2010 nagc tech panel

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2010 nagc tech panel

  1. 1. Using Technology in the Classroom to Differentiate for Gifted Learners National Association for Gifted Children 2010 – Atlanta, GA
  2. 2. Panelists Kevin Besnoy, Northern Kentucky University Brian Housand, East Carolina University Jann Leppien, University of Great Falls Del Siegle, University of Connecticut Elizabeth Shaunessy, University of South Florida—Moderator
  3. 3. Kevin Besnoy Northern Kentucky University
  4. 4. Teachers • Technology Competency – ability to work with specific pieces of technology • Technology Literacy – capacity to understand broader technical world • Relationship between the two is on a continuum – meaning that students must learn to manipulate technologies in efficient and effective ways • When left alone – – Kids can develop technology competency – Not sure to what extent they will develop the necessary technology literacies to compete in a global arena 4
  5. 5. 5 (Lucy & Grant, 2010)
  6. 6. 6 Photo-visual literacy ~ interpret visual-graphic information Reproduction literacy ~ create messages in digital format Branching literacy ~ navigate information in a nonlinear-based format Information literacy ~ validate credibility and value of information Social-emotional literacy ~ use communication tools in a responsible and respectful way (Eshet-Alkalai & Amichai-Hamburger, 2004) Technology Literacy Skills
  7. 7. Brian Housand East Carolina University
  8. 8. You may find yourself… You may ask yourself… Well, how did I get here?
  9. 9. 1989
  10. 10. 2000
  11. 11. Pianos NOT Stereos
  12. 12. “Every man should have a built-in automatic crap detector operating inside of him.” -- Ernest Hemingway
  13. 13. Critical Consumers Responsible Producers
  14. 14. Computers serve best when they allow everything to change.
  15. 15. Jann Leppien University of Great Falls
  16. 16. Using Technology in the Classroom to Differentiate for Gifted Learners AudioBooks, E-Text Research Skills Literacy Tools Math Tools Science Resources Social Studies Resources Study Skills Tools Graphic Organizers Text-to-Speech
  17. 17. Differentiated Instruction is a model of instruction that revolves around the belief that students learn in many different ways.
  18. 18. 32 Differentiation Elements STUDENT TRAITS: • Readiness • Interest • Learning Profile • Affect CLASSROOM ELEMENTS: • Content • Process • Product • Learning Environment
  19. 19. What’s the Point? Readiness Growth Interest Learning Profile Motivation Efficiency
  20. 20. A differentiated classroom provides multiple options for: Content...taking in information Process...making sense of information Product…expressing what student understands
  21. 21. Differentiated Instruction • Providing materials and tasks at varied levels of difficulty with varying degrees of scaffolding, through multiple instructional groups. • Encouraging student success by varying ways in which students work: alone or collaboratively, in auditory or visual modes, or through practical or creative means. (Tomlinson, 2000)
  22. 22. 36 High Quality Curriculum & Instruction  fresh and surprising  seems real (is real) to the student  coherent (organized, unified, sensible) to the student  rich, deals with profound ideas (concept-based)  stretches the student (rigorous)  calls on students to use what they learn in interesting and important ways  involves the student in setting goals for their learning and assessing progress toward those goals
  23. 23. 37 High Quality Curriculum & Instruction  clearly focused on essential understandings and skills of the discipline that a professional would value (authentic)  mentally and affectively engaging to the learner  joyful-or at least satisfying  provides guided choices  allows meaningful collaboration  focuses on products that matter to students  connects with students’ lives and world
  24. 24. Making Meaning What do the features look like in practice?
  25. 25. Del Siegle University of Connecticut
  26. 26. Technology use in the classroom has progressed through 3 distinct stages.
  27. 27. Automated Print
  28. 28. Automated Print Production Tool
  29. 29. Automated Print Production Tool Data driven virtual learning
  30. 30. Technology presents (a)Extensive sources for access to more advanced content, as well as communication with experts in the disciplines; (b)Contexts for developing and applying critical and creative thinking skills; and (c)Tools for constructing and sharing sophisticated products.
  31. 31. “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn” Herbert Gerjuoy as reported by Alvin Toffler (1970, p. 414).
  32. 32. “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn [and to collaborate]”
  33. 33. Bill Gates’ 12th Rule for Business at the Speed of Thought “Use digital tools to help customers solve problems for themselves.”
  34. 34. Issues with the Democratization of Expertise Empowerment of Selective Learning
  35. 35. Issues with the Democratization of Expertise Empowerment of Selective Learning
  36. 36. Issues with the All of us know more than any one of us. The crowd isn’t always right but neither is the expert.
  37. 37. Issues with the Ushering in a world in which everyone is an expert in a world devoid of expertise.
  38. 38. Issues with the Democratization of Expertise Empowerment of Selective Learning
  39. 39. Issues with the Input and output are one-way streams.
  40. 40. Issues with the Competing stimuli for attention.
  41. 41. Issues with the Democratization of Expertise Empowerment of Selective Learning
  42. 42. How can technology be utilized to differentiate content for gifted learners?
  43. 43. ?ELECTRONIC BOOKS W
  44. 44. www.manybooks.net
  45. 45. http://www.microsoft.com/reader/de fault.aspx
  46. 46. Microsoft offers a free eBook creation software plug in for Word http://www.microsoft.com/reader/develo pers/downloads/rmr.aspx
  47. 47. www.skype.com
  48. 48. How can technology be used to differentiate the learning process for gifted learners?
  49. 49. • Collaborative Active Reading Strategy (C.A.R.S) – Create a wiki - post the reading – As students read - they identify unfamiliar text (terms, concepts, and people) – Research those and embed hyperlinks to that content 66
  50. 50. • Digital Writer’s Notebook: - Ralph Fletcher –Students record quotations, flesh our story ideas, explore haunting memories, experiment with argument and play with language • Digital Reader’s Notebook –Students can write their personal reflections about and responses to what they read. The writing should reflect vibrant, vigorous thinking. It should support thinking about books and help scaffold student to write longer about those books. Students are able to track their thoughts and enable them to participate in whole-class or small-group discussions. 67
  51. 51. How can product development be differentiated for gifted learners through technology?
  52. 52. http://www.xtranormal.com/watc h/6400659/
  53. 53. http://mesakids.ed.voicethread.co m/?#q.b894105.i4764926
  54. 54. http://emskeira.edublogs.org/201 0/04/27/th1rteen-r3asons-why- slide-show/
  55. 55. http://animoto.com/play/n33GGqJB S0waB6S2hxbYJw?utm_content=ch allenger
  56. 56. Hank Levin asserts that research from the 90s shows that high productivity, which is currently not a high stakes focus of schools, often determines whether a person succeeds or fails in the workforce.
  57. 57. http://audacity.sourceforge.net/
  58. 58. http://www.musicmasterworks.com
  59. 59. How can teachers use technology to differentiate instructional methodologies?
  60. 60. Asynchronous Synchronous
  61. 61. If your students can the answer, then you may be asking the wrong question.
  62. 62. • http://www.socialgo.com/ - create a social network 82
  63. 63. As teachers develop expertise in teaching gifted learners and using technology, how might they "raise the bar" in their own practice? In other words, how might we see teachers' practice evolve in harnessing the power of technology to differentiate instruction?
  64. 64. What is a "critical consideration" in differentiating instruction through technology that you would stress to educators?
  65. 65. How can teachers of the gifted work with the school or district-level technology support team to develop differentiated instruction for the gifted?
  66. 66. What is a caution you would give to educators as they differentiate instruction with technology?
  67. 67. How do you operationalize "technological literacy" for gifted learners?

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