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  • Hi, and welcome. My name is Tony Galle. I’m a visual arts teacher (at the K-8 level) here at City School. A few periods a week, I function as a 5 th grade computer teacher and self-appointed tech integrator in the building. I try my best to help people through their tech needs and offer my services as “tech expert” in areas where I’m able. I do this because I believe that technology is a valuable part of education. It’s the future, and our needs are changing. I’d like to take this time to show you where we’re at now, where we’re headed, and where we need to be.
  • I believe that technology should not be “tacked-on.” We need to find meaningful, valid ways to use it, and in some cases, that means changing the way we do things. As always, it should be student-centered (the best lessons are). It should also be utilized as a productivity tool—believe it or not, technology can speed things up and make things easier for students and teachers, provided they have the proper training. Nothing happens overnight, so everyone needs time to practice and become proficient before any kind of technology can make it’s way into the classroom in a meaningful way. Finally, it should be adaptable—these tech tools can’t be a “one-trick-pony”—in order to be cost-effective, we should find multiple ways to use the same piece of software or hardware. Believe it or not, Microsoft Word can be used for more than just typing. I can show you that a little bit later…
  • In a perfect world, we would have all of these tools at our disposal for every student, teacher, or administrator in the building at any given time. Unfortunately, the realities of being a responsible school and integral part of our community prohibits that. But, there are ways around this. We can still have useful tech tools without the hefty price tag.
  • Our school should have the best. In many cases, our students only get access to technology while in the building. We should try our best to give them experience with the tools they’ll encounter in the future, in the home or workplace. Granted, most of the technology we’re using may very likely be obsolete by them time our kindergarten class graduates from BFA (in 2020). But, that’s why we need to work to teach our kids how to think about technology, how to troubleshoot, and how to adapt. If we can teach them what a program can do, they should be able to figure out how to do it. When I’m old and gone, they’ll still need to fend for themselves without being able to look over their shoulder and say “Mr. Galle, what does the WordArt button look like?”
  • You saw one reason why we need technology. Here are a few more…[read slide].
  • Learning is an important part of what happens at a school. There are many, many theories out there about how people learn. I’m going to focus on a few that I’ve seen in action and that fit in with my personal philosophy of education. The first is the Constructivist Theory. In a nutshell, it states that people learn new things by making connections to what they already know. Unless you can connect it to an experience you’ve had, you won’t retain the information. Technology allows for this. You can create experiences through activities that allow students to make meaningful, and hopefully, life-long connections to their learning. Another I’d like to focus on is the theory of multiple intelligence. Again, in a nutshell, it says that students learn differently, whether they get it best by reading a book, listening to the teacher, or getting their hands dirty and figuring it out. Again, technology makes this kid of learning possible, and in many cases, can actually allow you to teach the same lesson multiple ways in order to meet the needs of all of those different kinds of learners. We’ll explore that a bit later.
  • In HPL, a book published in 2000, the authors explore learning. One of the things they discovered, is the value of technology integration. [Read quote]. We’re fortunate in our school because it is being used right now. Is it appropriate? Well, we’re expected to meet certain state and federal standards, and we have multiple examples of how we’re doing this.
  • This movie demonstrates some of the projects I do with my 7 th and 8 th grade graphic design students. Each project focuses on a different art techniques, but also introduces different pieces of software along the way. I’d like to take just a few minutes to review it and then discuss the outcomes. [Play movie]
  • As I mentioned earlier, the students have certain expectations they need to meet before they leave 8 th grade. They have technology, as well as the vt. Standards regarding the arts. The movie you just saw showed projects where these GE’s were met.
  • According to the tech GEs, 7 th and 8 th grade students should know how to capture images from the web, external devices, (like cameras or scanners), and import them for use in other projects. They should know how to start a program from their own computer, or one stored on our network server (like the harcourt brace math programs in our building). They need to know basic file management, creating and naming folders (sometimes folders within folders). They also need to copy and move files within those folders for easy retrieval later.
  • To meet the art standards, they need to select appropriate drawing or photo editing programs (such as MS Paint or Photoshop), they need to be able to modify these images, and then they need to be able to save them in a format best suited to the final product. Some file formats work better for printing, while others are better suited for uploading to the web. They did all of this in those projects you saw just a moment ago.
  • Now, being an art teacher, I was able to show you how my students were able to meet their tech ge’s. But how else can students use technology? Well, that all depends on how it will suit them best…
  • Howard Gardner is a renowned psychologist at the University of Harvard’s school of education. His theories were originally introduced in 1983. He believes that people learn differently, and that each person has their own strengths and proficiencies, and that schools should embrace this and find multiple ways to teach individuals so they might get the most of their education.
  • Gardner believes there are nine distinct types of learners in the world. Each intelligence speaks to a specific strength. Some people are very skilled at expressing themselves orally, while others learn better by working with their hands. There are even individuals who need to work through a problem on a more personal level, using self-reflection and meditation to before they can come to an answer. The following slides give a quick overview of each intelligence, and suggest a tech tool that lends support to this kind of student.
  • Our verbal learners are very comfortable with language. They can benefit from the ability to put forth their ideas in words, in the form of a word processsor or a blog (which is similar to an online journal). They may also benefit from recording devices, creating podcasts that allow them to talk through their projects like a radio show.
  • Visual learners are very graphic oriented. They may not be able to sort through piles of numbers, but they could see a correlation by graphing or using graphic organizers. They may even prefer to watch a video, allowing them to see it first, and then try it on their own.
  • Logical learners are very mathematical and analytical. Now they could see correlations in giant piles of numbers. What they might benefit from is a spreadsheet that allows them to group that data and sort or filter it in order to make it more manageable. They also are very step-oriented—they prefer to move in a very logical progression from point A to point B. Creating visuals or handouts with this in mind would be very helpful for this kind of student.
  • Kinesthetic learners are very tactile—they need to touch and sample their environment in order to make the learning stick. So, I recommend using Tablets, which allow a person to write or interact with their screens as if working with paper and pencil, while at the same time, allowing you to create a digital product. Touchscreens stimulate these kinds of learners in the same way. 3-D modeling programs allow them to see an object from all sides in a virtual environment, emulating the sensations of lifting and object and turning it in their hands.
  • Musical learners recognize sounds, rhythms and patterns. There is a number of compositional programs that allow students to write music digitally. The benefit is, they can hear the piece played by different instruments and make adjustments as needed.
  • Intrapersonal are more internal. They need to reflect and work through their questions individually before they can approach an answer. Blogging works like an electronic journal. They could post reflections and observations as they work through the problem, and then return to them for analysis. Digical voice recorders would accomplish a similar outcome, allowing the student to voice their thoughts and play them back later.
  • In contrast, interpersonal learners need to interact with people, sharing ideas and collaborating. They would benefit greatly from social networking software. This allows people to meet and share information all over the planet. Using safe sites like Think.com, allows students from the same school to work together, or local schools to work with students in other states. YouTube allows students to share their movies with the world, gaining feedback and comments from other viewers.
  • The naturalist student feels very comfortable in the natural world. They might benefit from tools that allow them to capture data from the environment. For example, this eye-piece mounted camera from BioVID allows you to take what’s visible under the microscope and import right into the computer. They could also sample the world around them with an infrared thermometer.
  • Existential learners seem to take it all in, seeing their place as a smaller part of a whole. They like to look at the big picture. They see themselves as being globally responsible, so alloying them to work on projects where they can interact with people all over the world might suit them best. They could benefit from social networking software, blogs or wikis, all of which encourange collaboration, reflection and the ability to communicate on a global scale.
  • So, we’ve had a quick overview of the multiple intelligences and tech integration. Let’s take a look at this quote [read]. It mentions “hands-on” Computers and technology is all hands-on in some way or another. We do have a few voice activated tools, but we’re not quite to the point where we can ask the computer on the Enterprise to “make it so.”
  • I mentioned earlier that technology could help teachers, as well as students. I have a few suggestions. An electronic gradebook that automatically places names, grades and comments on the report card. E-portfolios where the kids upload their own projects and submit them for grading Wikis where you can post/share assignments, handouts or videos Video Tutorials that expand on lesson or teach on a smaller level if students are absent
  • Technology makes it possible to differentiate instruction. We can create learning tools that speak to the different kinds of learners. Handouts are great for logistical students. A demonstration is always useful for verbal learners, as they like to hear and talk about things. Finally, a video is an asset for visual learners.
  • This brings me to the end of the presentation. We’ve seen how technology can be useful. Knowing that students learn in different ways, and understanding that they need to experience things for themselves (in many different ways), technology in our school is a necessity. We need to give them opportunities to sample the world in a manner that suits them best. Different technology tools make that possible in an easy, customizable way. Teachers can increase their productivity by creating tools that will not only streamline their teaching, but also allow students to access learning in a number of different ways, thus stimulating their different intelligences. I hope you’ll consider the benefits of keeping current, collaborative technologies in our school when you make your considerations at budget time. Thank you for your time!

School board presentation School board presentation Presentation Transcript

  • Technology Wishlist• Desktop PC’s • Internet Access• Lap Tops/Tablets • Network Access• Projectors • Tech. Integration• Printers Spec.• Smartboards • Network• Scanners Administrator• • Tech. Assistant Cameras This seems a tall order until you consider…
  • DIGITAL DIVIDE• “30 Million American households do not have a computer…”• “For kids in low-income households, the only place to get online is at school…” Long, Cindy. “Mind the Gap” NEAToday Mar. 2008: 24-31.
  • Why Do We Need This?•Technology enhances student learning•Promotes productivity (of students and teachers)•Supports different kinds of learners•Allows for “real-world” connections
  • Learning• Constructivist Theory says that students learn by doing,making connections to things they already know.•Theory of Multiple Intelligences says that students learnin different ways•Technology supports all learning styles, and allows fordifferentiation
  • Enhance Learning According to How People Learn, “…[Technology] has great potential to enhance student achievement and teacher learning, but only if it is used appropriately.”Bransford, John D., et al, editors. How People Learn: Brain, Mind, Experience, and School: Expanded Edition: Washington D.C., The National AcademiesPress, 2000. 206.
  • How It’s Being Used Click on Movie to Play http://blip.tv/file/683591
  • Tech GE’s and VT Standards The sample movie demonstrated the following…• IT 7-8:1 Students demonstrate proficiency in the effective use of technology• IT 7-8:3 Students use technology tools to enhance learning, increase productivity, and promote creativity• VT 5.29 Students use the elements and principles of 2-D and 3-D design in the visual arts• VT 5.30 Students use a variety of visual arts media
  • Tech GE’s: What Students Should Know• Capture images and other information• Import them into a computer,• Launching a program (via local machine or network),• Modifying folders (naming, renaming, copying, pasting, etc.)
  • Vt. Standards for Art: What Students Should Know• Selecting and using a drawing program• Modifying a digital image (flip, rotate, resize, crop, etc.)• Saving images in the appropriate format (e.g., jpg, tif, gif).
  • How else canstudents usetechnology? That depends…
  • Gardner’s Theory of Multiple Intelligences“If we all had exactly the same kind of mind and there was only onekind of intelligence, then we could teach everybody the same thingin the same way and assess them in the same way and that would befair.” ~Howard GardnerOriginally published 1999 © Edutopia.org; The George Lucas Educational Foundation. http://www.edutopia.org/howard-gardner-interview#graph1
  • Gardner’s Theory of Multiple Intelligences Verbal Visual Logical Kinesthetic Musical Intrapersonal Interpersonal Naturalist Existential
  • Verbal The ability to use language (oral or written) to express oneself• Podcasts• Word Processors• Blogs• Wikis
  • VisualThe ability to organize thoughts through the use of graphic images908070 • Charts/Graphs • Visual Organizers6050 East40 West30 North2010 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr • Tutorial Videos
  • Logical The ability to think analytically in order to solve problems• Spreadsheets• Flowcharts• Step Oriented
  • KinestheticThe ability to learn through physical movement and interaction • Tablet • Touchscreens • Games or Models http://interactive.usc.edu/archives/immersion%20touch%20screen.jpg http://www.charttiff.com/software/GPSxCAD/Pictures/Otter_TabletPC.jpg
  • Musical The ability to create music and recognize sounds, rhythms and patterns• Sound/Voice Recording• Music Compositon Software http://www.scena.org/lsm/sm9-4/images/sibelius-saisie-decran.jpg http://www.tempomusic.com/images/sibelius5_box_large.jpg
  • IntrapersonalThe ability to learn through self-reflection, with an understanding of emotions and attitudes • Blogs • Voice/Recorders http://www.more.net/about/podcast/images/rcamic01.jpg
  • Interpersonal The ability to work collaboratively and learn through personal interactions• Social Networking Software
  • Naturalist The ability categorize and understand the natural world • Science tools • Thermometers • Air Sensors http://www.greatscopes.com/biovid.htmhttp://www.tiptemp.com/assets/17/tipWD-35639-30.jpg
  • Existential The ability to understand the bigger picture and see their place in it• Wikis• Blogs• Social Networking Software
  • Multiple Intelligence Theory and Constructivism “…unless individuals take a very active role in what it is that theyre studying, unless they learn to ask questions, to do things hands on, to essentially recreate things in their own mind and transform them as is needed, the ideas just disappear.” ~Howard Gardener*It’s not Star Trek, yet…mostcomputers don’t respond tovoice commands!*Originally published 1999 © Edutopia.org; The George Lucas Educational Foundation. http://www.edutopia.org/howard-gardner-interview#graph1
  • …and for the teachers…http://www.schoodoodle.com/blog/uploaded_images/plato-724806.jpg
  • Technology and Productivity“In many places where technology could liberate teachers most…automation has been neglected.” **Originally published 2005 © Edutopia.org; The George Lucas Educational Foundation. http://www.edutopia.org/adopt-and-adapt
  • In Closing… Students have different learning styles They construct new learning from old experiences Technology can aid in learning, teaching, and productivity
  • Works CitedBransford, John D., et al, editors. How People Learn: Brain, Mind, Experience, and School: Expanded Edition: Washington D.C., The National Academies Press, 2000. 206.Long, Cindy. “Mind the Gap” NEAToday Mar. 2008: 24-31.Prensky, Marc. “Adopt and Adapt: Shaping Tech for the Classroom.” Edutopia. 2 Dec 2005. 4 Feb 2008 <http://www.edutopia.org/adopt- and-adapt>Unknown. “Howard Gardner: Multiple Intelligences and New Forms of Assessment.” Edutopia. 1999. 17 Feb 2008. <http://www.edutopia.org/howard-gardner-interview#graph1>