Creating+Tech+Facilitators

Dr Traci Reddish Dr. Jo Williamson, Kennesaw State University

GEM Project?

[|Technology Facilitator Standards/ Technology Leadership Standard]s ISTE has worked with the National Council for Accreditation of Teacher Education ([|NCATE]) to develop a set of performance assessment standards for initial and advanced endorsements in the areas of Technology Facilitation and Technology Leadership.

Mabry Middle videos were used to show engagement - Stem Cell Reserach video-(Available in iTunes or mabryonline.org) [|Directory of Mabry student podcasts] Mabry bg info -
 * Video Project Example - Engagement**
 * students have a premier when videos are released.
 * Dress up,
 * parents come.
 * Sell professional videos of winners.
 * Community involvement in creation and production of videos.

Q: What is effective about this learning experience?

Answers: powerful speakers, retenetion of material, research, technology skills, tech skills not focus, community involvement, stretched their thinking beyond their initial narrow views and opinions, multi disiplinary, focus on a deep conceptual level, speaking to a real audience and their were aware of their intended audience.motivated to learn on all different levels, motivation: final product publication, engaged families and community - hard to do as a child, communication, collaboration, global thinking, putting themselves in anothers shoes, being objective, persuasive, inquiry project based on a very deep probing question that forces then to examine then focus in a specific problem and find a solution, synthesize very complicated things down to a very simple explanation, creates crirical decision makers.

[|digitales.us] - Evaluating Digital Products

//**Indicators of Instruction for Understanding, Transfer, and Engagement -**// (hand out) Adapted from Plugging In (1995) Jones B. Valdez, Nowakowski, Rasmussen //Plugging In: Choosing and Using Educational Technology// discusses what is known about effective learning and effective technology, and puts it together in a planning framework for educators and policymakers. After reading about effective learning and technology, educators can follow the instructions in the center insert to actually use the framework to plan technology and technology-enhanced programs that complement learning. The publication closes by proposing ways that policymakers can encourage the spread of effective technologies to more schools.
 * Components || Indicators || Indicator Definitions ||
 * Content and Learning Goals || Standards Based

Challenging || Addresses district, state, and national content and technology literacy standards

Requires that students move beyond knowledge and comprehension to engage application, analysis, synthesis, and evaluation. ||
 * Learning Tasks || Authenic

Student-directed || Requires students to (1)participate in a real life or simulated scenarios, (2) assume an adult and/or professional role, (3) enact a complex set of thinking/problem solving strategies typically used by adults/professionals, (4) use technologies and processes that adults/professionals use in their daily life/work, (5) grapple with open ended questions (6) solve ill-structured problems, often with unpredictable results and multiple solutions (7) produce products for audiences that would use/care about results.

Emerges from the interests and questions posed by students; takes new and unexpected directions as new knowledge is discovered and processed; Requires ||
 * Student Roles || Explorer

Teacher

Producer || Pushes new ideas/tools, pushes the envelope in ideas + research

Helps others learn in formal and informal contexts.

Develops products of real use to themselves and others. ||
 * Teacher Roles || Facilitator

Guide

Co-Learner/Co- Investigator || Engages in negotiation, stimulates discussion, and monitors the process of learning, but does control or over-simplify student tasks.

Helps students to construct their own meaning by modeling, meditating, explaining when needed, clarifying, redirecting focus, and providing options.

Considers self as a learner who is willing to: (1) explore areas outside his or her current expertise, (2) allow students to pursue questions to which he or she does not have answers, and (3) collaborate with others to acquire needed knowledge and skills. ||
 * Social Interactions || Collaborative || Establishes a context where students must co -construct knowledge with others, understand mulitiple perspectives, and learn to respect diversity. ||
 * Assessments || Performance based

Seamless, Ongoing

Generative || Involves producing and assessing a product, usually for a real audience and purpose.

Provides students with feedback on performance throughout the entire learning process.

Includes students in the cyclical, non- linear process of creating assessment criteria, reflecting on the actual projects produced, and revising the criteria to describe exemplary performance. ||

Nature Mapping Program - Horny Toad Population - Waterville [|Toad Tracking: Science and More Through Nature Mapping (video)] Video - [|www.edutopia.org] 4th grade year long project Students each partener with a farmer who collects data on sheets from students. Students learn Arcview to collect data. Use GPS enables PDA to do field research and mapping of info collected to look for toads and attach tracking. Create common vocabulary for scientists.
 * Video Project Example - Authenticity**

Used handout 2 to answer where we saw the "component" and give specific examples of where from video lesson.


 * The Role of Technology in Learning**

Q: How was technology used in the two video lesson examples? Q2: What does technology add to the learning experience that would be difficult to accomplish w/o it? access to resources, access/publish to a broad audience, way they collected authentic data with professional technology tools, communication/collaboration with no boundries, Q3: What other types of technology might have enhanced the learning experience and why?

The Technology Engaged Learning Connection (Handout 3) "The Ledge" Chart - Adapted from "[|Plugging In]"

What is the best path to get to the "Ledge"- Block A? Have to have a strategy as a tech facilitator. Am I changing on the learning quadrant ot tech quadrant? Involve stakeholders?


 * Activity 4: Introducing LoTi - Levels of Technology Use Implementation Framework (handout 4)**

About LoTi - [|http://www.loticonnection.com] Review Framework and place teachers at your school/district. Discuss. Review more detailed rubric and discuss level and category coorelation.

Be able to explain what LoTi is and how it relates to Engaged Leaarning Indicators. How do you decide levels if levels er all over the place? Level at the lowest common denominator and attack from there.

Decide the LoTi levels of Toad and Stem Cells lessons/video. Graph the results to help calibrate the use of the tool. Discuss findings. Answer: Stem Cell - 5 could be 6, Toad - 4 could be 5 Never show bad models first.

Option: Besides LoTi Model there is the [|ISTE Classroom Observation Tool]

//Lower Level Video Lesson Examples:// Example 1: Captured Wisdom - //Are we there yet?// Waukeegan Public School - Illinois Travel Lesson - work in groups- create a Hyper Stack - given a budget - where can they travel -spreadsheet work - internet research - ws data collection Low Authenticity Low HOT

What would it need to be more authentic? broader appeal, broader audience

How could you coach this person to be a higher rating and make this lesson better? Students a travel agents, use community - see where they are going and have students plan trip, present people with travel packets Students create video, travel bochure, podcast to sell trip Bring in tourist commision, chamber of commerce - how to bring people to an area Connect with other schools in the regions you are studying - trade data and build Website - Vacations for Kids By Kids- rubric of content

Example 2: Simulation Science simulation software - how different materials conduct heat What LoTi Level? (level 3 - transition period teacher is trying to make them think - authenticity is easily changed)

FeelTemp Video - Pre Teaching fro Simulation Students used probes to measure temp. What does something feel cold?

Is it situated in a context is the context authentic? Is there more than one right answer?

What could we do to raise authenticity? Construction project - playgroud, eco house, what to make baby seats out of

Activity 5: Finding and Selecting a Model
 * Indicators of Engaged Learning
 * Classroom-focused
 * Technology supported
 * Not Scary
 * As close to current context as possible (diversity, locale, grade level, content are, etc.)

Edutopia.org to find model - Look under Project based learning


 * //__Suggested Titles:__//**

Magic of Math Space Day: Students Troubleshoot Spaceflight SNAFUS Learning Landscape: Kids Monitor Terrain with Tech Journey North: Children Practice Real Science The Geo Literacy Project: Students Use Technology to Explore Their World Beginning the Journey: Five Year Olds Drive Their Own PBL Projects
 * Elementary**

Dollars and Sense:Kids Invest in Funds - And their own Future - (not a lot of tech) Team Learning: Teaching Students to Work Together A Product of Learning: King Middle School - Portland Maine First Peoples' Project: Native Children Distribute Their Cultural Wealth
 * Middle School**

Tech in Real Life: Students See Devices as Tools not Toys Freemont Business Academy: Student Entrepreneurs Win Big Animated Dreams: The ACME Animation Program Harrison Central HS: A Commitment to High Tech (tech + multidisiplinary)
 * High School**

//Can order a compilation of videos on DVD from Edutopia = about $20//

Have volunteers share which videos they picked. LoTi Rate it and explain why they chose it.

Closing Activities: (1&2) - pdf on NECC website under presenter session listing - Activity One: Exploring the Instructional Design of Online Resources With partners at your table, review the following three web sites and determine to  what extent the Website meets the indicators of engaged learning. All the following sites are excellent instructional resources, but which site would you recommend to  help secondary social studies teachers move toward the highest levels of authenticity, collaboration, and performancebased instruction? Why did you choose this site over the others?

http://etext.virginia.edu/salem/witchcraft/home.html  http://www.nationalgeographic.com/xpeditions/hall  http://www.cnn.com/studentnews/  (see iReporter link) allows student publication, authentic ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ **// Activity Two: Exploring Online Resources to Promote Engaged Learning the others? //** Explore a few of the engaged learning “jewels” that are available on the World Wide Web and ready for you to recommend for teacher use! Looking at these samples will help you recognize other good resources when you locate them. Finding these specific types of resources that address the indicators of engaged learning is difficult, but there are actually many options for technologysupport authentic, collaborative, studentcentered learning in K12 classrooms. The following are just a few samples:  The Green Schools Initiative encourages students to transform their schools, homes, and communities into healthier, more environmentally friendly places. The website does not seem to take student submissions, but provides resources to help students build a proposal, pass a resolution, and take action locally. Wouldn’t this site be even better if it allowed students to post and share information? http://www.greenschools.net/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> Recommended for Secondary English/Language Arts, Science, and/or Social Science. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Annenburg Media sponsors a collaborative project titled **Journey North** where students study wildlife migration and seasonal change. This project encourages students to collect and post observational data on various animals. Students can review others’ work and draw conclusions. http://www.learner.org/jnorth/

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Recommended for Elementary Science. Also easy to integrate some social studies and <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">language arts standards, too. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Jennifer Wagner creates and manages many online projects for teachers at through **JenuineTech.** Some of the projects are somewhat traditional and focused on knowledge and comprehension. Keep your engaged learning indicators in mind as you review projects on this site, but some of them are very good. Many of them are good first steps for teachers. The way she integrates Web 2.0 into her projects is very nice. The site can be a good intro to social networking for teachers. http://jenuinetech.com

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Elementary school, all content areas. Several are projects focused on literature and early <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">are <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">primary grades—both of which are rather rare. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The American Society of Newspaper Editors’ **High School Journalism** website also encourages students to publish original stories, photos, videos, and podcasts. Notice the two parts of this website. On hsj.org, students learn “about” journalism. On my.hsj.org, students have opportunities to publish to a broad audience. http://www.highschooljournalism.org <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">

Recommended for High School English/Language Arts/Journalism; Middle school/High <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">School Social Science. May have application for publishing science, math, health, and <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">physical education-related stories, as well.

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Large national newspapers of record as well as local papers also often host high school papers and encourage young writers to publish. The **Washington Post** is one example of how newspapers are using blogs to harness the read/write Web for educational purposes. There are many other examples of these interactive websites emerging. http://blog.washingtonpost.com/washpostblog/2007/02/high_school_newspapers_on_wash.html <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">

Recommended for High School English/Language Arts/Journalism; Middle school/High <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">School Social Science. May have application for publishing science, math, health, and <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">physical education-related stories, as well. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">The **Flat Classroom,** which evolved into the **Horizon Project**, is an award‐winning Wiki‐based learning experience that connected classrooms in different regions of the world for the purposes of exploring concepts related to Thomas Freedman’s book, The World is Flat. The project is slated to run again in Fall 2008. The project illustrates how online telecollaborative projects can be created by educators. The “online student summit” is worth reviewing. http://flatclassroomproject.wikispaces.com http://horizonproject.wikispaces.com <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">

Recommended for High School English/Language Arts, Business Education, and/or <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">School Social Science. <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Scholastic sponsors Writing With Writers where students are mentored by published authors and encouraged to publish their own work online. http://www.teacher.scholastic.com/writewit

Recommended for Elementary and Middle School Language Arts

Directories/Collection: Listings of more than one project and sites to help establish telecollaborations: <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> http://www.ciese.org http://quest.nasa.gov/ [| http://www.globalschoolnet.org/] http://www.education‐world.com/a_tech/tech094.shtml http://www.utexas.edu/academic/cit/services/courseware/resources/k12.html http://www.epals.com/ http://www.iearn.org http://www.nationalgeographic.com/xpeditions/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">[|http://www.jason.org/public/home.aspx] <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://www.thinkfinity.org/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://emissary.wm.edu/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Blog Sites: <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Wiki Sites: <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://pbwiki.com/ http://<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">www.wikispaces.com/ <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Online Resources that May Support Engaged Learning: <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">There are many resources online that are promising for authentic, student‐centered learning but they have not yet been contextualized for classroom use. Because of this lack of contextualization, teachers might be use these resources to support direct instruction or they might be able to harness the resources to help students construct engage in meaningful inquiry and knowledge construction. How can you help contextualize these promising tools? The ** WorldWide Telescope (WWT) ** is a Web 2.0 visualization software environment that enables a computer to function as a virtual telescope—bringing together imagery from the best ground and space‐based telescopes in the world for a seamless exploration of the universe. The video embedded in the “context” section of the Web site is very interesting. In this video, experts explain how exploration is always contextual. In other words, as students view the universe, they are able to compare size and distance of phenomena in relationship to where they are. On the website, the resource is also touted as an “environment for story telling.” There are also detailed instructions on how to “Author for WWT.” While WWT authoring tools are in beta version and the educator tools/resources are under development, it seems that students could use this resource to create amazing, original products that would be of interest to others. Here are some questions to ponder: Where could they publish these products and who would be interested? http://www.worldwidetelescope.org


 * (Handouts 5, 6, 7, 8 )**

Handout 6 - Another Tool for Relection Which are the most common uses of technology you will see if you enter your school? Rate it 1 being the most common, 6 being the least.

Handout 7 - A Strategy to Start Designing Technology- Supported Engaged Learning

Handout 8 - Lesson Plan Template