survey</li></li></ul><li>In order to effectively plan for technology use, the teacher must first identify the instructional problem that exists and determine whether or not a technology-based solution would be better than other ways of addressing the problem.<br />
  10. 10. POSSIBLE INSTRUCTIONAL PROBLEMS THAT CAN <br />BE SOLVED USING TECHNOLOGY<br /><ul><li>Concepts are new and foreign
  11. 11. Concepts are abstract and/or complex
  12. 12. Time-consuming manual skills (e.g. handwriting, calculations, data collection) interfere with learning high-level skills</li></li></ul><li>POSSIBLE INSTRUCTIONAL PROBLEMS THAT CAN <br />BE SOLVED USING TECHNOLOGY<br /><ul><li>Students find practice boring (e.g. basic math skills, spelling, vocabulary, test prep)
  13. 13. Students cannot see relevance of concepts to their lives
  14. 14. Skills are “inert,” i.e. students can do them but do not see where they apply</li></li></ul><li>POSSIBLE INSTRUCTIONAL PROBLEMS THAT CAN <br />BE SOLVED USING TECHNOLOGY<br /><ul><li>Students dislike preparing research reports and/or presentations
  15. 15. Students need skills in working collaboratively</li></ul>Students need quick access to information and people not locally available<br />
  16. 16. <ul><li>Concepts are new and foreign
  17. 17. Concepts are abstract and/or complex
  18. 18. Time-consuming manual skills (e.g. handwriting, calculations, data collection) interfere with learning high-level skills
  19. 19. Students find practice boring (e.g. basic math skills, spelling, vocabulary, test prep)
  20. 20. Students cannot see relevance of concepts to their lives
  21. 21. Skills are “inert,” i.e. students can do them but do not see where they apply
  22. 22. Students dislike preparing research reports and/or presentations
  23. 23. Students need skills in working collaboratively
  24. 24. Students need opportunities to demonstrate learning in alternative ways
  25. 25. Students need quick access to information and people not locally available</li></ul>Take a moment to SELECT one of the stated instructional problems that your students encounter within your course.<br />Jot it down on your paper<br />
  26. 26. Planning a Technology-Based Lesson<br />With your instructional problem in mind, you will plan a technology-based lesson that in some form, remedies the chosen problem.<br />
  27. 27. Planning a Technology-Based Lesson<br />Your Technology Toolbox ONLY consists of the following resources:<br /><ul><li>Moodle
  28. 28. Microsoft Word
  29. 29. SAS Curriculum Pathways
  30. 30. MixedInk (www.mixedink.com)
  31. 31. Dipity (www.dipity.com)
  32. 32. Glogster (www.glogster.com)
  33. 33. Voicethread(www.voicethread.com)
  34. 34. Quia (www.quia.com)
  35. 35. ToonDoo (www.toondoo.com)
  36. 36. Prezi (www.prezi.com)
  37. 37. Windows Movie Maker</li></ul>You can use more than one within your lesson, if needed.<br />
  38. 38. Planning a Technology-Based Lesson<br />Once you’ve selected your technology tool(s)…<br /><ul><li> Go to 1:1 Professional Development on Moodle and open the file Technology Lesson Plan</li></li></ul><li>Planning a Technology-Based Lesson<br /><ul><li> On the template, plan the entire lesson based on your content area, pedagogy and technology tool(s)
  39. 39. Once your lesson plan is complete, SAVE it to your computer.
  40. 40. Upload your lesson to the Moodle section, Technology-Based Lesson Plans under the appropriate content area.</li></li></ul><li>The last stage of the TIP model requires you to evaluate your lesson’s effectiveness in addressing your chosen instructional problem. <br />Implement your technology lesson some time THIS semester and we will revisit this Evaluation stage during the first professional development session of next semester (2/8/12)<br />
  41. 41. Evaluation<br />To submit an evaluation on today’s professional development session: <br />Return to the 1:1 Professional Development VCSMoodlehttp://moodle.vcs.k12.nc/moodle<br />Under the EVALUATION topic, select<br /> “Professional Development (Sept. 21, 2011) EVALUATION”<br />

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