Integrating Technology into the Classroom Doug Adams ALTEC [email_address]

Description Participants will learn about integrating technology into instructional activities through a combination of group activities and discussions . Emphasis will be placed on incorporating the use of higher-order thinking and complex thinking skills, as well as other 21st Century Skills such as collaboration and communication .

Participants will learn about integrating technology into instructional activities through a combination of group activities and discussions .

Emphasis will be placed on incorporating the use of higher-order thinking and complex thinking skills, as well as other 21st Century Skills such as collaboration and communication .

Agenda 21 st Century Skills Higher Order Thinking Intel Thinking Tools Collaboration Google Docs Authentic Learning Web 2.0 Access to Primary Sources Differentiating Instruction 4Teachers Tools

21 st Century Skills

Higher Order Thinking

Intel Thinking Tools

Collaboration

Google Docs

Authentic Learning

Web 2.0

Access to Primary Sources

Differentiating Instruction

4Teachers Tools

PowerPoint Slides http://www.slideshare.net/dadams.altec

http://www.slideshare.net/dadams.altec

The Millennial Generation “ Millennials” “ Digital Natives” “ Thumb Tribe” “ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007

“ Millennials”

“ Digital Natives”

“ Thumb Tribe”

The Millennial Generation “ Today’s students are no longer the people our educational system was designed to teach” Mark Prensky

“ Today’s students are no longer the people our educational system was designed to teach”

Mark Prensky

Attitudes in the Millennial World “ Our knowledge comes from the intelligence of the mob . There are websites that let us view user ratings on news , bookmarks , definitions , wines , burritos , beers , and videos . I want to have that same experience when searching for my first home. Show me what the community thinks. Give me the data the way I am used to receiving it…. ” -- Beam Me Up Jimmy - A Look At Tomorrow's 1st Time Home Buyer http:// realestatetomato.typepad.com See also: Generational Learning Styles , by Julie Coates (LERN Books, 2007)

“ Our knowledge comes from the intelligence of the mob . There are websites that let us view user ratings on news , bookmarks , definitions , wines , burritos , beers , and videos . I want to have that same experience when searching for my first home. Show me what the community thinks. Give me the data the way I am used to receiving it…. ”

-- Beam Me Up Jimmy - A Look At Tomorrow's 1st Time Home Buyer

http:// realestatetomato.typepad.com

See also:

Generational Learning Styles , by Julie Coates (LERN Books, 2007)

Attitudes in the Millennial School “ I have to ‘ power down ’ when I go to school.” “ When I am really busy, I hate going to school because I can’t do any work there.”

Characteristics of Digital Natives Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-taking Information sifting

Active

Multi-tasking

Non-linear thinking

Ubiquity

Technical Fluency

Expectations of Feedback

Individualization

Risk-taking

Information sifting

Brain Research The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules

The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion.

John Medina, Brain Rules

Brain Research If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom . John Medina, Brain Rules

If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom .

John Medina, Brain Rules

21 st Century Skills 21stCenturySkills.org

21 st Century Skills Core Subjects and 21 st Century Themes Math, Language Arts, Science, Social Studies Global Awareness and Civic Literacy Economic and Business Literacy Health Literacy Learning and Innovation Skills Creativity Critical Thinking and Problem Solving Communication and Collaboration

Core Subjects and 21 st Century Themes

Math, Language Arts, Science, Social Studies

Global Awareness and Civic Literacy

Economic and Business Literacy

Health Literacy

Learning and Innovation Skills

Creativity

Critical Thinking and Problem Solving

Communication and Collaboration

21 st Century Skills Information Media and Technology Skills Information and Media Literacy Communication and Technology Literacy Life and Career Skills Flexibility and Adaptability Initiative, Productivity, and Self-direction Social Skills Leadership, Accountability and Responsibility

Information Media and Technology Skills

Information and Media Literacy

Communication and Technology Literacy

Life and Career Skills

Flexibility and Adaptability

Initiative, Productivity, and Self-direction

Social Skills

Leadership, Accountability and Responsibility

Visual Ranking and 21 st C Skills Intel’s Education Page http://intel.com/education K-12 Teaching Tools Visual Ranking Tool Click Student Log-In [email_address] Team ID Team Password

Intel’s Education Page

http://intel.com/education

K-12 Teaching Tools

Visual Ranking Tool

Click Student Log-In

[email_address]

Team ID

Team Password

Visual Ranking and 21 st C Skills In groups, sort the list from most important (top) to least important (bottom) For the top three items , double click and explain why you ranked them as most important For the bottom two items , double click and explain why you ranked them as least important

In groups, sort the list from most important (top) to least important (bottom)

For the top three items , double click and explain why you ranked them as most important

For the bottom two items , double click and explain why you ranked them as least important

Bloom’s Cognitive Taxonomy (1956)

Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”

Mind-set Verbs Apply: Do, use, organize, collect, operate, summarize, practice, solve, try Remember: State, show, list, tally, define, identify, repeat, recall, label, quote Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words) Create: Develop, invent, extend, hypothesize, compose Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize Analyze: Extract, deduce, investigate, fill in, combine, disassemble,

Organizing Bloom’s Taxonomy Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts Level 2: Intermediate Using information, skills, and concepts in new situations Level 1: Low Understanding and interpreting information Acquiring and remembering new information

Level 3: High

Creating something unique (to the learner)

Making judgments, choices, decisions

Breaking down concepts into component parts

Level 2: Intermediate

Using information, skills, and concepts in new situations

Level 1: Low

Understanding and interpreting information

Acquiring and remembering new information

Why is it important to encourage higher-order thinking?

Supporting Higher-Order Thinking It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992) “ Low level” doesn’t mean easy: Write an essay explaining the decline and fall of the Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee “ High level” doesn’t mean hard: Which movie did you like more, WALL-E or Cars ? Why?

It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)

“ Low level” doesn’t mean easy:

Write an essay explaining the decline and fall of the Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee

“ High level” doesn’t mean hard:

Which movie did you like more, WALL-E or Cars ? Why?

Technology and Complex Thinking Intel Thinking Tools http:// www.intel.com /education/tools Visual Ranking : Assign ranking to a list; and then debate differences, reach consensus, and organize ideas Seeing Reason : Investigate relationships in complex systems Showing Evidence : Construct well-reasoned arguments that are supported by evidence, using a visual framework

Intel Thinking Tools http:// www.intel.com /education/tools

Visual Ranking : Assign ranking to a list; and then debate differences, reach consensus, and organize ideas

Seeing Reason : Investigate relationships in complex systems

Showing Evidence : Construct well-reasoned arguments that are supported by evidence, using a visual framework

Collaboration and Technology

Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science

Collaborating with Google Docs http://docs.google.com Word Processing Spreadsheet Forms Presentations

http://docs.google.com

Word Processing

Spreadsheet

Forms

Presentations

Web 2.0 Users of the Web create information and have control over it Blogs, Wikis, YouTube The Web becomes truly interactive as different sites link data Mashups - Flickr , Google Maps Aggregators/Portals – IM, Twitter, RSS Social Bookmarking, “Folksonomies”

Users of the Web create information and have control over it

Blogs, Wikis, YouTube

The Web becomes truly interactive as different sites link data

Mashups - Flickr , Google Maps

Aggregators/Portals – IM, Twitter, RSS

Social Bookmarking, “Folksonomies”

Engaged Learning Connect students to the world http://www.earthalbum.com/ http://www.tenbyten.org/10x10.html http:// galleryofwriting.org Connect students to each other http:// www.epals.com

Connect students to the world

http://www.earthalbum.com/

http://www.tenbyten.org/10x10.html

http:// galleryofwriting.org

Connect students to each other

http:// www.epals.com

Authentic Learning with Web 2.0 Workshop presented by blogger Alan Levine Outline a story idea Find some media Pick a tool to build the story 50 Ways to Tell the Dominoe Story

Workshop presented by blogger Alan Levine

Outline a story idea

Find some media

Pick a tool to build the story

50 Ways to Tell the Dominoe Story

Primary Source Material Engage Students Tie to prior knowledge Evaluate the source Look at details Make it personal Promote Inquiry Make speculations (creator, purpose, audience) Compare to other primary and secondary sources Talk about other places to find primary sources

Engage Students

Tie to prior knowledge

Evaluate the source

Look at details

Make it personal

Promote Inquiry

Make speculations (creator, purpose, audience)

Compare to other primary and secondary sources

Talk about other places to find primary sources

Primary Source Example Library of Congress (http://www.loc.gov) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources

Library of Congress (http://www.loc.gov)

American Memory Project

World Digital Library

Thomas – Legislation Information

Veteran’s history

Teacher Resources

More Primary Sources Similar resources exist at many high-level government sites Geology & Geography ( http://USGS.gov ) Space and Physics ( http://NASA.gov ) Oceanography & Meteorology ( http://NOAA.gov ) Health & Medicine ( http://CDC.gov & http://HHS.gov ) Energy ( http://www.energy.gov ) Smithsonian Museums ( http:// si.edu )

Similar resources exist at many high-level government sites

Geology & Geography ( http://USGS.gov )

Space and Physics ( http://NASA.gov )

Oceanography & Meteorology ( http://NOAA.gov )

Health & Medicine ( http://CDC.gov & http://HHS.gov )

Energy ( http://www.energy.gov )

Smithsonian Museums ( http:// si.edu )

Differentiated Instruction & Technology Adapting educational activities and instructional approaches to meet the needs of all students within a single classroom Students vary in many ways: Background Knowledge Readiness Language Skills Learning Styles Interests more?

Adapting educational activities and instructional approaches to meet the needs of all students within a single classroom

Students vary in many ways:

Background Knowledge

Readiness

Language Skills

Learning Styles

Interests

more?

Differentiated Instruction

Differentiation - Content Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities Example: ThinkTank ( http://thinktank.4teachers.org )

Student selection of topics/interests

Compacting the curriculum

Accelerated or remedial activities

Example: ThinkTank ( http://thinktank.4teachers.org )

Differentiation - Process Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities Example: RubiStar and PBL Checklists ( http://rubistar.4teachers.org/ ) ( http://pblchecklist.4teachers.org/ )

Vary the expectations and requirements

Allow students to participate in setting goals

Combine group work with individual activities

Example: RubiStar and PBL Checklists

( http://rubistar.4teachers.org/ )

( http://pblchecklist.4teachers.org/ )

Differentiation - Product Allow students to demonstrate knowledge in a variety of ways Vary performance expectations Example: KidsVid and Web Poster Wizard ( http:// kidsvid.altec.org / ) ( http://poster.4teachers.org/ )

Allow students to demonstrate knowledge in a variety of ways

Vary performance expectations

Example: KidsVid and Web Poster Wizard

( http:// kidsvid.altec.org / )

( http://poster.4teachers.org/ )

Resources http://www.slideshare.net/dadams.altec Doug Adams [email_address] http:// altec.org

http://www.slideshare.net/dadams.altec

Doug Adams

[email_address]

http:// altec.org

Video Games and HOTS “ Better theories of learning are embedded in the video games many children play than in the schools they attend.” James Paul Gee What Video Games Have to Teach Us About Learning and Literacy

“ Better theories of learning are embedded in the video games many children play than in the schools they attend.”

James Paul Gee What Video Games Have to Teach Us About Learning and Literacy

What kinds of theories? Student-centered learning Peer teaching Scaffolding Feedback Problem-solving Empathy, role-play Collaboration Practice Development of expertise

Student-centered learning

Peer teaching

Scaffolding

Feedback

Problem-solving

Empathy, role-play

Collaboration

Practice

Development of expertise

Why Projects? To learn collaboration, work in teams. To learn critical thinking, take on complex problems. To learn oral communication, present. To learn written communication, write. To learn technology, use technology. To develop citizenship, take on civic and global issues. To learn about careers, do internships. To learn content, do all of the above.

To learn collaboration, work in teams.

To learn critical thinking, take on complex problems.

To learn oral communication, present.

To learn written communication, write.

To learn technology, use technology.

To develop citizenship, take on civic and global issues.

To learn about careers, do internships.

To learn content, do all of the above.

Project-Based Learning Resources Buck Institute for Education (BIE) http://www.bie.org iEARN (International Education and Resource Network) http://www.iearn.org/

Buck Institute for Education (BIE)

http://www.bie.org

iEARN (International Education and Resource Network)

http://www.iearn.org/

Curriculum-Framing Questions Guide a unit of study and include: Essential Questions Unit Questions Content Questions

Guide a unit of study and include:

Essential Questions

Unit Questions

Content Questions

Essential Questions Are broad, open-ended questions Address big ideas and enduring concepts Often cross disciplines and help students see how subjects are related Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?

Are broad, open-ended questions

Address big ideas and enduring concepts

Often cross disciplines and help students see how subjects are related

Example:

Why is math important to my life?

How does conflict produce change?

What lessons can be learned by running a city?

Unit Questions Are open-ended questions that tie directly to a project or unit Help students demonstrate the scope of their understanding of a subject Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web , how do the animals’ different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?

Are open-ended questions that tie directly to a project or unit

Help students demonstrate the scope of their understanding of a subject

Examples:

How important is measurement in building a home?

How are changes in economics a factor in war?

In the story, Charlotte’s Web , how do the animals’ different abilities help Wilbur survive and succeed?

How does stress on the environment impact biology?

Content Questions Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and general recall of information (example: questions found on a test) Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird ? How are volcanoes made? Why is it cold in the winter when the sun is shining?

Are fact-based, concrete questions

Have a narrow set of correct answers

Often relate to definitions, identifications, and general recall of information (example: questions found on a test)

Examples:

How do you find the values of unknowns in equations?

What is a fable?

Who is the main character in To Kill a Mockingbird ?

How are volcanoes made?

Why is it cold in the winter when the sun is shining?

Complex Thinking Strategies Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

Decision Making

Reasoning

Investigation

Experimental Inquiry

Directed Problem Solving

Creative Problem Solving

Reflective Thinking