Evaluating the Integration of Technology in a Classroom by steph777

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									Evaluating the Integration of Technology in a Classroom

Why bother?
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Investment in Technology Master Plan for all Tennessee Schools No Child Left Behind International Society for Technology in Education (ISTE) Curriculum and Content Area Standards

Master Plan for all Tennessee Schools
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Goal 4.2.b
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Use technology that is developmentally appropriate to promote active learning and individualize instruction.
Advance student learning in using technology to assure that all students are prepared for high skilled, high wage jobs and to support lifelong learning.

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Goal 4.4
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Measures of the Goals
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Increase in student use of the Internet for learning as measured by the average number of hours per student per week (goal: 3 hrs. per week) Increase in number of teachers and administrators trained in the use of technology and strategies for incorporating current technology in the instructional program

No Child Left Behind
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Tennessee is revising its strategic Instructional Technology Plan in accordance with Title II Part D of No Child Left Behind. TN’s Consolidated Application for NCLB contained goals and objectives for instructional technology that were written to address the legislative requirements.

No Child Left Behind
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Goal 1: All students will be educated in learning environments that have access to educational technology used in support of academic achievement. Goal 2: All students will demonstrate technology literacy by the end of the eighth grade. Goal 3: All students will be taught by teachers qualified to use technology for instruction.

ISTE Curriculum and Content Area Standards
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NETS for Administrators  Knowledge and skills constituting the “core” of what every P-12 administrator needs to know about and be able to do with technology.

What is Integration of Technology?
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1980’s: Focus on basic computer skills for both teachers and students
1990’s: New direction of integrating technology into the curriculum Teachers are responsible to match technology’s possibilities with curricular objectives.

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What is Integration?
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Must start with content of the curriculum. “Curriculum Integration” vs. “Technology Integration” Purpose of integration is to develop higher level skills necessary for students to meet the changes and challenges of the future.

What is Integration?
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An integrated classroom has students fully engaged in meaningful learning using a variety of instructional technologies to meet their goals. The end product is NOT being able to use a tool. Development of critical thinking skills, collaborative work skills, and transference of these skills is the goal.

Example of Integration
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If objective is to identify and classify ions,
the teacher might begin with a lecture,  include a lab activity during the unit,  assign a paper to be researched on the Internet,  and let students use a pH meter connected to a computer to demonstrate how chemical ions effect acidity or alkalinity of solutions.
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Example of Integration
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Students are required to survey their classmates on their favorite candy, their views of the Iraq-USA conflict, etc.
Design the survey with a word processing program.  Use the Internet to define relevant issues for the survey.
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After results are collected, students enter results in spreadsheet.  Analyze results, converting information to charts and graphs.  Use PowerPoint to present project.  Display results on classroom webpage.
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Webquests
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Inquiry-oriented activity Most, if not al of the information used by the learners is accessed from the Web Focus is on using information the teacher has gathered, rather than doing the searching Supports thinking at levels of analysis, synthesis, and evaluation

Webquests
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Introduction tells learner what to expect Task is a description of what the learner is expected to do at end of the Webquest Process is teacher’s suggestions for completing the Webquest Resources section is a list of Web pages located by the teacher Conclusion is the summarizing section.
http://www.kn.pacbell.com/wired/democracy/debtquest.html

Cyberguides
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A supplementary, standards-based, Webdelivered unit of instruction centered on core works of literature Set of activities for students as they explore specific pieces of literature “Dragonwings” www.sdcoe.k12.ca.us/score/drag/dragtg.ht ml

Filamentality
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Template and resources that allow educators to create their own Internet-based activity or search for one that has been stored by others Hotlist: links to websites teacher has compiled for the topic www.kn.pacbell.com/wired/China/hotlist.html Scrapbook: Collection of Internet sites organized around specific categories www.kn.pacbell.com/wired/democracy/scrapboo k.html

Filamentality
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Treasure Hunt: Links to information with a specific question for each resource. Includes a culminating “Big Question.” www.kn.pacbell.com/wired/BHM/hunt.html Subject Sampler: Small number of web sites built around a main topic. Each presents an activity and requires the student to give their perspective on topic. www.kn.pacbell.com/wired/China/sampler.html

Multimedia Presentations
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Students use technology to present the results of a research project or activity PowerPoint Creating web page HyperStudio Stack Digital video

ThinkQuest
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Students in Grades 4-12 collaborate to research a topic in science, math, literature, social science or the arts Participants from over 100 nations http://library.thinkquest.org/20901/

Telecomputing Projects
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Keypals Telementoring Parallel Problem-solving Information Exchanges Database Creation

Internet Sites
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Use an online survey poll at www.zoomerang.com Online graph creation http://nces.ed.gov/nceskids/Graphing/ Keypals www.epals.com

Non-integration Uses of Technology
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These uses have a role, but shouldn’t be the measuring stick for integration.
Skill and Drill Software  Typing reports on a word processor  Software not tied in to the curriculum
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Where do I begin?
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Formal Observations
If they expect you to look, they’ll give you what you want to see.  Encourage integration.  Expect integration.
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Informal Observations

Formal Observations
Beliefs and Principles of the TN Framework for Evaluation and Professional Growth : “Each teacher should possess a repertoire of teaching strategies. The content, purposes of instruction, and needs of students should drive the selection and implementation of appropriate strategies.”

Comprehensive Assessment Planning Information Record
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What teaching strategies will you use to teach this objective? What are the student indicators of success within this lesson? Identify the data which will be collected to evaluate the students’ achievement of the goals/objectives?

Comprehensive Assessment Summative Report
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Planning: Plans instructional opportunities that are adapted to diverse students Teaching Strategies: Demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline and provides students access to this information through experiences which make the subject matter meaningful.

Comprehensive Assessment Summative Report
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Teaching Strategies: Demonstrates an understanding of and uses a variety of instructional strategies to encourage students’ development of critical and creative thinking, problem solving, and performance skills. Teaching Strategies: Uses an understanding of both the students and the subject matter to create a learning environment that encourages active engagement and student ownership of the learning.

Comprehensive Assessment Summative Report
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Assessment and Evaluation: Uses appropriate assessment strategies and instruments to obtain information about students and their ongoing progress and uses this information to make instructional decisions. Learning Environment: Creates a learning climate that supports the development of student abilities.

Comprehensive Assessment Summative Report
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Professional Growth: Collaborates with colleagues and appropriate others. Communication: Uses appropriate verbal and non-verbal techniques to communicate effectively with students, parents, and appropriate others.


								
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