The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.

1. Integrating Technology into the Classroom Doug Adams ALTEC [email_address]

2. PowerPoint Slides http://www.slideshare.net/dadams.altec

3. Description Participants will learn about integrating technology into instructional activities through a combination of group activities and discussions . Emphasis will be placed on incorporating the use of higher-order thinking and complex thinking skills, as well as other 21st Century Skills such as collaboration and communication .

4. (Super-duper approximate) Agenda Changing how we “Do School” Technology Planning 21 st Century Skills Group Activity Technology to Support Higher Order Thinking Intel Thinking Tools Project-Based Learning Lunch Collaboration Google Docs Games for Learning Authentic Learning Web 2.0 Tools in the classroom Google Earth/Lit Trips Access to Primary Sources 4Teachers Tools Conclusion

5. Technology Planning Why do we need a technology plan?

6. Technology Planning Should: Be a continuous process Be personal to the organization Owned by the members of the organization Be broad but realistic Involve all stakeholders Formalize procedures for making-decisions Be driven by goals and standards rather than technology “ Guiding Questions for Technology Planning”, NCRTEC, http://www.ncrtec.org/capacity/guidewww/gqhome.htm

7. Technology Planning National Center for Technology Planning Guidebook for Developing a Technology Plan http://www.nctp.com/downloads/guidebook.pdf

8. Technology Committee Administration Teachers Staff (including maintenance!) Students Parents Community Businesses Other?

9. Cost-Benefit Analyses “ Businesses think of technology as an investment, schools think of it as an expense” Value of Investment (VOI) - http://www.edtechvoi.org/ Total Cost of Ownership (TCO) - http://www.classroomtco.org/ -- Consortium for School Networks (CoSN)

11. The Millennial Generation “ Millennials” “ Digital Natives” “ Thumb Tribe” “ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007

12. The Millennial Generation “ Today’s students are no longer the people our educational system was designed to teach” Mark Prensky

13. Attitudes in the Millennial School “ I have to ‘ power down ’ when I go to school.” “ When I am really busy, I hate going to school because I can’t do any work there.”

14. Characteristics of Digital Natives Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-taking Information sifting

15. Brain Research The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules

16. Brain Research If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom . John Medina, Brain Rules

17. 21 st Century Skills 21stCenturySkills.org

18. 21 st Century Skills Core Subjects and 21 st Century Themes Math, Language Arts, Science, Social Studies Global Awareness and Civic Literacy Economic and Business Literacy Health Literacy Learning and Innovation Skills Creativity Critical Thinking and Problem Solving Communication and Collaboration

19. 21 st Century Skills Information Media and Technology Skills Information and Media Literacy Communication and Technology Literacy Life and Career Skills Flexibility and Adaptability Initiative, Productivity, and Self-direction Social Skills Leadership, Accountability and Responsibility

20. Visual Ranking and 21 st C Skills Intel’s Education Page http://intel.com/education K-12 Teaching Tools Visual Ranking Tool Click Student Log-In [email_address] Team ID Team Password

21. Visual Ranking and 21 st C Skills In groups, sort the list from most important (top) to least important (bottom) For the top three items , double click and explain why you ranked them as most important For the bottom two items , double click and explain why you ranked them as least important

22. Bloom’s Cognitive Taxonomy (1956)

23. Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”

24. Mind-set Verbs Apply: Do, use, organize, collect, operate, summarize, practice, solve, try Remember: State, show, list, tally, define, identify, repeat, recall, label, quote Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words) Create: Develop, invent, extend, hypothesize, compose Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize Analyze: Extract, deduce, investigate, fill in, combine, disassemble,

25. Organizing Bloom’s Taxonomy Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts Level 2: Intermediate Using information, skills, and concepts in new situations Level 1: Low Understanding and interpreting information Acquiring and remembering new information

26. Why is it important to encourage higher-order thinking?

27. Supporting Higher-Order Thinking It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992) “ Low level” doesn’t mean easy: Write an essay explaining the decline and fall of the Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee “ High level” doesn’t mean hard: Which movie did you like more, WALL-E or Cars ? Why?

28. Curriculum Framing Questions Guide a unit of study and include: Essential Questions Unit Questions Content Questions

29. Essential Questions Are broad, open-ended questions Address big ideas and enduring concepts Often cross discipline and help students see how subjects are related Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?

30. Unit Questions Are open-ended questions that tie directly to a project or unit Help students demonstrate the scope of their understanding of a subject Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web , how do the animals’ different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?

31. Content Questions Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and general recall of information (example: questions found on a test) Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird ? How are volcanoes made? Why is it cold in the winter when the sun is shining?

32. Technology and Complex Thinking Intel Thinking Tools http:// www.intel.com /education/tools Visual Ranking : Assign ranking to a list; and then debate differences, reach consensus, and organize ideas Seeing Reason : Investigate relationships in complex systems Showing Evidence : Construct well-reasoned arguments that are supported by evidence, using a visual framework

33. Complex Thinking Strategies Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

34. Project-Based Learning (PBL) “ I hear and I forget. I see and I remember. I do and I understand . ” -- (Confucius)

35. Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science

36. Why Projects? To learn collaboration, work in teams . To learn critical thinking, take on problems . To learn oral communication, present . To learn written communication, write . To learn technology, use technology . To develop citizenship, take on civic issues . To learn about careers, do internships . To learn content, do all of the above .

37. Project-Based Learning Resources Buck Institute for Education (BIE) http://www.bie.org iEARN (International Education and Resource Network) http://www.iearn.org/ Edutopia http://www.edutopia.org/project-learning

38. Collaboration and Technology

39. Collaborating with Google Docs http://docs.google.com Word Processing Spreadsheet Forms Presentations http:// start.sjssf.net

40. Games for Learning

41. Brain Research The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules

42. Patterns The human brain loves patterns. We see patterns all around, in everyday life, in nature, in manmade objects. We see patterns even when they don’t exist

43. Emotion Our brains work best when there are emotions involved Excitement Engagement Enthusiasm Exploration Frustration

44. Collaboration Our brains want to work with others

45. Games… …provide structured patterns …create emotional connections …encourage collaboration

46. Video Games and HOTS “ Better theories of learning are embedded in the video games many children play than in the schools they attend.” James Paul Gee What Video Games Have to Teach Us About Learning and Literacy

47. What kinds of theories? Student-centered learning Peer teaching Scaffolding Feedback Problem-solving Empathy, role-play Collaboration Practice Development of expertise

48. Scientific American A pernicious excitement to learn and play _____ has spread all over the country, and numerous clubs for playing this game have been formed in cities and villages. Why should we regret this? It may be asked. We answer, _____ is a mere amusement of very inferior character, which robs the mind of valuable time that might be devoted to nobler acquirements, while it affords no benefit whatever to the body. _____ has acquired a high reputation as being a means to discipline the mind, but persons engaged in sedentary occupations should never practice this cheerless game; they require out-door exercises—not this sort of mental gladiatorship.

49. Scientific American, July, 1859 A pernicious excitement to learn and play chess has spread all over the country, and numerous clubs for playing this game have been formed in cities and villages. Why should we regret this? It may be asked. We answer, chess is a mere amusement of very inferior character, which robs the mind of valuable time that might be devoted to nobler acquirements, while it affords no benefit whatever to the body. Chess has acquired a high reputation as being a means to discipline the mind, but persons engaged in sedentary occupations should never practice this cheerless game; they require out-door exercises—not this sort of mental gladiatorship.

50. Laser Sonic Spy http://4kids.org/games/ Using a protractor Estimating angles Reflecting angles

51. Game Examples Food Force Stop Disasters Magic Pen You Are the Historian Team Treks Third World Farmer Minyanland ElectroCity Nanoquest Real Lives Traveler IQ The Forbidden City Virtual History: Settling America Discover Babylon Dimension Math Lunar Quest Web Rangers Peacemaker Budget Hero

52. Authentic Activities in the Classroom Building engagement through real world connections Student ownership increases motivation Web 2.0 provides hundreds of ways to demonstrate understanding Pathfinder Science ( http:// pathfinderscience.net / )

53. Web 2.0 Users of the Web create information and have control over it Blogs, Wikis, YouTube The Web becomes truly interactive as different sites link data Mashups - Flickr , Google Maps Aggregators/Portals – IM, Twitter, RSS Social Bookmarking, “Folksonomies”

54. Engaged Learning Connect students to the world http://muti.co.za/static/newsmap.html http://www.tenbyten.org/10x10.html http:// galleryofwriting.org Connect students to each other http:// www.epals.com

55. Authentic Learning with Web 2.0 Workshop presented by blogger Alan Levine Outline a story idea Find some media Pick a tool to build the story 50 Ways to Tell the Dominoe Story

56. Google Earth Explore geographic locations both on Earth and in space. View geography and buildings in 3D View community content Create interactive projects which include, images, text, video and sound. http://www.google.com/educators/geo.html http://earth.google.com/outreach/index.html

57. Google Earth PRO Organizational license Usually $400 Educators can get for free! http://www.ncs-tech.org/?p=783 Why Pro? Faster Measure area No ads

58. Google Earth

59. Google Lit Trips Use multimedia and Google Earth to take users on tours of places in literature. Download a .KMZ file and open in Google Earth http://googlelittrips.com/

60. Primary Source Material Engage Students Tie to prior knowledge Evaluate the source Look at details Make it personal Promote Inquiry Make speculations (creator, purpose, audience) Compare to other primary and secondary sources Talk about other places to find primary sources

61. Primary Source Example Library of Congress ( http:// www.loc.gov ) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources

62. More Primary Sources Similar resources exist at many high-level government sites Geology & Geography ( http://USGS.gov ) Space and Physics ( http://NASA.gov ) Oceanography & Meteorology ( http://NOAA.gov ) Health & Medicine ( http://CDC.gov & http://HHS.gov ) Energy ( http://www.energy.gov ) Smithsonian Museums ( http:// si.edu )

63. Differentiated Instruction & Technology Adapting educational activities and instructional approaches to meet the needs of all students within a single classroom Students vary in many ways: Background Knowledge Readiness Language Skills Learning Styles Interests more?

64. Differentiated Instruction

65. Differentiation - Content Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities Example: ThinkTank ( http://thinktank.4teachers.org )

66. Differentiation - Process Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities Example: RubiStar and PBL Checklists ( http://rubistar.4teachers.org/ ) ( http://pblchecklist.4teachers.org/ )

67. Differentiation - Product Allow students to demonstrate knowledge in a variety of ways Vary performance expectations Example: KidsVid and Web Poster Wizard ( http:// kidsvid.altec.org / ) ( http://poster.4teachers.org/ )

68. Resources http://www.slideshare.net/dadams.altec Doug Adams [email_address] http:// altec.org