Your SlideShare is downloading. ×
Power point technology in our district
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Power point technology in our district

255
views

Published on

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
255
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Introduction: 21st century in a digital age Current technology—mobile phones, augmented reality, eReaders—discuss how these are/can be used in education.
  • Overview of each of the areas and menu slide. These will be discussed in the upcoming slides.
  • “ Students demonstrate higher levels of motivation and engagement when using technology, which also contributes to improved achievement” (Harvey-Woodall). Discuss attention span, highly motivated, greater levels of engagement, etc. —and how these factors lead to higher test scores. Examples from Cradler research: SAT-I in New Hampshire and SAT-9 in West Virginia.
  • Virtual classrooms- 48 out of 62 responses indicated enthusiastic support for using a synchronous online environment again (McBrien). Virtual classrooms lead to: higher levels of autonomy, self-directed education, classroom polling—immediate feedback, flexibility—if sick/absent still able to participate (McBrien) and increased communication. Data from McBrien article: quotes: “I liked that everyone seemed to speak more.” “There seemed to be more participation from classmates that are usually silent.” “ I liked the way discussions were held since it gave everyone an opportunity to talk.” “People express their points of view more openly, and discussion becomes more involved.” “ lack of non-verbal communication can stimulate students to reflect more and to be precise with their verbal responses. (McBrien).” Examples of Virtual Worlds/Classrooms: River City Project, Second Life, others geared for teens
  • Collaboration by: Application sharing—video conferencing Whiteboard presentations—interjects distances Ex: Vyew—free trial period, then a cost
  • Students will use technology in any job. --advancements in the medical field --use of technology in business field Have audience brainstorm and share jobs that use technology (think, pair, share) “ must be a national commitment…to ensure students are prepared to thrive in the digital age” (Harvey-Woodall). “ Technology increases mastery of vocational and workforce skills and helps prepare students for work. Integration of technology with thematic and interdisciplinary projects can enhance career preparation” (Cradler).
  • “ teachers report observing significant change in student skills and knowledge acquired after their students’ first multimedia project…teachers reported increased student knowledge in: research skills, ability to apply learning to real-world situations, organizational skills, and interest in the content” (Cradler). “ students are taught to apply the processes of problem solving and then are allowed opportunities to apply technology tools to develop solutions” (Cradler). Increased collaboration, analytical of work, perception of content, more motivated, higher-order thinking skills, etc.
  • Professional development with focus on tools to supplement technology “ Technology utilization has the most consistent relationship with student achievement across all grades (Martin).” “ Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students‘ learning of mathematics.” (Bennison) Figure 1. Cyclic model of the process of teacher change (Rogers, 2007). in Bennison article. Draw on board and walk audience through cycle. Venier equipment in science classes Graphing calculators in mathematics—discuss and analyze data from Bennison research: Table 7 and then Table 8
  • Shift from traditional teacher-led instruction to student-centered instruction. “ Mazten & Edmunds asserts, ‘By utilizing technology in the classroom, there is supposed to be a shift toward student-centered instruction’ (p.422)” (Harvey-Woodall). More beneficial for the student—they should be the focus.
  • Discuss Gardner’s Multiple Intelligences—explain image. Present examples of how specific technology tool usage can benefit learning for each of the 8 intelligences. “Use of technology can serve as a catalyst for helping teachers understand individual learning styles of the children they teach” (Harvey-Woodall).
  • Professional development needs to have some form of evaluation, along with how to use specific tools in each content area—not just what the tool is. Discuss stats on slide. More tech professional development will lead to highly effective teachers.
  • Be prepared with specifics about budget, fundraising and grants. Also, more numbers about district and demographics—stats from each building in district. Be knowledgeable about current technology and technology plan.
  • Transcript

    • 1. Technology in Our District Michelle Erin Thielen
    • 2. Areas of Focus
      • Increased levels of engagement
      • Workforce preparation in the digital-age
      • Critical thinking skills
      • Content achievement
      • Student-centered and Individualized instruction
    • 3. Increased Levels of Engagement
      • “ Students demonstrate higher levels of motivation and engagement when using technology, which also contributes to improved achievement” (Harvey-Woodall).
    • 4. Increased Levels of Engagement: Virtual Classrooms
    • 5. Increased Levels of Engagement
      • Application Sharing
      • Whiteboard Presentations
    • 6. Workforce Preparation in a Digital Age
    • 7. Critical Thinking Skills
      • Multimedia project increased student knowledge in:
        • Research skills
        • Ability to apply learning to real-world situations
        • Organizational skills
        • Interest in the content
      • Apply processes of problem solving
        • Apply technology tools to develop solutions
    • 8. Content Achievement
    • 9. Student-Centered Instruction
    • 10. Individualized Instruction
    • 11. Conclusion
        • Need more professional development to meet these major points/goals
          • programs with a minimum of 14 hours of PD led to positive and significant effects on student achievement, with an average effect size of .54 (Martin).
          • We found a significant correlation between overall PD fidelity scores and the quality of the lesson plans teachers created, r (151) = .302, p < .001 (Martin).
    • 12. Open Floor for Questions, Comments, and Concerns
      • Sources:
      • Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: a survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22 (1), 31-56. Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/EJ883876.pdf
      • Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002). How does technology influence student learning. Learning and Leading with Technology, 29 (8), 46-56. Retrieved February 13, 2011, from http://caret.iste.org/caretadmin/news_documents/StudentLearning.pdf
      • Harvey-Woodall, A. (2009). Integrating technology into the classroom: how does it impact student achievement? Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/ED505984.pdf
      • Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan, K. (2010). Connecting instructional technology professional development for teacher and student outcomes. Journal of Research on Technology in Education, 43 (1), 53-74. Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/EJ898528.pdf
      • McBrien, J.L., Jones, P., & Cheng, R. (2009). Virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10 (3), 1-17. Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/EJ847763.pdf

    ×