1:1 Laptop Initiative Overview
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The Sentry Insurance Foundation 1:1 Laptop Initiative provides laptops and training for teachers. The initiative includes required technology integration specialist-led module trainings for teachers on using technology to support nine instructional strategies. The trainings explore how tools can enhance classroom instruction and are supplemented with additional materials. Teachers must also follow procedures for appropriate student use of laptops that are outlined in laptop agreements.
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Technology use involves utilizing technological tools where the technology plays a secondary role to the curriculum. Technology integration incorporates technology into daily classroom routines and lessons where the technology is equally important as the content and the lesson is dependent on the technology. Examples of technology integration include ongoing online journals, classroom wikis, smart board brainstorming sessions, and lessons built around technology tools like Google Maps.
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Technology use involves utilizing technological tools where the technology plays a secondary role to the curriculum. Technology integration incorporates technology into daily classroom routines and lessons where the technology is equally important as the content and the lesson is dependent on the technology. Examples of technology integration include ongoing online journals, classroom wikis, smart board brainstorming sessions, and lessons built around technology tools like Google Maps.
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AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
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Technology Integration Through Teacher Training - Action Research Proposal
1. The document describes a technology integration program for teachers at a suburban high school that received federal funding. It involved providing laptops, interactive whiteboards, classroom computers, and technology support staff.
2. A needs assessment found that many teachers did not fully integrate technology or use it in sophisticated ways. The goal was to have teachers meaningfully integrate technology to enhance learning.
3. The program used a three-pronged approach: the DETAILS framework to assess teachers' technology skills, the IMPACT model for technology training and support, and the NTeQ model for hands-on technology instruction integrated with subject matter. It involved summer training and ongoing weekly sessions throughout the year.
Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Tech use plan
The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Gerdts master's poster final
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
Collaborative inquiry edited
A short presentation outlining Universal Design for Learning and Assistive Technologies. The presentation also outlines various questions arising from the application of UDL and AT in Canadian classrooms.
Unit 1 Defining the Field
The document discusses challenges faced by teachers at Sunshine Elementary school in using instructional technology. Many teachers were new and untrained in the software used at the school. To address this, the school's current strategy was to send teachers to workshops and use an open computer lab for questions. Going forward, the strategy will change the technology committee's role and use the open lab to specifically help teachers with software in their classrooms. This aims to properly train the new workforce on available classroom technology.
MY portfolio in Edtech
1) The document discusses Jeniffer Nova's portfolio in educational technology. It covers topics like educational technology, learning through Edtech 1 and 2 courses, and Nova's views on technology after taking these courses.
2) Educational technology is defined as the effective use of technological tools in learning. It involves tools like media, hardware, and software as well as theoretical perspectives for application.
3) Nova learned that educational technology helps future educators understand different technology uses in education. Technology integrates into 21st century teaching and learning but should only be used as a tool, not replace the teacher.
Tech use plan
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
Technology learning
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
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1:1 Laptop Initiative Overview
- 1. Sentry Insurance Foundation 1:1 Laptop Initiative 1:1 Laptop Initiative Overview Image: Stevens Point Area Public School District, 2009.
- 2. Staff Development Role of Technology Integration Specialist (TIS) Module Trainings (required) Workshops Individual support Image: Stevens Point Area Public School District., 2009.
- 3. Four required 3-hour sessions Supplemental Material - Using Technology with Classroom Instruction that Works Objective Explore technology tools that support and enhance nine categories of instructional strategies Module Trainings Image: Tech + Classroom Instruction Home. Using Technology with Classroom Instruction that Works. Retrieved from http://techthatworks.pbworks.com/f/BookCover.jpg on January 10, 2010.
- 4. Nine Strategies – Marzano’s Meta-analysis Identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels. Data: Pitler, Howard, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski. Using Technology with Classroom Instruction that Works. Denver: Mid-continent Research for Education and Learning, 2007. 8. Print.
- 5. When should we use technology? Image: Technological Pedagogical Content Knowledge (TPACK) . Retrieved from http://www.tpck.org/tpck/index.php?title=Main_Page on January 10, 2010.
Editor's Notes
- 1. Discuss each of the opportunities for staff development
- 1. This slide shows which strategies are discussed in Using Technology with Classroom Instruction that Works. Discuss where they came from (Marzano’s meta-analysis) and where they were published (CITW).
- Introduce the forms to teachers and show them where they are located on the website – briefly discuss the purpose of each.Get teachers thinking about what SPASH procedures should be Begin by describing some things that have come up in the pilot and main rollout – Printing/spot checks/etc. Have small groups brainstorm potential issues that will occur and procedures that should be enforced. Return to large group – share – Q/A