tie 300 fall 2013 session #2 september 19, 2013. tie 300

TIE 300Fall 2013

Session #2

September 19, 2013

TIE 300

Class Normshttp://tie300fall2013.wikispaces.com/Class_Norms

• Group #1: http://linoit.com/users/nmzumpano/canvases/TIE%20300%20Fall%202013%20Group%20%231• Group #2: http://linoit.com/users/nmzumpano/canvases/TIE%20300%20Fall%202013%20Group%20%232• Group #3: http://linoit.com/users/nmzumpano/canvases/TIE%20300%20Fall%202013%20Group%20%233

Trends in Ed Tech

Gwendolyn

Virtual Field Trips

Blog Review

• Students will create a blog and post six substantive reflections based on class discussions and topics. Reflective postings should be a minimum of 100 words and contain rationale information related to the topic being discussed. Candidates are encouraged to comment on classmates’ reflections. SEE RUBRIC FOR EXACT CRITERIA

Blog Review:• One blog post to date: “welcome”, One this week: “research”• Make sure your blog URL is linked to our wiki• Adding pictures/files/widgets/layouts/templates/embedding• Work on your blog, visit the blogs of classmates. Make

comments! Ask questions!

Blog Review

• http://cardonajairo.blogspot.com/2013_08_01_archive.html

• http://yadiragandarilla.blogspot.com/2013/08/bienvenidos-welcome-to-my-blog-i-am.html

• http://linseykrakowka.blogspot.com/2013/08/on-personal-note.html

• http://danielbramirez.blogspot.com/2013/08/introduction.html

Reflective Posts

• Write as if a stranger is reading your post• RE-READ!• Comment on your classmate’s posts• RUBRIC

Blog Rubric

Blog Rubric

Text Discussion: Introduction

• Anything stand out?

Text Discussion: Intro

Nicole’s notes:• Mentions Horizon Report & Pew Research (2009 & 2007)

• Page 4, paragraph 1: which is the greatest challenge?• Certain requirements in terms of security and bandwidth must be in place. • Sufficient funding for initial equipment purchase and ongoing upkeep is needed.• Students must have equitable web access.• Teachers must get professional development so that they are comfortable with the tools integrating

Web 2.0

• Page 9, paragraph 1 under “things to watch out for”Clearly, today’s students live in a world of interactivity and connectedness. They use tools to interact with information and others and to connect the dots of multiple ideas until relationships are clear. So schools must provide the same opportunities as students have outside to engage them and to individualize learning or risk apathy. Anyone used to interacting with objects and others to get information on a daily basis cannot learn by sitting still and listening to someone at the front to the room spout facts

Text Discussion: Convergence

• Cell phones• News/Internet• Digital camera with video capabilities

http://mashable.com/2009/10/08/top-mashups/

http://mixnmash.wikispaces.com/Examples+of+Mashups

Text Discussion: Intro

http://popplet.com/app/#/1239987

The Eight C’s: communication, collaboration, connectedness, communities of learners, convergence, contextualization, cloud computing, cost free

Log in to Popplet. Add any technologies you can think of that fit each category. Technologies may fit in more than one area so be sure to add them anywhere appropriate.

Internet Vocabulary

Words the internet has changed: like, poke, troll, icon, crash, search, post, viral, share, cookie, surf, spam

Avatars

hashtagsmemes

LOL’s

meh

MOOCs

Understanding Today’s Students

Technology in Education Research

http://www.makeuseof.com/tag/kids-past-vs-internet-generation

Understanding Today’s Students

Project Tomorrow’s Speak Up Survey• http://www.tomorrow.org

Horizon Report• http://horizon.wiki.nmc.org/home

Kaiser Family Foundation• http://www.kff.org

Beloit Mindset• http://www.beloit.edu/mindset/2017/

Technology in Education Research

Pew Internet Researchhttp://www.pewinternet.org

Technology Use in Chicago Public SchoolsUniversity of Chicago Consortium on Chicago School Research

Project Tomorrow’s “Speak Up”

• Background: Project Tomorrow is a national non-profit dedicated to empowering student voices. Convenience sample given in fall 2012 to:

Total Participation 2012: 466,303

K-12 Students: 364, 233Teachers & Librarians: 56,346Parents: 39,713School/District Admins: 6,011

8,020 schools across 2,431 districts30% urban43% rural27% suburbanAll 50 states and DC

Project Tomorrow’s Speak Up

Teachers, Administrators & Parents

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Students

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Project Tomorrow’s Speak Up

Break

Teen’s Use of Social Media

http://www.edudemic.com/2013/07/this-is-how-teens-are-using-social-media/

Pew Internet Research

802 youth (ages 12-17) and parents phone survey

Pew Internet Research

• 78% of teens now have a cell phone, and almost half (47%) of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011

• 23% of teens have a tablet computer, a level comparable to the general adult population

• 95% of teens use the Internet

• 93% of teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family members

http://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspx

Pew Internet Research

Online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012. 

http://www.pewinternet.org/Reports/2013/Teachers-and-technology.aspx

Pew Internet Research

• 92% of these teachers say the Internet has a “major impact” on their ability to access content, resources, and materials for their teaching

• 69% say the Internet has a “major impact” on their ability to share ideas with other teachers

• 67% say the Internet has a “major impact” on their ability to interact with parents

• 57% say it has had such an impact on enabling their interaction with students

Pew Internet Research

• Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments

• More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments

• 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area

• Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments

• Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students

Pew Internet Research

• Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve”

• 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas

• Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching

Technology Use in CPS

• Administrative Data from CPS• Chicago Public Schools survey spring 2011 (students, teachers, principals)• Student survey spring 2012

Technology Use in CPSStudents’ Reports of Technology Use

Technology Use in CPSTeachers’ Reports of Technology Use and How it Relates to Student Use

Technology Use in CPSPrincipals’ Reports of Technology Use

Horizon Report

Background: New Media Consortium creates an advisory board to look at emerging technologies that will have an impact on education in the next 5 years. Board contains members from education, technology and other fields. Spring 2013

• -Three reports available: higher ed, primary & secondary K-12, museum ed

Time-to-Adoption Horizon & Key Trends:• Near Horizon (next 12 months): • Mid-term Horizon (2-3 years): • Far-term Horizon (4-5 years):

• http://www.nmc.org/news/2013-horizonk12-interim-results

Horizon Report

• Key Trends

Horizon Report

• Report includes examples across disciplines as well as further readings for each of the 6 technologies to watch listed in the “Horizon” section

Horizon Report

Horizon Report

Horizon Report

Kaiser Family Foundation

• http://kff.org/disparities-policy/press-release/daily-media-use-among-children-and-teens-up-dramatically-from-five-years-ago/

• Background: Kaiser Family Foundation & Stanford University. Report based on a nationally representative survey of 2,002 3rd–12th grade students, including a subsample of 702 respondents who also volunteered to complete seven-day media use diaries. Survey given between October 2008 and May 2009

• Findings:

• Eight-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day (more than 53 hours a week).   ‘Media multitasking’ (using more than one medium at a time), means they manage to pack a total of 10 hours and 45 minutes worth of media content into that timeframe

• Use of every type of media has increased over the past 10 years, with the exception of reading. In just the past five years, the increases range from 24 minutes a day for video games, to 27 minutes a day for computers, 38 minutes for TV content, and 47 minutes a day for music and other audio.

Kaiser Family Foundation

Findings:

• Today, 20% of media consumption occurs on mobile devices—cell phones, iPods or handheld video game players

• Almost another hour (:56) consists of “ old” content—TV or music—delivered through “ new”pathways on a computer (such as Hulu™ or iTunes.)

• For the first time the amount of time young people spend watching regularly scheduled programming on a television set at the time it is originally broadcast has declined. However, the proliferation of new ways to consume TV content has led to an increase of 38 minutes of daily TV consumption. So television viewing—in one form or another—continues to dominate media consumption, taking up about 4. hours a day.

• Today 59% of young people’s TV watching occurs on a TV set at the time the programming is originally broadcast; fully 41% is either time-shifted, or occurs on a platform other than a TV set.

Kaiser Family Foundation

Findings:

• Over the past five years, there has been a huge increase in ownership among 8- to 18-year-olds: from 39% to 66% for cell phones, and from 18% to 76% for iPods and other MP3 players.  During this period, cell phones and iPods have become true multi-media devices: in fact, young people now spend more time listening to music, playing games, and watching TV on their cell phones (a total of :49 daily) than they spend talking on them (:33).

• About two-thirds (64%) of young people say the TV is usually on during meals, and just under half (45%) say the TV is left on “most of the time” in their home, even if no one is watching.  Seven in ten (71%) have a TV in their bedroom, and half (50%) have a console video game player in their room.

• Top online activities include social networking (:22 a day), playing games (:17), and visiting video sites such as YouTube (:15).  Three-quarters (74%) of all 7 th-12th graders say they have a profile on a social networking site.

• Only about three in ten young people say they have rules about how much time they can spend watching TV (28%) or playing video games (30%), and 36% say the same about using the computer.  But when parents do set limits, children spend less time with media: those with any media rules consume nearly 3 hours less media per day (2:52) than those with no rules.

Beloit Mindset

http://www.beloit.edu/mindset/2017/

• Background: Each August since 1998 Professors at Beloit College put together a cultural list of what life is like for incoming freshman

Standards

Image source

Standards vs. Objectives

Standards are goals for what students should learn and therefore establish what teachers should teach

"Content standards" define what every student should know and be able to do.

"Performance standards" explain how students will demonstrate their proficiency in order to establish that a standard has been achieved.

National Level----------------Benchmarks

States (and local school districts) interpret these goals and benchmarks

Objectives are statements that describe—in precise, measurable, and obtainable termsdesired learner outcomes.

Standards

IPTS 

ISBE-Tech ISBE-LA

ACEI

ACTFUL

NCSS

NCTM

NSTA

NETS

CCSS

Standards

Illinois Professional Teaching Standards http://www.isbe.net/profprep/pdfs/prfstandards.pdf

 Technology Standards for All Illinois Teachers (ISBE) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf

Language Arts Standards for All Illinois (ISBE)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf

ACEI Association for Childhood Education Internationalhttp://acei.org/programs-events/acei-standards-for-elementary-level-teacher-preparation

ACTFUL American Council on the Teaching of Foreign Languageshttp://www.actfl.org

NCSS National Council for Social Studieshttp://www.socialstudies.org/standards/teacherstandards

NCTM National Council of Teachers of Mathematicshttp://www.nctm.org/standards/

NSTA National Science Teachers Association

http://www.nsta.org/about/standardsupdate

NETS National Educational Technology Standardshttp://www.iste.org/standards

CCSS Common Core State Standardshttp://www.corestandards.org

NETShttp://www.iste.org/standards

NETS-S

NETS-T

Common Core

Prezi

http://prezi.com/vako6kqakbns/?utm_campaign=share&utm_medium=copy&rc=ex0share

Prezihttp://prezi.com/fulz1rownbru/?utm_campaign=share&utm_medium=

copy&rc=ex0share

Assignment

• Circle the verbs listed in the standard• Underline the nouns listed in the standard• Based on the nouns and verbs, create a list of

skills that need to be taught in order to master the standard

• What technology can you use to teach this?

http://tie300fall2013.wikispaces.com/Common_Core

Web 2.0 Cool Tools: Prezi & ShutterCal

http://www.shuttercal.com

http://www.prezi.com

Homework

Reflective Postings:

Choose a finding from the research presented to you in class. What stood out? Were you surprised by anything you saw? Do you think having information such as this available to you will help you reach your students on a greater level? Should we be cautious about research findings or take them at their word? Do you think students were portrayed positively or negatively by the findings?

http://pikemalltech.com/why-i-believe-teachers-should-blog-and-they-should-blog-every-day-on-creativity/