no teacher left behind real technology integration tools and skills
TRANSCRIPT
No Teacher Left BehindNo Teacher Left Behind
Real Technology Integration Real Technology Integration Tools and SkillsTools and Skills
Session DescriptionSession DescriptionMotivate teachers to integrate Motivate teachers to integrate technology...make work easier technology...make work easier Deliver complete packages Deliver complete packages – Planning toolsPlanning tools– Templates Templates
Open, Modular Formats Open, Modular Formats – Flexible Flexible – Affordable Affordable – Packaged with instructions Packaged with instructions
Mechanisms for sharing Mechanisms for sharing
Modular Design StrategiesModular Design Strategies
Modular Design Strategies Modular Design Strategies – Yearly Planning Yearly Planning – Generic Templates Generic Templates – Replicated Modules Replicated Modules
Teachers Need Different Project Teachers Need Different Project MgmtMgmt– Easy– Just the BasicsEasy– Just the Basics– VisualVisual– At-a-GlanceAt-a-Glance
Session ExplorationsSession Explorations
Explore Web-based Distribution Explore Web-based Distribution
Explore E-mail based distributionExplore E-mail based distribution
Explore Software SolutionsExplore Software Solutions
ObjectivesObjectivesParticipants will...Participants will...Goal #1:Goal #1:– Discover strategies Discover strategies
Thematic Units Thematic Units Planning Tools Planning Tools Templates Templates
Explore Web-based Distribution Explore Web-based Distribution – Online TutorialsOnline Tutorials
Explore SoftwareExplore Software
Objectives (Cont.)Objectives (Cont.)Participants will...Participants will...– Goal #2:Goal #2:
Examine Planning and Project Management Examine Planning and Project Management Strategies Strategies
Yearly Planning Yearly Planning
Thematic Units Thematic Units
Project Management Tools Project Management Tools
Explore Database Software Explore Database Software MS AccessMS Access(TM)(TM)
The BrainThe Brain(TM)(TM)
InfoSelectInfoSelect(TM)(TM)
Objectives (Cont.)Objectives (Cont.)
Participants will...Participants will...– Goal #3:Goal #3:– Demonstrate Package Delivery Demonstrate Package Delivery
AutoResponders AutoResponders
E-mail E-mail
Web-based Distribution (Download) Web-based Distribution (Download)
– Explore Web-based Distribution Explore Web-based Distribution Software Software
SiteBuildIt(TM) SiteBuildIt(TM)
Objectives (Cont)Objectives (Cont)Participants will...Participants will...Goal #4:Goal #4:– Demonstrate Package Delivery Demonstrate Package Delivery
AutoResponders AutoResponders E-mail E-mail Web-based Distribution (Download) Web-based Distribution (Download)
Explore Web-based Distribution Explore Web-based Distribution Software Software
AutoRespondersAutoRespondersRSS RSS
Access to MaterialsAccess to MaterialsProvide Access to MaterialsProvide Access to MaterialsProvide How-to InformationProvide How-to InformationSamples Samples – Web Download Address: Web Download Address: – Contents of CD Contents of CD – Replicated Modules Replicated Modules
Planning Estimates Planning Estimates – Time Time – Cost Cost – Software Software – Subscriptions Subscriptions – Required SkillsRequired Skills
Connecting with TeachersConnecting with TeachersUse Use Strategic Structuring and Strategic Structuring and TemplatesTemplates
Consistent Module Design:Consistent Module Design:
Modular Design Strategies Modular Design Strategies – Yearly Planning Yearly Planning – Generic Templates Generic Templates – Replicated Modules Replicated Modules
Web-based (Online) DistributionWeb-based (Online) Distribution
E-mail-based DistributionE-mail-based Distribution
Software ToolsSoftware Tools
ExperiencingExperiencingWhat is it like to have "free" time?What is it like to have "free" time?– "Teachers haven't' seen free time in so long that they "Teachers haven't' seen free time in so long that they
wouldn't recognize it if they had it“wouldn't recognize it if they had it“Joseph ChmielewskiJoseph Chmielewski
We can motivate teachers if we show them how to We can motivate teachers if we show them how to get their time backget their time backWe can give teachers their time back, if we show We can give teachers their time back, if we show them how to use technology and work togetherthem how to use technology and work togetherWhat this is not What this is not – Lots of unrelated links to lesson plans Lots of unrelated links to lesson plans – Stuff that makes more work for teachers Stuff that makes more work for teachers – A substitute for good teachers or good teaching A substitute for good teachers or good teaching – Support for management stupidity and hair-brained Support for management stupidity and hair-brained
initiatives initiatives
Teacher Free TimeTeacher Free TimeTeachers won't have free time unless, until...Teachers won't have free time unless, until...– "Teachers can create free time if they work smarter, "Teachers can create free time if they work smarter,
and if they work together”and if they work together”Teachers work smarter by... Teachers work smarter by... – Planning for the year Planning for the year – Automating Automating – Sharing Sharing – Using the same templates and formats Using the same templates and formats – Focusing upon how children learn Focusing upon how children learn
Higher-order thinking questioning Higher-order thinking questioning Multiple Intelligences Multiple Intelligences
– Teaching with Themes... Teaching with Themes... That students like That students like That make sense That make sense That fit together That fit together That are related or interrelated That are related or interrelated
ExploringExploringStrategies for Training Teachers to use Strategies for Training Teachers to use Software...Software...– Ineffective and Limited Return on Investment!Ineffective and Limited Return on Investment!
Teachers don't have the time to practice Teachers don't have the time to practice Teachers can't devise new uses for unfamiliar Teachers can't devise new uses for unfamiliar software software Practice in isolation doesn't work Practice in isolation doesn't work Software features don't generalize to real work Software features don't generalize to real work The challenge of doing all this work alone is The challenge of doing all this work alone is overwhelming overwhelming Teachers don't feel comfortable using what they Teachers don't feel comfortable using what they haven't mastered with students haven't mastered with students
Instead... Instead... – Package the materials in small chunks with their Package the materials in small chunks with their
own embedded tutorialsown embedded tutorials
Exploring What WorksExploring What WorksStructured, small steps and replicated Structured, small steps and replicated models... and teachers sharingmodels... and teachers sharing– Teachers don't have the time to go it alone Teachers don't have the time to go it alone – Several teachers building and sharing Several teachers building and sharing
multiplies the returns for all multiplies the returns for all – Learning specific software features, one at Learning specific software features, one at
a time is manageable a time is manageable – Teachers feel comfortable using structured Teachers feel comfortable using structured
activities with students activities with students Remember... Remember... – Package the materials in small chunks with Package the materials in small chunks with
their own embedded tutorialstheir own embedded tutorials
Exploring Reusable ModulesExploring Reusable ModulesReusable modules are components that teachers Reusable modules are components that teachers train students to use.train students to use.– Students use these over and overStudents use these over and over– Once students understand the modules, the modules Once students understand the modules, the modules
can then be made more complicatedcan then be made more complicatedBenefits of modules include...Benefits of modules include...– Teachers only need to keep one step ahead of the Teachers only need to keep one step ahead of the
students students – Training becomes important, has "Face Validity" Training becomes important, has "Face Validity" – Training can be short, even automated Training can be short, even automated – Modules work well with student group projects Modules work well with student group projects – Teachers can assume coaching, mentoring and Teachers can assume coaching, mentoring and
facilitator roles facilitator roles – Rubrics can be applied to student outcomes Rubrics can be applied to student outcomes – Training can focus upon teachers' real workTraining can focus upon teachers' real work
and the packaged materials can be delivered in small and the packaged materials can be delivered in small timeframestimeframes
Exploring SkepticismExploring SkepticismWon't students get bored with doing the same thing over Won't students get bored with doing the same thing over and over?and over?– When the modules become more complicated, students don't When the modules become more complicated, students don't
see the tasks as the same thingsee the tasks as the same thing– The modules always focus upon the curriculum, not the The modules always focus upon the curriculum, not the
technologytechnology– Modules focus upon products and projectsModules focus upon products and projects
(students like projects) (students like projects) – Modules allow group activity and interaction Modules allow group activity and interaction – Modules supplant the need for so many testsModules supplant the need for so many tests
(students don't like tests) (students don't like tests) – Modules can be multi-disciplinaryModules can be multi-disciplinary
(less preparation for the teacher) (less preparation for the teacher) – Grading rubrics make assessing students' products more Grading rubrics make assessing students' products more
authentic authentic – Teachers can customize modules and share with one anotherTeachers can customize modules and share with one another
(If six teachers each build two modules, all teachers’ work (If six teachers each build two modules, all teachers’ work decreases by 5/6)decreases by 5/6)
Module SamplesModule SamplesAny complex student activity that Any complex student activity that students can be trained to apply can students can be trained to apply can be a modulebe a module– Student Individual and Group Projects Student Individual and Group Projects – Journal Entries Journal Entries – Self-correcting and Teacher Correcting Self-correcting and Teacher Correcting
Center Activities Center Activities – Structured Research Formats Structured Research Formats – Higher-order Thinking/ Multiple Higher-order Thinking/ Multiple
Intelligence's Activities Intelligence's Activities – Simulations Simulations – Keypals/ e-Pals Projects Keypals/ e-Pals Projects
Module SamplesModule SamplesThe Keys to Successful Modules are..The Keys to Successful Modules are..– Successively more difficult skills Successively more difficult skills – Specific learning targets Specific learning targets – Rubrics are used to assess student Rubrics are used to assess student
progress progress – Reusable templates or forms Reusable templates or forms – Usable for multiple content areas Usable for multiple content areas – Standardized, Sharable Standardized, Sharable
The contents of this CD contain many The contents of this CD contain many examples of Reusable Modulesexamples of Reusable Modules
SynthesizingSynthesizingSynthesizing means putting things Synthesizing means putting things together...together...– Developers and teachers have different Developers and teachers have different
rolesroles– Developers and teachers need different Developers and teachers need different
toolstools(P.S. Involve trainers, too)(P.S. Involve trainers, too)
Guess who needs more tools?Guess who needs more tools?
Teachers need More SkillsTeachers need More Skills
Surprise! Teachers need just as Surprise! Teachers need just as many skills...maybe more!many skills...maybe more!
But, when do they have time to But, when do they have time to learn these skills?learn these skills?
How do we Help Teachers?How do we Help Teachers?Technology Integration fails unless we help Technology Integration fails unless we help teachersteachersHelp teachers...Help teachers...– When they need help When they need help – When they want help When they want help – On their own terms On their own terms – Fast enough Fast enough
How do we do this?How do we do this?– Deliver help through...Deliver help through...– Web access and download Web access and download – Intranet access and download Intranet access and download – E-mail E-mail – Autoresponders Autoresponders – RSS RSS
What are these Distribution What are these Distribution Methods?Methods?
Definitions:Definitions:Autoresponders Autoresponders – Requests sent by E-mail automatically return Requests sent by E-mail automatically return
messages, modules, reports, tutorials messages, modules, reports, tutorials
RSS RSS – Information feeds that require an application to Information feeds that require an application to
be installed on the local computer be installed on the local computer – The RSS Application picks up the information as The RSS Application picks up the information as
soon as it is published on the Web server soon as it is published on the Web server
Other methods of content distribution* Other methods of content distribution* – (* not discussed in this presentation) (* not discussed in this presentation) – Streaming Media Streaming Media – Video on demand Video on demand – Shockwave/ Flash Web content Shockwave/ Flash Web content
PersonalizingPersonalizingHow do you apply a "Learn as you go" How do you apply a "Learn as you go" program?program?
What does it take to implement a What does it take to implement a "Just-in-time" program?"Just-in-time" program?
Who has the time and wherewithal to Who has the time and wherewithal to pull this off?pull this off?
What has to happen to make a What has to happen to make a program like this a reality?program like this a reality?
What might a program like this cost?What might a program like this cost?
Learn as You GoLearn as You Go
How do you apply a "Learn as How do you apply a "Learn as you go" program?you go" program?– Plan for the year Plan for the year – Set objective requirements Set objective requirements – Develop a Scope and Sequence Develop a Scope and Sequence – Develop rubrics Develop rubrics – Gradually increase required skills Gradually increase required skills – Deliver "just-in-time" tutorials Deliver "just-in-time" tutorials
Just-in-Time ProgramsJust-in-Time ProgramsJust-in-time Programs...Just-in-time Programs...– Keep tutorials just one step ahead of Keep tutorials just one step ahead of
student requirements student requirements – Keep tutorials short Keep tutorials short – Deliver the tutorials in bite-sized chunks Deliver the tutorials in bite-sized chunks – Match rubrics to these bite-sized chunks Match rubrics to these bite-sized chunks – Package a how-to with each step Package a how-to with each step – Make the requirements slightly more Make the requirements slightly more
difficult each step difficult each step
Summary QuestionsSummary Questions
What does it take to develop a What does it take to develop a program like this?program like this?
Who has the time?Who has the time?
What has to happen?What has to happen?
What are the costs?What are the costs?
For Answers..For Answers..
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http://www.classroomtoolkit.comhttp://www.classroomtoolkit.com