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When discussing barriers to technology integration and 21st Century Skills, educators can offer a long list. Typical responses include time, money, and lack of training. Yet the one item that arguably the most difficult barrier to true integration is what I believe to be the most overlooked: curriculum standards. How can education's darling of accountability and consistency be a barrier? For years I have had discussions with educators about this issue, but I have never felt that I articulated the problem as well as I would like. Then last week the Harvard Business School Working Knowledge group released a new study:When Goal Setting Goes Bad andGoals Gone Wild: The Systematic Side Effects of Over-Prescribing Goal SettingIt begs the question--how can goal setting be bad? Isn't goal setting always better than the alternative--no goals? The paper describes predictable ways in which goal setting harms organizations; they go on to argue that, in many situations, the damaging effects of goal setting outweigh its benefits. The similarities to curriculum standards are very strong. Then again, when you really get down to their core essence, curriculum standards are a form of goal setting. Let's examine how the points in the research on goal setting are directly applicable to content standards. Reader note: when reading these quotes from the report below, mentally replace the word goal with standard.Narrow Goals--the HBS paper describes how goals can focus attention so narrowly that people overlook other important features--they develop inattentional blindness. "Goal setting may cause people to ignore important dimensions of performance that are not specified by the goal setting system...The very presence of goals may lead employees to focus myopically on short-term gains and to lose sight of the potential devastating long-term effects on the organization." Many states/schools refer to their standards as content standards. Unfortunately, too much of our content is based on factual knowledge. A large contributor to this problem is our assessment, particularly testing (more about this in a later blog). By focusing narrowly on on knowledge level standards, educators can neglect important higher order thinking skills.I cannot count how many times I have presented teachers a lesson that demonstrates a melding of 21st Century Skills, the new Bloom's taxonomy, and web 2.0 tools, only to have them walk away saying it doesn't fit their specific curriculum standards. How did we as educators allow ourselves to slip to a position where low-level/knowledge-based/easily-tested content reigns so powerfully that it vetoes all else we deem important in education? Often our most powerful tools to best facilitate 21st Century Skills are banned/blocked/filtered in schools because students might be able to use them to "cheat" on narrow knowledge-based content. To illustrate this point, I show teachers how to use their cell phones to text ChaCha (242242) with any open-ended factual content question from their class. Many are amazed to see they can get answers to much of their content without even needing a smartphone! I then ask how many do not allow cell phones in their classrooms because they may be used for cheating (typically most hands go up). But the question I have to be ask is this--if much of our classroom content can be answered that easily, are we really asking the right questions? It is a glaring sign that our content is too narrow. Too Many Goals--"Related research suggests that some types of goals are more likely to be ignored than others...When quantity and quality goals were bothdifficult, participants sacrificed quality to meet the quantity goals.Goals that are easier to achieve and measure (such as quantity) may begiven more attention than other goals (such as quality) in a multi-goalsituation."Our content standards are a mile-wide and an inch deep, and this presents a large barrier to integrating 21st Century Skills. When presented with tools and techniques to venture deeper with authentic intellectually-challenging types of learning, teachers invariably respond that they do not have the time to pursue it. But when quizzed further about this issue, it turns out to be less an issue of time than an issue of priority--they have too much content that must be covered before the end of the semester. To pursue depth with any portion of the curriculum would require they not cover other areas of their curriculum. In essence, we sacrifice depth & challenge (quality) for volume & surface-knowledge (quantity). Inappropriate Time Horizons--"Goals that emphasize immediateperformance (e.g., this quarter’s profits) prompt managers to engage inmyopic, short-term behavior that harms the organization in the longrun...The time horizon problem is related to the notion that goals canlead people to perceive their goals as ceilings rather than floors forperformance."While the HSB report focuses on this as a time issue, in education the ceilings/floors problem is just as much an issue of settling for lower-levels of knowledge. Rather than viewing proficiency of content standards as the first stage (floor), it is too often viewed as the final goal (ceiling). Proficiency in knowledge-level content is not enough. Many have criticized NCLB for turning attention away from gifted and high-performing students. But what we are learning from 21st Century Skills development is that all students need to be exposed to authentic intellectually-challenging learning experiences. It cannot be relegated to a select few anymore. More on content standards as barriers to 21st Century Skills in the next blog...
Don't get me wrong, I really did enjoy Alfie Kohn's When 21st-Century Schooling Just Isn't Good Enough. His whimsical treatment of the Friedman "The World is Flat" mentality is dead on: First, it signifies an emphasis on competitiveness. Even those who talk about 21st-century schools invariably follow that phrase with a reference to “the need to compete in a global economy.” The goal isn’t excellence, in other words; it’s victory. Education is first and foremost about being first and foremost...Whatever the criterion, our challenge is to make sure that people who don’t live in the United States will always be inferior to us.How many times have we been told we should be alarmed at the number of honor students and graduates from China and India? Most of us recognize the need to change our collective perspective of our role in the world, but fear-mongering is the wrong message. Why should we as educators--the very people whose core belief is that education is the absolutely crucial ingredient for bettering society--fear other countries who are dramatically increasing the education level of their own populace? Don't we have more to fear of a country that does little to change the fate of their illiterate population? My concern is Kohn's criticism of 21st Century Skills (21cs)--it should be attributed to "Friedman think." I would argue that 21cs embraces collaboration, adaptability, real-world problem solving--not preoccupation with competition based on fear. Kohn continues his tongue-in-cheek conversation:In addition to competitiveness, those who specify an entire century to frame their objectives tend not to be distracted by all the fretting about what’s good for children. Instead, they ask, “What do our corporations need?” and work backwards from there. We must never forget the primary reason that children attend school – namely, to be trained in the skills that will maximize the profits earned by their future employers. Indeed, we have already made great strides in shifting the conversation about education to what will prove useful in workplaces rather than wasting time discussing what might support “democracy” (an 18th-century notion, isn’t it?) or what might promote self development as an intrinsic good (a concept that goes back thousands of years and is therefore antiquated by definition).While this may cynically apply to traditional business models, it doesn't apply as well to the newer business models necessary for survival today. For example, Haque in his The Smart Growth Manifesto describes one of his pillars for smart growth: Smart growth isn't driven by pushing product, but by the skill, dedication, and creativity of people. What's the difference? Everything. Globalization driven by McJobs deskilling the world, versus globalization driven by entrepreneurship, venture economies, and radical ovation.The successful business strategy of today is less about volume of product and more about creativity and evolving services/product. These characteristics of smart growth align much more closely with 21cs that traditional business models. That's why we need students who can embrace the challenges that other people fear; why we need students who view the changes of India and China as opportunity, not competitive disadvantage; why we need educators who can look beyond traditional content standards to develop process for students to utilize higher order thinking skills, collaboration, and self-directed challenges. 21cs are often touted as important for the wrong reasons--it is less about competing to win and more about students adapting to challenges, either collaboratively or competitively depending on the situation. So while I fully appreciated Alfie's article, I really don't attribute his cynicism to 21cs--rather to "old" ideas about how 21cs would be applied inappropriately to out-of-date business thinking.
Issues with information:TMI -- 1.2. Explore new strategies for teaching and learningTammy's Technology Tips for TeachersMitchell, SD Laptop InstituteESSDACK | Educational Services and Staff Development Association of Central Kansas
Change happens when standards are evidence in locally relevant experience. service based learning; do a heifer project; Transformative use of technology; place-based learning; what are the challenges of your placeElectronic papers--don't live there.NCLB assumes attainment of knowledge; need to know what to do with it, and who you know; Let A=what one knowslet b=wjhat pme dpes wotj wjat pme lmpws:et c=who knows and cares what one knows and what one has done(A x B)^CTPCK - Technological Pedagogical Content Knowledge - TPCKKiva - Loans that change livesHome
Doug Johnson Website - dougwri - Survival Skills for the Information JungleSkill 1: Do you know where you are going? SpecificGenuineMeaningfuleg don't ask discussion question that you already know the answer if you want good discussion; therefore research on genuine question much more meaningfulEg Write paper about the olympics of ancient greece or What would your faviorite athlete of today have done in the olympics of ancient greece?Plagiarism is a cognitive, not just ethicalLevel One: research about a broad topic, can use general reference resource, no personal questoinLevel two: answer question to narrow the foucs, need various sources Level three: quesiton of personal relevance, consult not only seconary sources but primary sourcesLevel four: can inform decision-makers as they make policy; suppor tconclusiton tnat contains a call for action on the part of an organization; plan to distribute this informationInquiry should be everyday event, eg reccommendation of dress for next day weather, Skill 2: Stay on the trailSkills in:free commercial databaseschoose search engineeffective searchingnot clicking on irrelevant/inappropriate siteseffective searching: keyword is unique, synonyms, alt spellings, truncateLimitIncludeGoogle Advanced SearchAre you an Internet infohaulic?look for obective info at .com sites?If it is not on the internet, it is not worth knowingSkill 3:Learn to tell the good berries from the bad.Eg Velcro cropUsually it's not so obvious: which are most credible?Center for Disease ControlNewsweekBestseller HotzoneInsurance companies/hmspersonal webpages/chatroomsradio talk showsTest: verify --find in multiple sourcesDateAuthority--expert in what?Bias -- .com is most likely selling something; will give more emphasis of facts than falsehoodProtocol--if anonymous, then difficult to trustWikipedia--teach kids to be skeptical; if controversial, look at discussion tab; writers post reasons for posting; eg find inaccurate and change itSkill 4:Don't just gather sticks--make somethingmuch involves just creative paraphrasing; Higher order thinking skills:Grouping evidenceJudging improtance'credibitlyAnser possible criticsDevending choicesInsight and creativityActionWhy do we need old people?Is it right or wrong?Is it true or false?Is it beautiful or ugly?Skill 5:Learn to play the drumsWhy allow /encourage students to publish; Web 2.0 sharing with others a no-brainer: blogs, wikis, rss, nigs, socialbookmarking, photocare, facebook; what would juliet's facebook look likelevel of concern for content goes up when audience broadensSkill 6:Prepare for the next trip by learning from the lastAuthentic assessment toolsContent and mechanicsMultiple assessors -- parents assessmentTools for growth rather than tool for sortingSafety on the TrailEthics--the 3 PsPrivacyPropertyaPpropriate useThinkB4ULink
People skills will be just as important as technology skills; kids today will have watched less TV than their parentsBook: victorian internet"tyrannize their teachers""innovator has for enemies all those hwo have done well under the old condisitions and lukeward defenders in thsoe who may do well under the new "Our curr is mile wide, inch deep; tech incorporates depth; 1950 60% could go to work with no additional skills, now fewer than 15%sDoug Johnson Website - WelcomeDoug Johnson Website - Presentations
This past year+ I have been blogging on my workplace blog at TIE, which has been a great experience. While TIE has given us quite a bit of leeway for blogging, I do find I hold back on many ideas because some topics may be "edgy" enough or laced enough with personal opinion that the organization may not deem it appropriate for their blog (more by my own restrictions than theirs). Deep down I know some ideas, thoughts, and concepts could at the very least be thought-provoking or, even better, action-provoking for others--yet the hesitance usually wins. Then I read Will Richardson's blog Weblogg-ed » My Blogging LegacyI think that dream brought to light another aspect of why I blog. Not just to reflect. Not just to learn. But in some small way to leave a trail for those who come after me. I certainly can’t predict to what extent those people might find any of this relevant or compelling or useful, but I know I would love to have the chance to dig through the work of my own mother, to learn about her more deeply, to understand who she was and what she stood for. If nothing else, my kids will have that opportunity.While I have no delusions of having a following anywhere near the Will Richardson's of the world, I do think his words prodded me to realize it is time to express myself more deeply than the work blog allows. Thanks for the nudge, Will!
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NECC 2007 Staggeringly Good Things Integrating Media and Google EarthHandout:http://www.denblogs.com/media_matters/files/google_earthwebinar.pdfhttp://www.denblogs.com/media_matters/2007/06/den-goes-to-nec.html Powered by ScribeFire.
Notes from:NECC 2007 Quick and Easy Computer Activities for Science and Social StudiesTammy Worcester, ESSDACK Wednesday, 6/27/2007, 10:30am–11:30am;http://www.tammyworcester.comThis session will be webcastedPowered by ScribeFire.
NECC 2007 Exhibitors | Higher GroundPowered by ScribeFire.
Notes fromNECC 2007 21st Century Education: Technology Is Making It HappenMary Ann Wolf, State Educational Technology Directors Association with Ken Kay and Don Knezek Tuesday, 6/26/2007, 3:30pm–4:30pm;Partnership new framework (handout) revealedTech is key componentTeacher students to be providient in a media and info economythe utilization of tech to foster 21cs in all content areathe utilization of tech to create robust admin and instructional support systemsNew frameworktwo important changes: green layer used to be assessment layer; now everything in rainbow is all student skills; Life & career skills, learning and innovation skills, info/media/tech skills, core subjects and 21century themespools below support those outcomes: standards and assessment, currr, pd learning environmentswe put 98% of our effort in education in the "playbook" but not the actual doing skillsEg 8th grade students should be able to use gps tools to determine next best location for a park in the cityThis framework should make clearer that knowledge and skills come togetherImportance this projectnot technology as teh endgame, rather tech affects every piece of the new frameworkPlanning between now and november to build out this new framework; want much more specific, want people to be able to see what this looks like. Powered by ScribeFire.
Notes from Visual Learning: An Accelerant Cheryl Lemke, Metiri Group Tuesday, 6/26/2007, 2:00pm–3:00pm; The Metiri GroupNeed to teach students "GRAMMAR" of visualsResearch says if you have text and sounds, adding visuals can bump scores up to 30 percentworking memory can hold seven items at once; eg students who read but don'r remember worked so hard on decoding using all parts of working memory; want to build automaticity of decoding so don't have to reason for engagement is content wont get in working memory if not attentive of material1) Informed viewers an consumers; marketers are after their 4.7B in spending moneybook at a glanceparc xeroxNY times class modelsDigital manipulationTIME darkened oj photo to look darkerbe informed viewersimportant studnets understand not real, body image issues2) knowledgeable designers, compsers and producers communicators of visuals'Thinkquest 2007 children of war,TQ 2004 Character educationRepurposing - ipod, Justthink on youtube souls/solesSFETT.net People process video 4 ways, physically, emotially, gestalt, cognitivelywe need to understand how producers of video try to influence usdigital story tellingActive LearningConcept mapping visual map research shows if students in pairs with visual, will develop shema in mind and Visual DesignNeed standards for Visual Design3 Expressive and inventive thinkersvisual problem solverinteractive sound lab Foudationsset of 21st cent skillsguidelines fo ronline researchteaming and ollabecommunication opporutintiesrugrics for media products critical thinking curriclumconcept mappingPowered by ScribeFire.
Notes fromNECC 2007 Educational Technology Professional Development Models: A Taxonomy of Combinable ChoicesGood news: self report research shows majority of teachers find tech essential as teacher tool; also reporting more skilled; only 2% rate themselves beginnerbut only 37% said integrated dailyCharacteristicsof effective PD:Conductedin school settingsLinkedto schoolwide effortsTeacher-plannedand -assistedDifferentiatedlearning opportunitiesTeacher-chosengoals & activitiesEmphases:Demonstration; trials; feedback ConcreteOngoingover timeOngoingassistance & support-on-call Demonstrate early, get constructive feedback when experimenting"just-in-time" supportThe more you incorporate these factors, the more successful it will beProblem: lot of variability among educators because technology keeps changingalso new teachers need to be addressed differently than experienced teacherscant just put the factors above, must also deal variablesBUT: Efficacy of thesemethods can differ by:Technology accessibilitySchool/district climate Years of teaching experienceNature of past PD experiencesEtc. THE KEY: Match types of PDoffered to:Teachers’ individual learningpreferencesPD goals (specific)Contextual realities Contextual change over timeOUr challenge to match goal/objectives to learning preference of teachers, contextual realities, etcHOW?Know your teacher-students.Know the contextual realities-- and push assumed boundaries when possible.Know the full range ofgoal possibilities.Know the full range of PDmodels.Select, combine, andsequence goals & models to fit the teachers & contexts.Redesign as teachers &contexts change.Know the goals and the full range of pd models, then choose to best fit; don't select and teach that way forevermore; success is that pdchanges as context changes; continually revisit and redesignETPD GoalsAwareness and/or use ofspecific software and/or hardwareCurriculum integration inspecific content areasChange in instructionalpractice, focusing upon specific techniquesCurriculum and/orinstructional reform - general approaches & specific techniquesSchool organizational orcultural changeSocial change beyond theschoolif only do first bullet, then problems; we emphasize way to much; curr integration needs wider range of pd models; tech inegration has some similarities across discipline, but it is more different than similar; newer research curr differentiation by content and grade leveltech integration teacher may not necessarily change style of teaching, just integrate; specific instructional practice may require change in style for some activitiesETPD ModelsA model is a “pattern or planused to guide design” of teaching (Joyce & Weil, 1972)5 general types of PD:Group training (6 models)Individualized learning (4models)Collaborative observation& analysis (5 models)Inquiry/Action research (3models)Collaborativedevelopment/improvement (3 models)Group Training ModelsDemonstrations/awarenesssessionsHands-on sessions,instructor-ledLarge-group interactiveco-constructionSmall-group interactiveco-constructionSmall-group problem-solving (inductiveand/or deductive)Large-group problem-solving (inductiveand/or deductiveIndividualized LearningModelsIndependent exploration &reflection (unassisted)Independent exploration &reflection (assisted)Learning plan (design,execute, self-evaluate)Prescribed & managedinstructionCollaborativeObservation/Analysis ModelsClassroom visits &feedback (f2for virtual)Mentoring (1-to-1or group; subject matter expert or colleague)Peer coaching (1-to-1 orgroup)Best practices sharing (e.g.,study groups; local conferences)Lesson study/Critical friendsInquiry/Action ResearchModels (Difference fromObservation/Analysis: Systematicdata collection & analysis)Independent reflection uponteachingCollaborative small-groupreflection upon teachingSupervised/assisted inquiry Development/ImprovementModelsGroupprojects/plans/materials creationIndividualprojects/plans/materials creation, followed by group sharing & feedbackAutonomous group problemidentification and problem-solvingImportant work: Everet Rogers, diffusion of innovatinsdepth on innovators, early adoptersChoosing Models, re: Teachers(examples only!)Innovators -->IndividualizedLearning, Inquiry/Action Research Early Adopters --> CollaborativeDevelopment/Improvement, Inquiry/Action ResearchEarly Majority -->CollaborativeObservation/Analysis, GroupTrainingLate Majority -->GroupTraining, Individualized LearningCombining ModelsConcurrently (differentiatedby learner needs & preferences)Sequenced over timewebcast on kidzonline.com Powered by ScribeFire.
Notes on:NECC 2007 How Virtual Worlds Help Real Students: The River City MUVEChris Dede, Harvard University with Jody Clarke, Edward Dieterle and Diane Jass Ketelhut Monday, 6/25/2007, 2:00pm–3:00pm;Book Automation vs Amplification--about division of labor that can be done by machines and by people: 1) expert decision making (like auto mechanic finding problem that car sensors doesn't) 2) complex communicationsFocus on 21st century Skills:problem finding before problem solvingMaking meaning out of complexitycomprehension by a team, not by an individualEvolving toward distributed learningSophisiticated methods of learning and teaching orchestratged across classrooms Interfaces for distributed learningWorld to desktopMultiuser virtual environmentUbiquitous computingWhat is MUVE?virtual worldavatars interactmany experience via games or environments (eg 2ndlife)Incredible array of options and widening demographic2)very engaging3)learning processes are outstanding: exactly what we would want to see4) Content not very good in most environmentsHow make this work for learning:built River City--take deep academic content and add engagement and learning advantages of other gameshttp://muve.gse.harvard.edu/rivercityproject/Research on Stylesbeyond just personality typesscope and focus importnatCurrent thinking on stylespreference in the use of abilitiesn, not abilityies themselvesprofiles of stylesNeomillenial learning stylesfluency in mutipel media, valuing each for type sof communication activitieslearning based on sollectivly seeing, seiveing and systhensignsactive learning based on experience real and virtualprojects realistic and socially responsiblenot all teams have to arrive at same solution; complex problemsthe problemparents:schools not preparing students for 21st century jobsteachers: self report use lectore formatstudents: no technology in science classrapid cecline from k-->12 in interest in science careersnew pedagogies scientific inquiry--difficult to create authentic environment, situated learningnon-linear learningability to explore identity as a scientistStudents can do virtual experimentation: eg sample water in virtual world, hospital admissionscan substitute for traditional learning (same test scores)but ask students, they like aspect inquirycan generalize from this projectwe have to change the way we teach to handle the complex variety of ways they learnconditions for success complicated:1) engagement - bar high with activities outside school2) active learningchanging behavior patterns more than just know, must be emotional and collective responsibility; can creat that kind of community in virual world; Think we will see more powerful environments on the web; many are windows only now Powered by ScribeFire.
Notes on Sowing the Seeds for a More Creative Society Mitchel Resnick, MIT Media Lab Monday, 6/25/2007, 12:30pm–1:30pm; Lifelong Kindergarten :: MIT Media LabGap of what students need and what is provided; consensus one key is to think and act creatively; eg book rist fo the creative classOur work: close this gap; looking for models where help young people to act creatively; one area is kindergarten, especially traditional kinderg; it is a spiral:imagine-->create-->play-->share-->reflect-->imagine-->we shift away from this approach as move up grades; becomes transmission model; mostly becuase we don't have right materials, that is where technology can extend kindergarten style to more advanced concepts; we need low floor, high ceiling (get started easily but can get quite advanced,) also want wide walls allow flixibility to do things differently, their waytry to bring together art and technology to connect to math and scienceNew ways to use sensor and legos/mindstorms: sensors to detect blow out candle and ply music, pet kitten and meows; girl put sensor on bottom of boots to like lights different color based on speed of walkingAlso new virtual environment; free software developed called scratch; visual programming gets away from syntax; put together blockscan bring in pictures from internet and outside soundsexample of creating variables that change in the programmingshare on website where upload scratch projectshttp://scratch.mit.edu/people build on each other's workcan get FAQ to embed java version of scratch project in a webpageNow looking at changing sensors on legos/mindstorm with capability to collect data over time and graph wokshop asked students advice for next studentsstart simplework ont hings that you likeif no clue, fiddle aroundfind a friend to work withokay to copy stuffbuild take apart and rebuildlots of things can go wrong, stick with itshows intuitive understanding of creative leaning process; Kindergarten becoming more like the rest of the school; we need to make the rest of school more like kindergartenThe Playful Invention Company: PicoCricketRCX PicoBlocksPowered by ScribeFire.
Framing Research on Technology and Learning: Implications for Teacher EducatorsEarly childnood1) design on what we know about learningImportance of playObservation informs instruction2)context of four developmental dimensions3) ICT potentiall important ot you leanrings and impact developmenttech that takes advantage of children's emerging skills4) explore concepts in way not possible without new tech5) mixed methodlocies to produce data rigourous and detailedQuantiative, Qualative, scale EnglishLiteracies in multiple mediasScience how to relate burgeoning use outside school to use within schoolunique uses of tech using still and moving images, simulations, use of probeware; eg use hi def video with probeware; can also get videos on youtube but not explanation wrong; it is not oxygen gone air expands and contracts; if you have pressure and temp probes along with videoSpEdstudies look as specific tech, eg text2speech, graphic organizers, but not many that look at effectiveness of all together; this is the future trendNECC 2007 Planner | PlannerPowered by ScribeFire.
NotesNECC 2007 Assessing Students' and Teachers' Technology Skills: NETS as BenchmarksMila Fuller, ISTE with Don Knezek Monday, 6/25/2007, 10:00am–11:30am; MFULLER@ISTE.ORG Handouts with these links Certiport | Home - Microsoft certification in basic computer skillsnita bBrooks, K12 Solusiotns662-621-8948 email@example.comTechLiteracy Assessment : measures and reports technology literacy for elementary and middle school studentsLaia Jackson, Market Manager800-580-4640 direct 503-517-4445 firstname.lastname@example.orgPBS TeacherLine | PBSTim Lum, Director of Marketingtdlum@pbs.orgSETDAMary Ann Wolf, Exec Director 410-647-6965 email@example.comPBSTeacherline is 130+ courses for teacher instruction; we offer the ISTE capstone program with 3 courses: how embed nets into the classroom; allows teacher to view nets and use in classroom; not for new teachers, need experienced teachers, particularly leaders; want teachers who can articulate at classroom and district levelCapstone IntroCapstone1: teaching with techCaptsone2: empower students with technologyCan get ISTE certification; Library of multimedia exhibits: video of exemplary teaching, readings; discussions about teaching and learning with techPersonalized portfolio with artifacts and reflections showing standards in practiceSETDA: 8ht grade literacy requirement has 2 pieces--federal requirements and what is best for kidsFed required but no reporting to feds, now state had to report how many tested and results of how many passedLearning.com Alia JacksonHave online content,TechLeteracy Assessment: online authentic assessment, criterion referenced, automatic reporting at district school, class, and student elementary veriosn gr 3-5MS version 6-8across 7 modules: database, multimedia/presentations...based on NETS S; which assess mult choice and other assessmentsperformance based, so they simulate applications that they complete tasksFeedback that databases difficult, so set up library database simulation;these simulations provide authentic assessment of usesas proctor you can set daily time window to keep students out at night.Angoff standard setting method: Certiport Laia Jacksonceriport does industry certifications; sole partner for microsoft mous; now also adobe j]Benchmark and Mentor programs220 quesiotns for IC3 certification; benchmark questions and then mentor helps you learnLiving Online module: use internet email effectively including copyright, privacy, also networksKey Applications moduleBasic Computing modulePowered by ScribeFire.
Notes from NECC 2007 Integrating Real-World Data in ClassroomsLiesl Hotaling, Stevens Institute of Technology with Greg Bartus Monday, 6/25/2007, 8:30am–9:30am;Handout: CIESE: Integrating Real-World Data in Classroomshttp://www.ciese.org/currichome.htmlCollaborative projects include finding circumference of the earth; need collaboration to highlight points for real data; Run these twice a yearReal time data is data happening right now, eg weather, air quality, ocean, ; use webcams, monitor newsshowed example of national weather temperature today; eg time site shows daylight on the earthhttp://www.time.gov/timezone.cgi?Mountain/d/-7/javacan calculate roughly number of hours per day with width of shadowExample of a math story problem of time ship takes to go somewhere;better if use noaa hurricane tracking for students to solve prlbemStowaway adventure on handoutPowered by ScribeFire.
ResourcesNECC 2007 Cool Tools: Incorporating Web 2.0 Tools in the ClassroomNice handout with lists of Web 2.0andKathy Schrock's Home Page: Shedding Light on Web 2.0has a nice list of Web2.0 toolsPowered by ScribeFire.
Notes on:NECC 2007 Program Evaluation Tools and Strategies for Instructional Technologyjsun@sun-associates.com 978-251-1600 x204doing program eval for seven history grantsredoing alabama tech plan, help them develop own measures to take ownership; districts need to make meaning of data being gathered for state.Handouts and PPT:NECC 2007 WorkshopsQualitative as well as quantitative; mostly qualitative in our work;Many eval summative, but should be both formative and summativeBy Definition, Evaluation…Is both formative and summativeHelps clarify project goals, processes, productsShould be tied to indicators of success written for your project’s goalsIs not a “test” or simply a checklist of completed activitiesQualitatively, are you achieving your goals?What adjustments can be made to your project to realize greater success?Page 5 in the workbook diagram (slide A Three-Phase Evaluation Process) Indicators drive the data collectionnot throw out the net and see what happens; often data collection same way; rather design survey on what you know you are looking for;Handout: tasks1. initial mtg getting to know partners2. estabish identity of eval3. establish project lead4. create contract work (works schedules, procedures:5. create eval committee6. hold first eval committee mtg purpose to create project benchmark indicator rubrics and data collection expectations7. establish schedule fo radditional committee mtgs thoughout year8. establish reporting schedule9. review and finalize rubrics and data collection tools10. create data collection schedule11. collect data12 data analysis13. reporting#5 Feel very strongly that evaluator works with a committee of stakeholders; participants have to do the work of the goals, wouldn't you want them providing input on the eval process; if not students then parents advocates for studentshandout: (slide nine) Project Sample - diagram of logic map called Supportive Reading Environmentsproject inputs: needs, what is project addressing; StrategiesIntermediate goals outcomes or bojectivesUltimate project goal or outcome (or vision)Eval question related wording in intermediate goals; wording is "To what extent have...[wording of the goal]." Dont' want to word it yes/no "have they or haven't they"Rubric 4 levels; highest level is the Wow level; mix of quantitative and qualitativeIndicator statements criteria (slide 13)We looked at some proposals and had to develop the logic map: needs, strategies, intermediate goals, ultimate goal. Then spent time discussing rubric ultimateTo Summarize...Start with your proposal or technology planLogic map the connections between actions, objectives, and goalsFrom your goals/objectives, develop evaluation questionsQuestions lead to indicatorsIndicators are organized into rubricsData collection flows from that rubricEvidence/Data CollectionClassroom observation, interviews, and work-product reviewWhat are teachers doing on a day-to-day basis to address student needs?Focus groups and surveysMeasuring teacher satisfactionTriangulation <http://www.sun-associates.com/eval/samples/samplesurv.html> with data from administrators and staffDo other groups confirm that teachers are being served?focus on just survey not very reliable since it is self reporting data; may be more cost effective but need to triangulateyVIVEDyProfileryLoTiyZoomerangySurveyMonkey.comIt does no good if not disseminate reportsSchool committeepress releasescommunity mtgsPowered by ScribeFire.
Notes from:NECC 2007 program - Getting the Most Out of Your Technology ProjectElizabeth Byrom, SERVE Center at University of North Carolina—Greensboro with Jenifer O. Corn and Beth Thrift Saturday, 6/23/2007, 8:30am–11:30am; GWCC B405Serve Center REL for NC, FL, GA, MS, SCWe read example of an EETT Grant proposal & discussedEval two different focuses: internal formative evaluation, purpose may be different than external summative evaluation; SERVE developed Cape:Capacity for Applying Project Evaluation CAPEEvaluation Capacity Building - Evaluation FrameworkEval planning Mapping project logicClarifying strategies and objectivesDefining eval questinsformattting benchmarksSelecting methods an dmeasurecontudinting the eval Drawing inferencesLogic map: graphical representation of relationships among key elements [this adds extra points to federal grant proposals]Learning From Logic Models : An Example of a Family-School Partnership Program - Publication by Harvard Family Research Project - HFRPOnce have logic map, then use eval questions to focus on portions to be evaluatedImpact Questions (based on objectives)Implementation Questions (based on strategies)Eg If objective that students acquire tech skills, then need tool like ISTE/Microsoft-created Technology skills evalMethods and measuresQuantitative or qualitatve (not easily measured with numbers)Data dictated by eval questions;Data stepscollectingstoring/organizinganalyzinginterprettingInformal data--for eval to be purposeful and systematic, data must be relatively formal: collected, soted/organize, and analyzed wiht some degree of rigorhandout: tips for data stepsInstruments and protocolsSchool Tech needs Assessment STNA or stennaLooking fo rtech Integration LOFTI Technology and school-family-community partnership surveyProfessional devel questionare pdqRubrics for Lesson plans and student productsReflection logsEvaluation Capacity Building - Data Sources: ExamplesSTNA is free and you can ask for building/district to take online by emailing:STNA handout-about 80 itemsknow hwat staff members thin and feel about leaderhsip, planning, budgetinfrastructure and resourcesprof develclassroom practices wtih tehcimpact of tech on studentsShare results back with teachers for most effectiveness; frustrated with "black hole"STNA developed from ISTE, engauge, etc common themes from literature version 3.0 removed NCarolina specific content; v2 tested validity and reliabilityLOFTIClassroom observation protocolEvaluation Capacity Building - Looking For Technology Integration LoFTILOFTI gather evidence of how tech is actually being usedThis is different from what people think or feel is happeningdeveloped on best practices, 21st Cent skillsIf resistance, Make clear not on teacher performance, only on school level,; may want to give different name than observations (connotation of teacher performance), eg protocol for tech info collection instrumentTechnology-Partnership SurveyOnline like STNA for teachers, parents, and community membersDetermines perceptions to plan decisions about using tech to suppor tfamily and community involvement effortsBased on epstein's Six type of involvement frameworkEvaluation Capacity BuildingFive Cirtical Levels fo PD Evaluation (PDF Survey)based on GuskeyRubric toolhttp://www.ncrtec.org/tl/sgsp/lpsg.htmhttp://rubistar.4teacher.org/Teacher Reflection LogHandoutStrongly encourage getting evaluation team of stakeholders; SEIR*TEC PresentationsGrantwriting infoPowered by ScribeFire.