Post on 29-Nov-2014
description
Technology in Our Technology in Our DistrictDistrict
Michelle Erin ThielenMichelle Erin Thielen
Areas of FocusAreas of Focus
Increased levels of engagementIncreased levels of engagement Workforce preparation in the digital-Workforce preparation in the digital-
ageage Critical thinking skillsCritical thinking skills Content achievementContent achievement Student-centered and Individualized Student-centered and Individualized
instructioninstruction
Increased Levels of Increased Levels of EngagementEngagement
““Students Students demonstrate higher demonstrate higher levels of motivation levels of motivation and engagement and engagement when using when using technology, which technology, which also contributes to also contributes to improved improved achievement” achievement” (Harvey-Woodall).(Harvey-Woodall).
Increased Levels of Increased Levels of Engagement:Engagement:
Virtual ClassroomsVirtual Classrooms
Increased Levels of Increased Levels of EngagementEngagement
Application SharingApplication Sharing Whiteboard Whiteboard PresentationsPresentations
Workforce Preparation in a Workforce Preparation in a Digital AgeDigital Age
Critical Thinking SkillsCritical Thinking Skills
Multimedia project increased student Multimedia project increased student knowledge in:knowledge in:– Research skillsResearch skills– Ability to apply learning to real-world Ability to apply learning to real-world
situationssituations– Organizational skillsOrganizational skills– Interest in the contentInterest in the content
Apply processes of problem solvingApply processes of problem solving– Apply technology tools to develop Apply technology tools to develop
solutionssolutions
Content AchievementContent Achievement
Student-Centered Student-Centered InstructionInstruction
Individualized InstructionIndividualized Instruction
ConclusionConclusion
Need more professional development to Need more professional development to meet these major points/goalsmeet these major points/goals
programs with a minimum of 14 hours of programs with a minimum of 14 hours of PD led to positive and significant effects on PD led to positive and significant effects on student achievement, with an average student achievement, with an average effect size of .54 (Martin).effect size of .54 (Martin).
We found a significant correlation between We found a significant correlation between overall PD fidelity scores and the quality of overall PD fidelity scores and the quality of the lesson plans teachers created, the lesson plans teachers created, rr(151) (151) = .302, = .302, p p < .001 (Martin).< .001 (Martin).
Open Floor forOpen Floor forQuestions, Comments, and Questions, Comments, and
ConcernsConcerns
Sources: Sources: Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: a survey of professional development needs, Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: a survey of professional development needs,
experiences and impacts. experiences and impacts. Mathematics Education Research Journal,Mathematics Education Research Journal, 2222 (1), 31-56. Retrieved February 13, 2011, from (1), 31-56. Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/EJ883876.pdfhttp://www.eric.ed.gov/PDFS/EJ883876.pdf
Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002). How does technology influence student learning. Cradler, J., McNabb, M., Freeman, M., & Burchett, R. (2002). How does technology influence student learning. Learning and Leading with Learning and Leading with Technology, 29Technology, 29 (8), 46-56. Retrieved February 13, 2011, from (8), 46-56. Retrieved February 13, 2011, from http://caret.iste.org/caretadmin/news_documents/StudentLearning.pdfhttp://caret.iste.org/caretadmin/news_documents/StudentLearning.pdf
Harvey-Woodall, A. (2009). Harvey-Woodall, A. (2009). Integrating technology into the classroom: how does it impact student achievement? Integrating technology into the classroom: how does it impact student achievement? Retrieved February 13, Retrieved February 13, 2011, from 2011, from http://www.eric.ed.gov/PDFS/ED505984.pdfhttp://www.eric.ed.gov/PDFS/ED505984.pdf
Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan, K. (2010). Connecting instructional technology professional Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan, K. (2010). Connecting instructional technology professional development for teacher and student outcomes. development for teacher and student outcomes. Journal of Research on Technology in Education, 43 Journal of Research on Technology in Education, 43 (1), 53-74. Retrieved February (1), 53-74. Retrieved February 13, 2011, from 13, 2011, from http://www.eric.ed.gov/PDFS/EJ898528.pdfhttp://www.eric.ed.gov/PDFS/EJ898528.pdf
McBrien, J.L., Jones, P., & Cheng, R. (2009). Virtual spaces: employing a synchronous online classroom to facilitate student engagement in McBrien, J.L., Jones, P., & Cheng, R. (2009). Virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning. online learning. International Review of Research in Open and Distance Learning, 10International Review of Research in Open and Distance Learning, 10 (3), 1-17. Retrieved February 13, 2011, from (3), 1-17. Retrieved February 13, 2011, from http://www.eric.ed.gov/PDFS/EJ847763.pdf http://www.eric.ed.gov/PDFS/EJ847763.pdf