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  • Same as it ever was. Same as it ever was.
  • Same as it ever was. Same as it ever was.
  • Video games teach children what computers are beginning to teach adults--that some forms of learning are fast-paced, immensely compelling, and rewarding. The fact that they are enormously demanding of one's time and require new ways of thinking remains a small price to pay (and is perhaps even an advantage) to be vaulted into the future. Not surprisingly, by comparison School strikes many young people as slow, boring, and frankly out of touch.

2010 nagc tech panel 2010 nagc tech panel Presentation Transcript

  • National Association for Gifted Children
    2010 – Atlanta, GA
    Using Technology in the Classroom to Differentiate for Gifted Learners
  • Elizabeth Shaunessy, University of South Florida—Moderator
    Panelists
    Kevin Besnoy, Northern Kentucky UniversityBrian Housand, East Carolina University JannLeppien, University of Great Falls Del Siegle, University of Connecticut
  • Kevin Besnoy
    Northern Kentucky University
  • Teachers
    Technology Competency – ability to work with specific pieces of technology
    Technology Literacy – capacity to understand broader technical world
    Relationship between the two is on a continuum – meaning that students must learn to manipulate technologies in efficient and effective ways
    When left alone –
    Kids can develop technology competency
    Not sure to what extent they will develop the necessary technology literacies to compete in a global arena
    4
  • (Lucy & Grant, 2010)
    5
  • Technology Literacy Skills
    Photo-visual literacy ~ interpret visual-graphic information
    Reproduction literacy ~ create messages in digital format
    Branching literacy ~ navigate information in a nonlinear-based format
    Information literacy ~ validate credibility and value of information
    Social-emotional literacy ~ use communication tools in a responsible and respectful way
    (Eshet-Alkalai & Amichai-Hamburger, 2004)
    6
  • Brian Housand
    East Carolina University
  • You may find yourself…
    You may ask yourself…
    Well, how did I get here?
  • 1989
  • 2000
  • 3,969
  • PianosNOTStereos
  • “Every man should have a built-in automatic crap detector operating inside of him.”
    -- Ernest Hemingway
  • Critical Consumers
    Responsible
    Producers
  • Computers
    serve best
    when they
    allow
    everything
    to change.
  • JannLeppien
    University of Great Falls
  • AudioBooks, E-Text
    Research Skills
    Literacy Tools
    Math Tools
    Science Resources
    Social Studies Resources
    Study Skills Tools
    Graphic Organizers
    Text-to-Speech
    Using Technology in the Classroom to Differentiate for Gifted Learners
  • Differentiated Instruction
    is a model of instruction that revolves around the belief that students learn in many different ways.
  • 32
    Differentiation Elements
    STUDENT TRAITS:
    Readiness
    Interest
    Learning Profile
    Affect
    CLASSROOM ELEMENTS:
    Content
    Process
    Product
    Learning Environment
  • What’s the Point?
    Learning Profile
    Readiness
    Interest
    Growth
    Motivation
    Efficiency
  • A differentiated classroom provides multiple options for:
    Content...taking in information
    Process...making sense of information
    Product…expressing what student understands
  • Differentiated Instruction
    Providing materials and tasks at varied levels of difficulty with varying degrees of scaffolding, through multiple instructional groups.
    Encouraging student success by varying ways in which students work: alone or collaboratively, in auditory or visual modes, or through practical or creative means.
    (Tomlinson, 2000)
  • 36
    High Quality Curriculum & Instruction
    • fresh and surprising
    • seems real (is real) to the student
    • coherent (organized, unified, sensible) to the student
    • rich, deals with profound ideas (concept-based)
    • stretches the student (rigorous)
    • calls on students to use what they learn in interesting and important ways
    • involves the student in setting goals for their learning and assessing progress toward those goals
  • 37
    High Quality Curriculum & Instruction
    • clearly focused on essential understandings and skills of the discipline that a professional would value (authentic)
    • mentally and affectively engaging to the learner
    • joyful-or at least satisfying
    • provides guided choices
    • allows meaningful collaboration
    • focuses on products that matter to students
    • connects with students’ lives and world
  • Making Meaning
    What do the features look like in practice?
  • Del Siegle
    University of Connecticut
  • Technology use in the classroom
    has
    progressed through 3
    distinct
    stages.
  • Automated
    Print
    1
  • Automated
    Print
    Production
    Tool
    2
  • Automated
    Print
    Production
    Tool
    Data driven
    virtual
    learning
    3
  • Technology presents
    Extensive sources for access to more advanced content, as well as communication with experts in the disciplines;
    Contexts for developing and applying critical and creative thinking skills; and
    Tools for constructing and sharing sophisticated products.
  • “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn”
    Herbert Gerjuoy as reported by Alvin Toffler (1970, p. 414).
  • “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn [and to collaborate]”
  • Bill Gates’ 12th Rule for Business at the Speed of Thought
    “Use digital tools to help customers solve problems for themselves.”
  • Issues with the
    Democratization of Expertise
    Empowerment of Selective Learning
  • Issues with the
    Democratization of Expertise
    Empowerment of Selective Learning
  • Issues with the
    All of us know more than any one of us. The crowd isn’t always right but neither is the expert.
  • Issues with the
    Ushering in a world in which everyone is an expert in a world devoid of expertise.
  • Issues with the
    Democratization of Expertise
    Empowerment of Selective Learning
  • Issues with the
    Input and output are one-way streams.
  • Issues with the
    Competing stimuli for attention.
  • Issues with the
    Democratization of Expertise
    Empowerment of Selective Learning
  • How can technology be utilized to differentiate content for gifted learners?
  • ?
    hy
    ELECTRONIC BOOKS
    W
    Variety of Titles
    Synthesized Voices
    Classic in the Public Domain
    Dictionary
    Limited Space Requirement
    Self-Publishing
    Searchable
    Highlighting and Notes
  • www.manybooks.net
  • http://www.microsoft.com/reader/default.aspx
  • Microsoft offers a free eBook creation software plug in for Word
    http://www.microsoft.com/reader/developers/downloads/rmr.aspx
  • www.skype.com
  • How can technology be used to differentiate the learning process for gifted learners?
  • Collaborative Active Reading Strategy (C.A.R.S)
    Create a wiki - post the reading
    As students read - they identify unfamiliar text (terms, concepts, and people)
    Research those and embed hyperlinks to that content
    66
  • Digital Writer’s Notebook: - Ralph Fletcher
    Students record quotations, flesh our story ideas, explore haunting memories, experiment with argument and play with language
    Digital Reader’s Notebook
    Students can write their personal reflections about and responses to what they read. The writing should reflect vibrant, vigorous thinking. It should support thinking about books and help scaffold student to write longer about those books. Students are able to track their thoughts and enable them to participate in whole-class or small-group discussions.
    67
  • How can product development be differentiated for gifted learners through technology?
  • http://www.xtranormal.com/watch/6400659/
  • http://mesakids.ed.voicethread.com/?#q.b894105.i4764926
  • http://emskeira.edublogs.org/2010/04/27/th1rteen-r3asons-why-slide-show/
  • http://animoto.com/play/n33GGqJBS0waB6S2hxbYJw?utm_content=challenger
  • Technology = Productivity
    “Researchers are finding learning benefits for students who build products with tools…. Such experiences provide students with deep insight into whatever domain of knowledge and whatever tools they use.”
  • Hank Levin asserts that research from the 90s shows that high productivity, which is currently not a high stakes focus of schools, often determines whether a person succeeds or fails in the workforce.
  • http://audacity.sourceforge.net/
  • http://www.musicmasterworks.com
  • How can teachers use technology to differentiate instructional methodologies?
  • Synchronous
    Asynchronous
  • If your students can
    the answer, then you may be asking the wrong question.
  • http://www.socialgo.com/ - create a social network
    82
  • As teachers develop expertise in teaching gifted learners and using technology, how might they "raise the bar" in their own practice? In other words, how might we see teachers' practice evolve in harnessing the power of technology to differentiate instruction?
  • What is a "critical consideration" in differentiating instruction through technology that you would stress to educators?
  • How can teachers of the gifted work with the school or district-level technology support team to develop differentiated instruction for the gifted?
  • What is a caution you would give to educators as they differentiate instruction with technology?
  • How do you operationalize "technological literacy" for gifted learners?