![Continuing Our Technology Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Krista Hansen](https://image.slidesharecdn.com/presentationschooolboard-110217204649-phpapp02/85/Persuasive-Presentation-1-320.jpg)
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Persuasive Presentation
- 2. What Do Our Students Need?
- 4. How is Technology Increasing Student Achievement in our district? Before we implemented our technology integration students were scoring in the 50% on Achievement test. Now, students are scoring 60% or higher.
- 5. Aligning Standards with Technology Integration What Does the research say? Our high school students have improved their achievement tests every year since we implemented out technology program.
- 7. What is our TCO? Each year the program is costing less to invest and yielding higher test scores
- 8. How are we spending our Money?
- 10. Our technology program prepares students for the real world Through our technology integration program we are giving them the tools to prepare for jobs that don’t even exist today.
- 11. Professional Development Technology alone cannot improve test scores. Teachers need to be prepared for using the technology to enhance and transform their instructions.
- 12. Thank you! Thank you for listening to our plan, supporting our district and investing in our future
Editor's Notes
- How do we as a district prepare students for a future of technology rich careers that don’t even exist today? We give them the tools they need to be ‘thinkers.’
- Jay Sivin-Kachala reviewed 219 studies form 1990 to 1997 to assess the effect of technology on learning. He reported constancy in technology rich environment students had positive achievement levels in all subject areas for all types of learners. (John Schacter)
- James Kulik conducted a Meta-Analysis study on computer-based instruction. On average students who used computer based instruction scored at the 64% percentile on test of achievement compared to student in the control group who on average scored in the 50% percentile. (John Schacter) 2. Jay Sivin-Kachala reviewed 219 studies form 1990 to 1997 to assess the effect of technology on learning. He reported constancy in technology rich environment students had positive achievement levels in all subject areas for all types of learners. (John Schacter)
- “ In an eight-year longitudinal study of SAT-I performance at New Hampshire’s Brewster Academy (Bain & Ross, 1999), students participating in the technology-integrated school reform efforts demonstrated average increases of 94 points in combined SAT I performance over students who participated in the traditional school experience.”
- Through the technology applications students are developing a deeper understanding of the content and creating problem solving strategies Students who used Jasper video computer software for mathematics were better able to complete complex problem solving tasks compared to the control group. (Cognition and Technology Group, 1992) The CAST study also found that when student used the Internet to research topics, share information and complete a final project within the context of a semi-structured lesson they became independent, critical thinkers (Coley, Cradler, &Engel, 1997)
- Our Total Cost of Ownership is an analysis of all the costs of computer technology in our schools in comparison with the value of the current investment. Stage One of TCO- Measure all costs Stage Two of TCO- Collect data about the value derived from the investment to compare to the costs. Stage Three of TCO- Compare the school board decisions and practices with the following cost-saving strategies: Planning and Managing Reducing Complexity Increasing Reliability Providing User Support
- This is part of stage one in the TCO plan.
- Stage Three of TCO
- Research shows that when students learn to use and apply applications used in the world of work, such as word processors, spreadsheets, computer-aided drawing, Web site development programs, and the Internet, they acquire some of the prerequisite skills for workforce preparedness. When content and problem-solving strategies meet accepted education standards, technology increases mastery of vocational and workforce skills and helps prepare students for work (Cradler, 1994).
- Mazten & Edmunds (2007) asserts, “By utilizing technology in the classroom, there is supposed to be a shift toward student‐centered instruction” “ In order to achieve this success, districts and schools must adequately prepare teachers by providing meaningful professional development opportunities” (Foltos, 2008).