TIES 2009 Presentation12/14/2009

In the spring of 2007, the district school board commits $100,000.00 per year to an initiative that embeds laptop computers and related peripherals into secondary classrooms.

From July 2007 to November 2007, a district-level committee develops a working model for the Classroom of the Future project.

January 2009, the first round of teachers are trained and equipped.

School Board Commitment

OPEB Fund Adjustment◦ All Day every Day Kindergarten◦ Secondary At Risk Program◦ Classroom of the Future

Eligible Teachers◦ Year 1: Grades 10-12, Core Subject Areas (6)◦ Year 2: Grades 9-12, Core & Elective (21)◦ Year 3: Grades 7-12, Core, Elective, Sp.Ed. (17)

Training Commitment◦ Year 1: Four Days◦ Year 2: Two Days◦ Year 3: One Day

Voluntary Application Process ◦ Competitive Grant Application◦ Review Committee

33 - Laptop Computers W/Charging Cart (COW) – 15 machines per cart

30 - Airliner (Notebook Software) 23 - Document Camera

8 - SMART Student Response Systems 3 - Scientific Probe Sets

Digital Projection Systems in Place !!

Rationale (Urgency)PedagogyElectronic ApplicationsHardware

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119

Creativity and Innovation Critical Thinking and Problem Solving Communications and Collaboration Information Literacy * Media Literacy * ICT Literacy * Life and Career Skills *

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119

Creativity and Innovation Communications and Collaboration Research and Information Fluency Critical Thinking, Problem Solving and

Decision Making Digital Citizenship Technology Operations and Concepts

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Entry LevelAdoption Level Adaptation LevelAppropriation Level Invention Level http://knowledgeloom.org/practice_basedoc.jsp?t=1&bpid=1069&aspect=3&location=2

&parentid=1050&bpinterid=1050&spotlightid=1050#d

Entry Level:

Teachers typically learn the fundamental aspects of using new technology, including the basics of configuring hardware and software.

Adoption Level:

Teachers concern themselves with ways to use the technology to support traditional instruction.

Adaptation Level:

Teachers integrate technology into existing classroom activities. The emphasis is productivity. Students use word processors, databases, and some graphics programs to create familiar products of instruction.

Appropriation:

Teachers begin to develop new approaches to teaching and learning that make the most of the technology available to them. A teacher's mastery and skill level has developed to allow the creation of new learning activities not possible without the technology.

Innovation:

Teachers no longer try to adapt instruction to technology but adjust their fundamental perceptions of instruction. Teachers who reach this stage reflect on the actual craft of teaching, and their fundamental teaching approach may shift. (Dwyer, Ringstaff, and Sandholtz, 1991)

How are students “wired?”

Creating Evaluating Analyzing Applying Understanding Remembering

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting goals and providing feedback Generating and testing hypotheses Cues, questions, and advanced organizers

http://www.middleweb.com/MWLresources/marzchat1.html

Linguistic intelligence Logical-mathematical intelligence Musical intelligence Bodily-kinesthetic intelligence Spatial intelligence Interpersonal intelligence Intrapersonal intelligence

http://www.businessballs.com/howardgardnermultipleintelligences.htm

Identify Desired Results◦ “What do we want students to know?”

Determine Acceptable Evidence◦ “How will we know when they know?”

Plan Learning Experiences and Instruction◦ “How will they learn?”

http://iearn.org/civics/may2003workshop/Understanding%20by%20Design%20Teaching%20Ellen%20Meier%20CTSC.pdf

©1998 Grant Wiggins and Jay McTighe

http://kmhs.typepad.com/rigor_relevance/2009/10/index.htmlDr. Mimi Dyer

http://wwwstatic.kern.org/gems/cue/Lemke.pdf

Cornell Note Template WebQuests (Word and PowerPoint) Note Cards Graphic Organizers (SmartArt) KWHL Form Inverted T Chart Community Clips Tables in Word Everything in Excel

NGS Simulation Intel (Student) WebQuest’s Wordle Mark Garrison Site California Learning Resource Network

Moodle Ning In Education Schoolwires

Coaching Availability Classroom Visits with Follow Up Discussion Research Support Equipment and Application Troubleshooting

The Competition◦Mninfinity◦IQ Academy ◦Charter Factor◦ATC◦Post Secondary

On November 17, 2009, twenty-one Classroom of the Future teachers completed an open-ended response survey indicating what they like most and least about the Classroom of the Future program.

“It has been awesome to get students on computers and connect real life applications to class material.”

“Students have improved their ability to interact with both the spoken word and written word. I am moving out of the front of the classroom to helping students be the active participates in their learning.”

“[What I like best is] my ability to reflect and rethink my practice in the classroom. My lessons have been richer by integrating online digital content.”

“Being able to empower students with technology tools that give them options to explore the world, communicate with the world, and discover their own interests and passions.”

http://www.wordle.net/