Answer the questions. Purpose-to enhance student learning Look where we are today---imagine the future In this presentation I will share with you how technology is proven to be an important and critical asset in today’s educational system. The four areas that I will focus on are introduced in the next slide. I will go into depth on each of my main topics an d share their importance in today’s educational system while talking about each of them directly and in comparison to one another. If at any point during the presentation you would like to move to a specific part of my power point please go to my second slide and select the link that you are interested in seeing more about. I hope you enjoy what I have to share with you today about the importance to technology and how it helps to shape and mold our educational system today!
The 5 W’s-Who, what, when, where, why and how? What do we need to do as professionals? What is different today from technology in the past? What do we have to look forward to with the change of our students today?
Introduce the question of HOW? How do we help things change. We as professionals must look at the facts and data that is in front of us regarding student achievement. We must ask questions as to why and how some students are not finding success. We need to figure out what should be done in order to help our students feel successful. Technology is a very important piece of shaping our students achievement now and in their future years. The word is out—STANDARDS are important. Harvey-Woodall, 2009
When thinking about the ideas of student achievement it is important to analyze the idea of traditional teaching. Is it a reality and if so, how does is support our students. Parts of traditional teaching may be considered important aspects of today’s approaches to teaching but we must also realize that the individual learning styles of our students must be met because of No Child Left Behind. The patterns in teaching have also changed. Think about language teaching for example—it started off having students strictly translate material from one language to another using patterns and equations. That no longer worked for ELL students so the idea of conversation was brought in to play. That approach did not allow students to learn important educational expectations such as reading and writing. What did teachers have to do? They had to incorporate the positive aspects of many different approaches to teaching language and mold them together to the best approach they could muster up. Our instruction now must be focused around our students. We have to meet their needs and figure out what works best for them. What has worked in the past for us, may no longer currently work with our set of students. Technology is an answer and an assistant in this problem. Technology allows for students individual learning styles to be appreciated and used to learn. We find support for technology from the top of the totem pole. One teacher can have a great idea, but he or she needs support from the top of the ladder. Teachers and administrators must look in the right direction and ask for help when necessary. No single person knows all of the answers. It is important to take aspects of different things that you have found that work and mold them into a new way of teaching.
In the next 2 slides I will be using data and statistics from different research. It is important to remember that technology has always been around us as educators—no matter how traditional of educators we may be. The fact of the matter is that the shifts in technology are affecting our educational system more than ever. Our teachers and students in the US need to step up to the plate and catch up with the rest of the educational world. The sample for the study was the 348 full-time faculty at the State University of West Georgia. In the 1998 Fall Semester there were 8,667 students, who included 6,600 undergraduates and 2,067 graduate students. The institution has traditionally granted bachelors, masters, and specialist degrees, but recently was approved to grant an Ed.D. A survey with 61 questions was adapted from an instrument previously used by Groves & Zemel (1999). The survey used in this study is almost identical to the Groves and Zemel instrument. Questions were designed to determine the faculty’s self-reported knowledge and use of technology, factors influencing their use of technology, and perceived barriers to the use of technology in the classroom. Faculty were also asked about the importance of instructional technology to their teaching and if they would continue to adopt new technology (Groves & Zemel, 1999). There were 156 surveys returned by campus mail for a return of 44%. One hundred fifty-seven surveys were returned and usable. Forty-four percent (n=157) of the faculty returned surveys. The faculty ranks of the respondents were instructor (8.9%), assistant professor (42%), associate professor (19.7%) and professor (27.4%). There were 68 respondents (45.3%) who reported one to ten years experience in higher education. Forty (26.7%) said they had 11-20 years experience while 20% (n = 30) had 21-30 years experience. There were 12 (8%) who had 31-40 years in higher education. Seven (4.5%) did not report experience. When it came to computer ownership, almost 90% said they had computers at home. One hundred five respondents (66.9%) reported they have an IBM compatible computer at home while 21 faculty (13.4%) said they used a MacIntosh. Nine faculty (5.7%) said they have both Mac and PC at home. Seventeen (10.8%) reported they have no home computer. Faculty were asked about the importance of 13 factors influencing the use of instructional technology. They were asked to rate the importance of the factors on a five-point Likert scale (1 = not important; 2 = somewhat important; 3 = important; 4 = very important; 5 = critically important). The influencing factors have been grouped into three categories that include 1) instructional and learning issues, 2) equipment access and training, and 3) instructional materials, discipline-specific factors, and other issues. Instructional issues ranked highest overall as influencing factors in the adoption of instructional technology. Improved student learning ranked first with 89.1% (n = 139) of the respondents rating it very important or critically important as an influence. Forty nine percent (n = 77) rated it critically important (Figure 1). Clear advantages over traditional delivery was also rated highly as an influence by faculty with 80% (n = 124) of the faculty rating it very important and critically important (Figure 2). Increased student interest rated very important or higher by 70.5% of the respondents. Lastly—technology is not new. It has always been here. Think about the first time teachers and students were able to use word processors—now we are able to use smartboards. The possibilities that technology has given us are never-ending.
With all of the resistance to technology it is important to realize that our world isn’t the same place it used to be. Technology has taken such a stance in our communities and homes that it is just important if not more important to bring it into our educations in the schools. Where would we be without technology? Time is of the essence. With all of the extra demands that we have as educators—could you imagine if you had to still do everything long hand. (Jon had a 67% on one paper, a 100% on another paper, an 89% on a third paper and a 96% on his final paper. Each of the first 3 papers is worth 1/6 of his final grade. His final paper is worth half of his final grade. What is Jon’s final grade?) We don’t only have one students in our classroom to figure out the grades for, but 15-30 students. Technology has given us important keys to assessment, evaluation and instructional design.
In this point I will be using the ideas behind Professional Learning Communities (PLC’s) and Professional Development (PD’s) to show how easy it really can be to incorporate technology. PLC’s and PD’s are something that are already in place in many schools across the country. Imagine the opportunities with the proper use and training in technology. Using technology can help us to understand and answer the 4 key questions of a PLC. (read questions) . You may be thinking to yourself—Where do we find the time to add one more thing? Think about the needs of the students and the needs of the teachers. It may not be easy to learn how to use technology, but just like all learning, the more you practice, the more you know and the more successful you can be.
The evolution of technology in general is one to look at. It might be a beneficial piece to dive into during a period of professional development. I have attached a hyperlink out to a website with a very nice timeline of technology. Each individual insertion shows something having to do with technology. Technology has uses that abound farther than the eye can even imagine. It is important as educators to get together and understand the importance of technology in today’s day and age.
In this slide I will be using information from The effectiveness of telecollaborative learning activities on students’ performance in English, to help show the differentiation between the levels of today’s students in our classrooms. We have students from so many cultures and ways of life. Our melting pot society has brought us such a wide array of students that have come together from a wide variety of cultures and ways of life. What is the best way to get across to our students?? We need to figure out what works for them and remember that our main goal is rendering educational success. In a study done by Estoque, 2010, 5 ideas were laid out using research of past educational practices. These ideas were: constructivism, experiential learning, mentoring framework, learning framework and the social network theory. These all help to creat an innovative instructional design using the TELECOLLABORATIVE APPROACH in teaching ESL Digital literacy is a huge part in understanding the success of ELL students.
Teaching today’s Students…Who are our students? Our classrooms are becoming more and more diverse as the make-up of the United States changes. Not only are our students coming from different backgrounds within the United States, they are also coming from cultures from outside the United States. We have logical learners—those who like having a reason behind what they are learning. They may learn best through problem-solving activites. Special Education students—Our students may have a learning disability, speech or language delay, mental retardation or emotional outbursts, just to name a few. We need to be prepared to have these students interact in our everyday classroom. We have Intrapersonal learners---They learn best by working alone and relating things to their own lives. We might have bodily-kinesthetic learners. They may want to move around and learn using their body We may have musical learners who can remember anything by relating it to music. We might have English Language Learners in our classroom whose first experience with learning is interrupted by something many of us take for granted---a common language. We might have hands-on learners who need to dig their hands deep into all of the learning activities they have. We will have average learners---who may not need any extra teaching but need to be kept a watch on. We might have gifted and talented students who know more that what we have to teach them. We might also have sequential learners who need to have a process and an order to their learning. There will most likely be many more learners than this in our classroom. These are just a few of the things we have to think of. Wouldn’t it be great to find a common ground where everyone feels comfortable learning together---in comes technology.
Please click ‘TECHNOLOGY IN SCHOOLS” to view a short you tube video about the importance of teaching technology in today’s schools. Using technology to support student learning is not a new concept. Teachers must become critical thinkers and problem solvers themselves when looking at the uses and importance of technology. You will find many interesting and informative ideas that will hopefully connect you even more strongly with what technology has to offer us as educators.
Through all of the struggles we face as individuals in the educational field, there is so much to look forward to in the future. The students we are teaching are the leaders of tomorrow. The opportunities that we give them will help to shape and mold them into the people they will become. How can we improve our student achievement? Our use of technology and use of successful teaching strategies will help us to form motivated students. Teachers and administrators—you may still be asking yourselves—why me? Why now? We, yes us here right now, are the teachers of the future. What we do today will help our students tomorrow. What will it take? Integrating technology into our everyday lives as teachers is not easy. It will take, among many others, hard work, determination, planning and support. Who are our students today? We have such a wide array of learners under our belts that it is important to always remember that teaching isn’t what it used to be. We have to individualize and differentiate our instruction whenever possible in order to get our ideas and feelings across to all of our learners. Thank you for listing to my presentation! I hope you have found many important ideas that you can take from it.
Ed 633 Persuasive Powerpoint Presentation
<ul><li>Student Achievement </li></ul><ul><ul><li>How can we improve it? </li></ul></ul><ul><li>Resistance to Technology </li></ul><ul><ul><li>Why me? Why now? </li></ul></ul><ul><li>Collaboration and Coordination </li></ul><ul><ul><li>What will it take? </li></ul></ul><ul><li>Teaching Today’s Students </li></ul><ul><ul><li>Who are our students today? </li></ul></ul>
<ul><li>How has No Child Left Behind changed our idea of technology? </li></ul>
<ul><li>Things to think about… </li></ul><ul><li>Individual Learning Styles </li></ul><ul><li>Patterns in Teaching </li></ul><ul><li>Student-centered instruction </li></ul><ul><li>Where to find support </li></ul>
<ul><li>Hannafin, R. D. and Savenye, W. C. (1993). Technology in the classroom: The teacher’s new role and resistance to it. Bountiful, Utah: Educational Technology. </li></ul>Why me? Why now?
<ul><li>Our WORLD isn’t the same place it used to be!!! </li></ul><ul><li>Information Technology is our middle name… </li></ul><ul><li>Where would we be without technology? </li></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><li>Instructional design & curriculum ( Hannafin & Savenye, 1993) </li></ul></ul>
<ul><ul><li>What do we want all students to know and be able to do? </li></ul></ul><ul><ul><li>How will we respond when students already know it? </li></ul></ul><ul><ul><li>How will we know if they have learned it? </li></ul></ul><ul><ul><li>How will we respond when students do not learn? </li></ul></ul>Adopted from the Fargo Public School Employee Portal Website: http://www.fargo.k12.nd.us
<ul><li>Estoque, C. M. (2010). The effectiveness of tele collaborative learning activities on students’ performance in English. Kent, Ohio: Journal of the Research of Educational Technology. </li></ul>ELL TECHNOLOGY
<ul><li>Who are our students? </li></ul>Special Education Students English Language Learners Gifted and Talented Students Average Learners Intrapersonal Learners Bodily-Kinesthetic Learners Logical Learners Musical Learners Hands on Learners Sequential Learners
<ul><li>How can we improve it? </li></ul><ul><ul><li>Technology + Teaching= </li></ul></ul><ul><ul><li>Motivated Students </li></ul></ul><ul><li>Why me? Why now? </li></ul><ul><ul><li>WE=Teachers of the future </li></ul></ul><ul><li>What will it take? </li></ul><ul><ul><li>Hard work </li></ul></ul><ul><ul><li>Determination </li></ul></ul><ul><ul><li>Planning and support </li></ul></ul><ul><li>Who are our students today? </li></ul><ul><ul><li>Melting pot of learners </li></ul></ul>