Bridging the gap role of technology


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  • Many students who graduate from high school and enroll in college take at least one developmental course to prepare for college-level coursework. Not all of these students performed poorly in high school; many enter college feeling confident about their knowledge and abilities and are surprised to find themselves assigned to developmental courses. Indeed, high schools and colleges often have different ideas about what it means for students to be “college ready.”
  • College ready means that a student can enter a college classroom, without remediation, and successfully complete entry-level college requirements. Students that are enrolled in remediation courses in their first year of college have only a 17-39% graduation rate (College Board 2004). In order for a student to be considered college ready there are skills, content knowledge and behaviors that must be acquired before leaving high school. There will be 47 million jobs created by new industries and retiring workers by 2018, and one-third of them will require at least a bachelor ’s degree. Another 30 percent will require some post-secondary training. But, college graduation rates aren’t keeping up with the demand for educated workers. (National School Board Association, 2012)
  • Gartner a marketing group predicts that smartphones sales will exceed 9.6 million by 2014. There are 313 million people in the U.S. About 7 billion people in the world. 1/5 th of the world ’s population (1.25 billion) lives in India.
  • Entry-level Mathematics, Udacity, begins June 3, 2013 (Which has the bonus for incoming California State University students of counting for credit.) Intro Algebra Review, Udacity, ongoing Pre-Calculus, UC Irvine, Coursera, ongoing First-Year Composition, Coursera, May 27, 2013 Crafting an Effective Writer: Tools of the Trade, Coursera, May 13, 2013 Read more: Follow us: @MOOCNewsReviews on Twitter
  • 15 Mistakes You’re Probably Making With Technology In Learning 1. You’re choosing the technology. Let students. 2. You’re choosing the function. This doesn’t mean you can’t choose the function, but if you students can’t control the technology the use nor its function, this can be problematic: the learning is passive from the beginning. 3. You’re determining the process. To an extent, you have to, but don’t overdo it. 4. The technology is distracting. If the technology is more magical than the project, product, collaboration, process, or content itself, try to muffle the bells and whistles. Or use them to your advantage. 5. The technology isn’t necessary. You wouldn’t use a ruler to teach expository writing, nor would you use a Wendell Berry essay to teach about the Water Cycle. No need for a Khan Academy account and a fully-personalized and potentially self-directed proficiency chart of mathematical concepts just to show a 3 minute video on the number line. 6. The process is too complex. Keep it simple. Fewer moving parts = greater precision. And less to go wrong. 7. Students have access to too much. What materials, models, peer groups, or related content do students actually need? See #6. 8. You’re the judge, jury, and executioner. Get out of the way. You’re less interesting than the content, experts, and communities (if you’re doing it right). 9. You’re artificially limiting the scale. Technology connects everything to everything. Use this to the advantage of the students! 10. You’re not limiting the scale. However, giving students the keys to the universe with no framework, plan, boundaries or even vague goals is equally problematic. 11. Students access is limited to too little. The opposite of too board a scale is too little–akin to taking students to the ocean to fish but squaring off a 5 square feet section in the middle of the Pacific to operate. 12. The transition between technology and non-technology is clumsy. “ Okay students, stop searching global databases to identify the most relevant and compelling digital media resources for your project-based learning artifact. Have a seat and let’s all do a KWL chart together so we have something to hang on the wall.” 13. You’re thinking forward, not backwards. Begin with the end in mind. Where do you want to be at the end of the lesson or activity? What sort of evidence does it make sense to accept as proof students “get it”? Start here, and move step-by-step backwards through the learning process. 14. Technology is functioning as an end, not a means. This is similar to #5. Learning technology is flashy. 15. It’s not cloud-based but it needs to be.
  • Bridging the gap role of technology

    1. 1. Bridging the GapBridging the Gapfrom High School tofrom High School toCollege: The Role ofCollege: The Role ofLearningLearningwith Technologywith TechnologyDr. Vickie S. CookJune 21, 2013
    2. 2. Challenges:0 1.7 million students took a college readiness exam –less than 1/3 are actually prepared to succeedacademically in college (ACT, 2012)0 40% of incoming college students take a remedialclass in college (Texas Dept. of Ed, 2012)0 54% of college professors (54%), and 58%ofemployers stated that high school graduates do notposses the skills necessary for college or work. (Delaware,Dept. of Ed. 2012)
    3. 3. College Ready?0What does it really mean?
    4. 4. Using Technology to Learn0 Gamification of learning – badges0 Social media0 Online learning0 MOOCs0 Smartphones
    5. 5. 4 Core Areas Needed forCollege Readiness:1. Strong intellectual growth throughout the primary andsecondary years fostered by increasingly challengingcontent in the four core subjects and beyond.2. The ability to think critically and problem solve in thecontext of a continuously changing set of circumstancesand realities.3. The advancement of reading, writing, and numericskills that enable success in all college courses.4. The capacity to communicate effectively withindividuals from a variety of cultural and professionalbackgrounds. (College Board, 2004)
    6. 6. Technology addresses the 4Core Areas Needed forCollege Readiness:1. Strong intellectual growth throughout the primaryand secondary years fostered by increasinglychallenging content in the four core subjects andbeyond.
    7. 7. Technology addresses the 4Core Areas Needed forCollege Readiness:2. The ability to think critically and problem solvein the context of a continuously changing set ofcircumstances and realities.
    8. 8. Technology addresses the 4Core Areas Needed forCollege Readiness:3. The advancement of reading, writing, andnumeric skills that enable success in all collegecourses.MOOCsMOOCs and Dual EnrollmentMOOCs and College ReadinessMOOCs and Remediation (an opinion)
    9. 9. Technology addresses the 4Core Areas Needed forCollege Readiness:4. The capacity to communicate effectively withindividuals from a variety of cultural and professionalbackgrounds.Technology has changed communication
    10. 10. Strategies0 Expose students to variety of technologies0 Teach how to learn using technology not just how tohave fun using technology.Using technology - who has it right?0 Expose students to a variety of careers0 Encourage students to explore new career choicesand understand what education and technology isneeded to achieve the career0 Explain to students that their career may not evenhave been invented yet
    11. 11. 15 mistakes made with technology on learning
    12. 12. Evaluating Apps0 Skill & Practice vs. Sophisticated thinking skills0 Individual versus social learning0 Evaluation or opinion?0 Using Bloom’s Taxonomy0 Padagogy Wheel
    13. 13. Evaluation Rubric for Mobile Applications (APPS)Domain 4 3 2 1CurriculumConnectionTargeted skill or concept isdirectly taught through theappSkill(s) reinforced are relatedto the targeted skill orconceptSkill(s) reinforced areprerequisite or foundationskills for the targeted skill orconceptSkill(s) are not connected tothe targeted skill or conceptAuthenticityTargeted skills are practicedin an authenticformat/problem-basedlearning environmentSome aspects of the app arepresented an authenticlearning environmentSkills are practiced in acontrived game/simulationformatSkills are practiced in a roteor isolated fashion (e.g.,flashcards)FeedbackFeedback is specificresulting in improvedperformance; Data isavailable electronically tostudent and/or teacherFeedback is specific andresults in improvedstudent performance(may include tutorial aids)Feedback is limited tocorrectness of studentresponses & may allow forstudent to try againNo feedback is provided tothe studentDifferentiationApp offers completeflexibility to alter settings tomeet student needsApp offers more than onedegree of flexibility to adjustsettings to meet studentneedsApp offers limitedflexibility (e.g., few levelssuch as easy, medium, hard)App offers no flexibility(settings cannot be altered)User FriendlinessStudents can launch andnavigate within the appindependentlyStudents need to have theteacher review how to theuse the appStudents need to have theteacher review how to theuse the app on more thanone occasionStudents need constantteacher supervision in orderto use the appMotivationStudents are highlymotivated to use the app andselect it as their first choicefrom a selection of relatedappsStudents will use the app asdirected by the teacherStudents view the app as“more schoolwork” and maybe off-task when directed bythe teacher to use the appStudents avoid the use of theapp or complain when theapp is assigned by theteacherStudentPerformanceStudents show outstandingimprovements inperformance as a result ofusing the appStudents show satisfactoryimprovements inperformance as a result ofusing the appStudents show minimalimprovements inperformance as a result ofusing the appStudents show no evidenceof improved performance asa result of using the appCreated by Harry Walker – Johns Hopkins University -10/18/2010; Revised & empirically validated 10/14/2012Please contact for permission to use
    14. 14. Links1.
    15. 15. Contact InformationDr. Vickie Cook315 E. College Ave.Greenville, IL