the sos method
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The SOS MethodImplementing Software in the
Classroom
Arjan KhalsaConceptual Calculations, LLC
akhalsa@comcast.net
Arjan Khalsa CEO, Conceptual Calculations, LLC Principle Investigator on a number of
federally-funded educational technology and assistive technology R&D projects
20 years as the leader of IntelliTools, Inc. Have run implementation projects in many
districts This presentation focuses on:
Experiences with about 10 large implementations over the past 5 years
Experiences working with Spotlight on Learning for the past 3 years
And You?!
Your interest in implementation
The schools you work with
Types of computer applications
Grade levels
Sizes of potential implementations
Special situations and interests
Technology Implementation
We’ve used pencils, paper, and books in classrooms for 300 years
We’ve used computers for 25 years
Computer Use Varies
3 machines in the back of the room
A lab the students visit for 30 minutes per week
1:1 initiatives
Each method has merits
Implementation Results
Low Socio-Economic Status, note the lower starting point THE Journal, July 2005, SETDA
Iowa, Rural School Districts
The Iowa Professional Development Model
Employed EETT funds, Title IID
Implementation Results EMINTS
R2 = means that students’ prior knowledge + IPDM + technology account for 63.6 percent of variance in the improvement of reading scores for fourth-grade reading comprehension.
What Kinds of Software Deployments Can Benefit from Implementation Services? Tools Curriculum Assistive Technology Web-based or locally hosted Progress Monitoring Administrative ALL Kinds
SOS
Some Snapshots of Classrooms Analyzing a set of videos Ask these questions:
To what extent do the students seem to be engaged and on-task?
What role is the teacher playing in supporting the learning experience?
Is anything getting in the way of student engagement or understanding?
Videos Shown at the Conference They are not included in this version Themes:
Teachers monitoring computer labs while students work quietly
Teacher interacts with a student during a computer lab session
Students plan their computer lab session, preparing to make progress
Example of a lab where the teacher must essentially teach two classes at once and students lack attention
Teacher leads discussion on math to prepare students for computer lab session
Teacher leads discussion on math to summarize student lab experience
Could this take place at your school? What preparation can lead to this result? What preparation can avoid this result? Who gets short-changed in this multi-tasking
scenario?
In large-scale implementations When students are using software to learn When teachers need support to maximize the
learning experience When the ratio gets much higher than 1:1 The purpose for careful
implementation is to get predictable results.
Identifying Stakeholders
Steps to engagement Find out if the stakeholders are on the same
page? Are they willing to make this technology project a
success? You are not likely to make them change.
A Tale of Three School Boards
What could go wrong? Computers Headphones Setting Scheduling Seating and positioning for an AT user
Begin with the end in mind Schedule computer use carefully Insure that the room is quiet and ready for student
work Make sure every student and teacher knows their log-
in Try a run-through before expecting high-quality results
Computer time is valuable time Minimize start-up time
Log in Getting headphones distributed Setting up assistive technology while a student
waits Worries about students getting ahead of the
teacher Behavior management issues
Using signals can make a computer lab and efficient work space
Set expectations for the learning that will take place
In a lab setting with a large group: Begin each session with an “opener” that places
mental attention on the upcoming experience Monitor student engagement and understanding,
provide individual coaching and support End each session with a “closer” that seals the
student experience
Surround teachers with support
The Desired Results Students learn more effectively. Teachers feel empowered, more able to reach
their students. Administrators know their investment is
paying off for teachers, students, and parents. You have done your job well, and can replicate
the success.
Next Steps – What You Can Do Be very strategic with your technology
implementations Remember SOS
Structure the environment Optimize time Support student learning
Work with groups that specialize in implementation services: Conceptual Calculations, LLC Bridges
Come to my next presentation! Tomorrow – 1:00 Teaching Fractions w/Technology: Wipe Away the
Tears
akhalsa@comcast.net
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