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