In this presentation, I will show you the impact that implementing technology in the classroom has on student achievement. As a district, we need to prepare students for the challenges of the 21st century. This means that students need to be proficient in areas beyond basic fact recollection such as digital age literacy, inventive thinking, effective communication, teamwork, and the ability to create high quality products. This presentation will also show you how technology education ties into Transformational Readiness Standards, which we are implementing in the Eau Claire Area School District next school year.
Mann’s (1999) West Virginia Basic Skills Computer Education Statewide Initiative analysis: Students that used-computer based instruction scored 14 percentage points higher than those who didn’t, as well as being more efficient and having a better attitude towards learning. The more students participated in computer based instruction, the more the scores went up in all learning areas, including reading, vocabulary and mathematics. There was no difference in achievement between boys and girls. Discuss chart on Page 4 of hyperlink
Mann’s (1999) West Virginia Basic Skills Computer Education Statewide Initiative analysis. The more students participated the more scores rose in basic reading, vocabulary, and mathematics. Girls and boys achievement did not differ in achievement. Consistent access, positive attitudes, and teacher training led to the most significant gains Initiative from Solomon’s cost benefit analysis (1999).
Bain & Ross (1999) eight-year longitudinal study of SAT-I performance at New Hampshire’s Brewster Academy. Mann, Shakeshaft, Becker, & Kottkamp (1999) West Virginia Study of instructional software integration for basic skills development in reading and mathematics English language arts and social studies teachers report increase in student skills and knowledge after completing a multimedia project (Cradler & Cradler, 1999) Those skills include higher-order thinking and problem solving. Intelligent-tutor software program for ninth grade algebra focused on mathematical analysis of real-world situations and use of computational tools. Students using the software outperformed students not using it by 15% on standardized tests and 100% on tests targeting curriculum-focused objectives (Koedinger, Anderson, Hadley, & Mark, 1999)
Technology increases mastery of vocational and workforce skills when content and problem-solving strategies meet educational standards School to work programs allowed students hands on experience of how to conduct themselves in the workplace. School to work programs allowed students to use technology to communicate ideas and information orally and in writing, to work in groups, to problem solve, understand how systems work, and to experience collecting, analyzing, and organizing data
Marzano (2001) meta-analysis of 100 research reports involving 1.2 million subjects determined which nine instructional strategies have high probability of enhancing student achievement. Percentage of gains in student achievement: Identifying similarities and differences 45% gain Summarizing and note taking 34% gain Reinforcing effort and providing recognition 29% gain Homework and practice 28% gain Nonlinguistic representation 27% gain Cooperative learning 27% gain Setting goals and providing feedback 23% gain Generating and testing hypotheses 23% gain Cues, questions, and advance organizers 22% gain Support technologies to utilize: Word processing programs-Microsoft Word Table to create rubrics, Graphic Organizers, Summarizing Web resources-NoteStar, RubiStar, Website Research, WebQuest Organizing and brainstorming software-Kidspiration, Inspiration, KidPix Data collection tools-PDA’s, Scientific Equipment to collect real-time data, USB Microscopes, Digi-Walker Multimedia-iMovie and Movie Maker to create video presentations, Digital still cameras, Presentation Tools like PowerPoint and Hyperstudio
CEO Forum Technology and Readiness Report states that technology education has increased scores on standardized test, increased real world application of knowledge, increased the ability for students to manage their learning, increased achievement for special need students and improved access to information that increases knowledge, inquiry, and depth of investigation. By incorporating technology education, students in a WV study increased basic skills (math, reading, writing) by 11%, improved digital age literacy skills, inventive thinking skills, communication and interpersonal skills, and productivity. Stakeholders should help develop multi-year learning plans, combining the mission statement, technology plans and overall curriculum strategy in ways that link technology and digital content to objectives.
Building Blocks boost student learning and improves education Alignment: Standardized test must be aligned with current standards. Most do not assess 21 st Century Skills and state standards but measure lower level skills Assessment: current tests based on early 20 th Century behavioral psychology models instead of current 21 st Century models based on cognitive science. Assessment should be linked to ongoing instruction. Accountability: Schools should adopt CIM models for technology to measure progress over time. All schools in our district already have CIM models for other academic areas. Access: Equal opportunity for all children at every school. Analysis: Less than .1% of education funding is spent analyzing what works. More needs to be spent to make sure we are utilizing technology education to make sure our students are prepared for 21 st Century skills.
Technology persuasive presentation
Technology Enhances Student Achievement Presented by Kerri Barchenger
Main Points <ul><li>Computer Based Instruction Enhances Student Achievement </li></ul><ul><li>Technology Influences Academic Performance and Assessment </li></ul><ul><li>Technology Builds Better Instructional Strategies </li></ul><ul><li>Technology Prepares Students for 21 st Century Readiness </li></ul>
Computer Based Instruction Enhances Student Achievement <ul><li>Students did better on assessments, were more efficient, and had a better attitude towards learning. All age groups and all abilities made gains in all subject areas. </li></ul>
<ul><li>This initiative was found to be more effective than class size reductions from 35 to 20, more instructional time, and cross age tutoring programs. </li></ul><ul><li>To be successful, technology learning objectives must be clearly defined before implementation. </li></ul>
Student Achievement and Academic Performance <ul><li>Content Area Achievement </li></ul><ul><li>Increased SAT-I score on average of 94 points for students that used technology integrated efforts to study </li></ul><ul><li>Increased understanding of mathematics, language arts, and social studies concepts </li></ul><ul><li>Developed higher-order thinking and problem-solving skills </li></ul>
Workforce Preparation using technology follows ECASD Transformational Readiness Standards initiative <ul><li>Students acquired skills for the workforce by using word processing programs, spreadsheets, computer-aided drawing, Website development and the Internet </li></ul>Students integrated technology with thematic and interdisciplinary projects School to work programs taught students new basic skills and brought the work world into the classroom
Technology supports nine research proven instructional strategies <ul><li>Identifying Similarities and differences </li></ul><ul><li>Summarizing and Note Taking </li></ul><ul><li>Reinforcing Effort and Providing Recognition </li></ul><ul><li>Homework and Practice </li></ul><ul><li>Nonlinguistic Representations </li></ul><ul><li>Cooperative Learning </li></ul><ul><li>Setting Objectives and Providing Feedback </li></ul><ul><li>Generating and Testing Hypotheses </li></ul><ul><li>Cues, Questions, and Advance Organizers </li></ul>
21 st Century Readiness <ul><li>Technology standards are needed to improve student achievement in all academic areas. All stakeholders need to be involved in creating these standards. </li></ul>EDUCATORS ADMINISTRATORS COMMUNITY STUDENTS PARENTS
Building Blocks for Student Achievement Alignment Assessment Accountability Access Analysis
<ul><li>The research discussed in this presentation demonstrated that the routine use of technology in the classroom increases the potential for learning. Students who use technology as part of their daily schooling: </li></ul><ul><li>Explore and represent information dynamically and in many forms </li></ul><ul><li>Become socially aware and more confident </li></ul><ul><li>Communicate effectively about complex processes </li></ul><ul><li>Use technology routinely and appropriately </li></ul><ul><li>Become independent learners and self-starters </li></ul><ul><li>Know their areas of expertise and share that expertise spontaneously </li></ul><ul><li>Work well collaboratively </li></ul><ul><li>Developed a positive orientation to the future </li></ul>
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