taking initiative: students and teachers controlling their own destiny david scozzaro ciee 625

Taking Initiative:Taking Initiative: Students and teachers Students and teachers

controlling their own destinycontrolling their own destiny

David ScozzaroDavid ScozzaroCIEE 625CIEE 625

The Problem StatementThe Problem Statement

Taking Initiative addresses three of the Education Taking Initiative addresses three of the Education Technology Plan for New Jersey Goals:Technology Plan for New Jersey Goals:

• 1.1-Educational technology will be infused into every 1.1-Educational technology will be infused into every school district’s curriculum and instructional activities. school district’s curriculum and instructional activities.

• 2.1- All educators will participate in high-quality 2.1- All educators will participate in high-quality professional development activities and attain, at a professional development activities and attain, at a minimum, intermediate proficiency levels in utilizing minimum, intermediate proficiency levels in utilizing educational technology to enhance student educational technology to enhance student achievement. achievement.

• 3.3- All districts, schools and classrooms will be 3.3- All districts, schools and classrooms will be connected to broadband, high-speed voice, video and connected to broadband, high-speed voice, video and data networks in all learning environments data networks in all learning environments (Education, 2004). (Education, 2004).

Current StatusCurrent Status

• School’s internal network connects School’s internal network connects the entire building to the internet the entire building to the internet with T1 connectionswith T1 connections

• The majority of the classrooms only The majority of the classrooms only have 1 computer for teacher use. have 1 computer for teacher use. Some have 1-2 antiquated desktops Some have 1-2 antiquated desktops in the back of the classroom; their in the back of the classroom; their use is limited at bestuse is limited at best

Current Status (Cont’d)Current Status (Cont’d)

• Due to overcrowding, computer labs have Due to overcrowding, computer labs have been turned into classroomsbeen turned into classrooms

• The only room consistently available for The only room consistently available for student computer room is the library and student computer room is the library and is reserved consistently for most of the is reserved consistently for most of the dayday

• Most teachers, although technologically Most teachers, although technologically literate, have not had training on how to literate, have not had training on how to use computers in the classroom to use computers in the classroom to enhance student learningenhance student learning

Benchmarks for Benchmarks for ImprovementImprovement

1.1. Make the entire school building wirelessMake the entire school building wireless

2.2. Make computer technology more readily Make computer technology more readily available to a greater number of students available to a greater number of students during a class periodduring a class period

3.3. Increase teacher knowledge of how to use Increase teacher knowledge of how to use technology effectively in order to technology effectively in order to incorporate into the curriculum and incorporate into the curriculum and ultimately foster higher order thinking skills ultimately foster higher order thinking skills in students through staff developmentin students through staff development

ResearchResearch

• Major goal of education in NJ is to instill critical Major goal of education in NJ is to instill critical thinking skillsthinking skills– NJCCCS 6.1A: analyze how historical events shape NJCCCS 6.1A: analyze how historical events shape

the modern world the modern world

• According to a study between students equipped According to a study between students equipped with and without laptops, Trimmel and Bachmann with and without laptops, Trimmel and Bachmann state, “Results of tests and questionnaires showed state, “Results of tests and questionnaires showed that laptop students had better spatial abilities and that laptop students had better spatial abilities and computer skills, furthermore higher participation, computer skills, furthermore higher participation, learning interest, motivation and pressure to perform learning interest, motivation and pressure to perform were found in laptop classrooms” (Trimmel, 2004). were found in laptop classrooms” (Trimmel, 2004).

ResearchResearchWhy Technology?Why Technology?

• Two computers in the back of the classroom will Two computers in the back of the classroom will not foster higher order thinking skills (Fabry, not foster higher order thinking skills (Fabry, 1997). 1997).

• John Lunt notes that, “The ready availability of John Lunt notes that, “The ready availability of technology has resulted in a significant technology has resulted in a significant transformation of the teaching and learning that transformation of the teaching and learning that is taking place. There is the changed atmosphere is taking place. There is the changed atmosphere within classrooms, one of new excitement and within classrooms, one of new excitement and curiosity for teachers and students, as well as a curiosity for teachers and students, as well as a strong level of collaboration evolving within and strong level of collaboration evolving within and between both groups” (Lunt, 2004).between both groups” (Lunt, 2004).

ResearchResearchWhy Carts?Why Carts?

• During a study to see the effects of During a study to see the effects of laptop carts in fifth grade classrooms, laptop carts in fifth grade classrooms, Grant et. al. state, “In almost 90% Grant et. al. state, “In almost 90% (88.9%) of the targeted classroom visits, (88.9%) of the targeted classroom visits, teachers were observed to be teachers were observed to be extensively acting as a coach or extensively acting as a coach or facilitator of learning. Other activities facilitator of learning. Other activities indicative of critical thinking and student indicative of critical thinking and student engagement were seen in over 30% of engagement were seen in over 30% of the visits” (Grant, 2005). the visits” (Grant, 2005).

TimelineTimelineSpring Spring setupsetup

Technology Coordinator distributes initial surveys to teacher by March 1Technology Coordinator distributes initial surveys to teacher by March 1

Technology Coordinator distributes initial surveys to students by April 1 Technology Coordinator distributes initial surveys to students by April 1 Wireless Wireless

Routers to be purchased and instillation crew hired (Must be done by May Routers to be purchased and instillation crew hired (Must be done by May 1.) 1.)

Year 1Year 1 Year 2Year 2 Year 3Year 3•Wireless Routers installedWireless Routers installed

•All Laptop Carts to be All Laptop Carts to be purchasedpurchased

•100 Laptops purchased100 Laptops purchased

•25 Laptop bags purchased25 Laptop bags purchased

•Appropriate Math, Science, Appropriate Math, Science, and Business software and Business software purchased and installed on purchased and installed on laptopslaptops

•Eight professional Eight professional development workshops development workshops created and given throughout created and given throughout the yearthe year

•Each Math, Science, and Each Math, Science, and Business teacher will create 3 Business teacher will create 3 technology-based week-long technology-based week-long units to be saved into a units to be saved into a databasedatabase

•Tech Coordinator to give 3 Tech Coordinator to give 3 one-hour workshops per MPone-hour workshops per MP


•Appropriate English, Foreign Appropriate English, Foreign Language and Social Studies Language and Social Studies software purchased and software purchased and installed on laptopsinstalled on laptops


•Each English, Foreign Each English, Foreign Language and Social Studies Language and Social Studies teacher will create 3 teacher will create 3 technology-based week-long technology-based week-long units to be saved into a units to be saved into a databasedatabase



•Appropriate Health and all Appropriate Health and all other Elective Supervisors other Elective Supervisors (this program is optional for (this program is optional for Electives dependant on what Electives dependant on what the Supervisor feel is needed the Supervisor feel is needed for the particular department) for the particular department) software purchased and software purchased and installed on laptopsinstalled on laptops


•Each Health and other Each Health and other Electives teacher will create 3 Electives teacher will create 3 technology-based week-long technology-based week-long units to be saved into a units to be saved into a databasedatabase


WirelessWireless

• The entire building will have wireless The entire building will have wireless accessibility through six wireless accessibility through six wireless hubs (routers)hubs (routers)

• An instillation company will be hired An instillation company will be hired to install the hubsto install the hubs

• The success of this benchmark will The success of this benchmark will be measured by the quality of signal be measured by the quality of signal in all rooms and maintenance by the in all rooms and maintenance by the Technology StaffTechnology Staff

Wireless CartsWireless Carts

• Over the course of three years, 12 wireless Over the course of three years, 12 wireless laptop carts with 25 laptops per cart (300 laptop carts with 25 laptops per cart (300 total) will be purchasedtotal) will be purchased

• Each of the core subject areas (English, Each of the core subject areas (English, Math, Science, and Social Studies) will have Math, Science, and Social Studies) will have two laptop carts for their departmentstwo laptop carts for their departments

• The Business and Foreign Language The Business and Foreign Language Departments will receive one cart each and Departments will receive one cart each and the remaining two carts held in the Library the remaining two carts held in the Library which be signed out by teacherswhich be signed out by teachers

Carts – Year 1Carts – Year 1

• The Business, Math and Science The Business, Math and Science Departments will each receive one cartDepartments will each receive one cart

• The fourth cart to be purchased for the The fourth cart to be purchased for the first year will be housed in the Library first year will be housed in the Library which can be taken out by teachers which can be taken out by teachers during the day and individual students during the day and individual students for the evening on a day-by-day basisfor the evening on a day-by-day basis

Carts – Year 2Carts – Year 2

• The English, Foreign Language and The English, Foreign Language and Social Studies Departments will each Social Studies Departments will each receive one cartreceive one cart

• The fourth cart to be purchased for The fourth cart to be purchased for the second year will be housed in the the second year will be housed in the Library which can be taken out by Library which can be taken out by teachers during the dayteachers during the day

Carts – Year 3 Carts – Year 3 and Assessmentsand Assessments

• Each of the four core subject areas Each of the four core subject areas will receive their second laptop cartwill receive their second laptop cart

• The success of this benchmark will The success of this benchmark will be measured by student and teacher be measured by student and teacher surveys and longitudinal studies of surveys and longitudinal studies of student standardized tests student standardized tests

Professional DevelopmentProfessional Development

• Through a series of eight staff development Through a series of eight staff development workshops, teachers will be trained on how to workshops, teachers will be trained on how to use the technology as well as how to utilize use the technology as well as how to utilize the technology as a tool to foster higher order the technology as a tool to foster higher order thinking skillsthinking skills

• The Technology Coordinator will collaborate The Technology Coordinator will collaborate with Department Supervisors and one with Department Supervisors and one Teacher Specialist per department to create Teacher Specialist per department to create department specific training that will be department specific training that will be implemented by the Department Supervisor implemented by the Department Supervisor and Teacher Specialist and Teacher Specialist

Professional Development – Professional Development – Year 1Year 1

• The Business, Math and Science The Business, Math and Science Departments will go through a series of Departments will go through a series of eight staff development sessionseight staff development sessions

• These will be given during the teacher These will be given during the teacher professional day and department meetings professional day and department meetings which are already included as part of which are already included as part of teacher contractsteacher contracts

• The teachers will each create three The teachers will each create three technology-based week-long project/unit technology-based week-long project/unit and save it to the network drive and save it to the network drive

Professional Development – Professional Development – Years 2+3Years 2+3

• Year 2- English, Foreign Language, and Social Year 2- English, Foreign Language, and Social Studies will go through a series of eight staff Studies will go through a series of eight staff development sessionsdevelopment sessions

• Year 3- Health and other electives (this Year 3- Health and other electives (this program is optional for elective teachers program is optional for elective teachers dependent upon supervisor and teacher dependent upon supervisor and teacher consensus)consensus)

• The teachers will each create three The teachers will each create three technology-based week-long project/unit and technology-based week-long project/unit and save it to the network drive save it to the network drive

Professional Development Professional Development AssessmentAssessment

• The success of this benchmark will The success of this benchmark will be measured by teacher surveys, be measured by teacher surveys, supervisory observations, and the supervisory observations, and the creation of a technology lesson plan creation of a technology lesson plan database database

Taking Initiatives Budget

Item Price Quantity Total

Year 1 Dell Laptops 1,500.00 100 150,000.00

Laptop Cart 605.93 12 7,271.16

Laptop Bags 30.00 25 750.00

Netgear Wireless G Routers 136.95 6 821.70

Instillation 3,000.00 1 3,000.00

Technology Coordinator Stipend 6,000.00 1 6,000.00

Teacher Specialist Stipend 2,000.00 3 6,000.00

Discipline Specific Software 6,666.66 1 6,666.66

Year 1 Total 180,509.52





Year 2 Total 168,666.67





Year 3 Total 168,666.67

Grand Total 517,842.86

Assessments and Assessments and MeasurementsMeasurements• Has Taking Initiatives been successful? Have standardized Has Taking Initiatives been successful? Have standardized

test scores increased? According to teacher and student test scores increased? According to teacher and student surveys, have critical thinking skilled increased? To what surveys, have critical thinking skilled increased? To what degree? Are higher order thinking skills noted in degree? Are higher order thinking skills noted in Supervisory observation forms? To what degree? Is this Supervisory observation forms? To what degree? Is this more or less often than traditional teacher-based lessons?more or less often than traditional teacher-based lessons?

• What training was successful? What training was not? What training was successful? What training was not? Based upon the teacher surveys, what have teachers Based upon the teacher surveys, what have teachers learned? How have teachers implemented technology into learned? How have teachers implemented technology into the curriculum and addressed NJCCCS? What areas of the curriculum and addressed NJCCCS? What areas of professional development need to be looked at in order to professional development need to be looked at in order to further increase student success?further increase student success?

Expectations for SuccessExpectations for Success Teacher SuccessesTeacher Successes

• Creation of a database of technology-based Creation of a database of technology-based lessonslessons

• 75% increase in teacher usage75% increase in teacher usage

• 75% increase in teachers’ technological 75% increase in teachers’ technological literacyliteracy

• 80% increase of teachers working as 80% increase of teachers working as facilitatorsfacilitators

• 100% of lessons address NJCCCS standards100% of lessons address NJCCCS standards

Expectations for SuccessExpectations for Success Student SuccessesStudent Successes

• 70% increase of in-school usage70% increase of in-school usage

• 50% increase in higher order thinking skills50% increase in higher order thinking skills

• 80% increase in student-centered instruction80% increase in student-centered instruction

• 4% increase of passing percentage on HSPA 4% increase of passing percentage on HSPA math test from 91 to 95%math test from 91 to 95%

• 2% increase of passing percentage on HSPA 2% increase of passing percentage on HSPA verbal test from 96 to 98%verbal test from 96 to 98%

• Increase from an average of 1156 to 1200 on Increase from an average of 1156 to 1200 on SATSAT

Sample SurveysSample Surveys

Student Initial SurveyStudent Initial Survey1. Does your family have a computer at home? 1. Does your family have a computer at home? o Yes (1)o Yes (1) o No (2) o No (2)2. If your family has a computer, how often do you use it?2. If your family has a computer, how often do you use it?o Never(1) o Never(1) o Once or twice a year(2) o Once or twice a year(2) o Monthly(3) o Monthly(3) o Weekly(4) o Weekly(4) o Almost daily(5)o Almost daily(5)3. How long have you been using a computer at home? Number of months 3. How long have you been using a computer at home? Number of months

and/or years:and/or years: ___________________________________ ___________________________________4. Do you have access to a computer / a computer lab at school?4. Do you have access to a computer / a computer lab at school? o Yes(1)o Yes(1) o No(2) o No(2)5. How do you access computers at school? (check all that apply)5. How do you access computers at school? (check all that apply)o Individually o Individually o As a whole class o As a whole class o In small groups o In small groups o In pairso In pairs6. Since what grade have you been using computers at school? Grade ______6. Since what grade have you been using computers at school? Grade ______7. In an average school year, how often do you use computers at school?7. In an average school year, how often do you use computers at school?o Never(1) o Never(1) o Once or twice a year(2) o Once or twice a year(2) o Monthly(3) o Monthly(3) o Weekly(4) o Weekly(4) o Almost daily(5)o Almost daily(5)8. You decide when you want to use a computer to work on assignments.8. You decide when you want to use a computer to work on assignments.o Always(5) o Always(5) o Often(4) o Often(4) o Sometimes(3) o Sometimes(3) o Rarely(2) o Rarely(2) o Never(1)o Never(1)

9. How often to you use a computer to complete the following tasks?Check the response that most accurately describes how often you use each of the following software programs / tools:

Never(1) Once or twice a year(2) Monthly(3) Weekly(4) Almost daily(5)

a. Play Games o o o o o

b. Do schoolwork o o o o o

c. Wordprocess a document o o o o o

d. Perform calculations with spreadsheets o o o o o

e. Create presentations o o o o o

f. Create a computer program

o o o o o

g. Create a database o o o o o

h. Produce multimedia projects

o o o o o

i. Use the Internet o o o o o

j. Search for information on the web o o o o o

k. Communicate through e-mail o o o o o

Teacher Self-AssessmentTeacher Self-Assessment

Set-upSet-up (For all lesson plans) (For all lesson plans)Do you:Do you:___ understand basic computer functions? (Including but not limited to: turning ___ understand basic computer functions? (Including but not limited to: turning

the computer on, using the mouse and keyboard, and logging in)the computer on, using the mouse and keyboard, and logging in)___ have all the equipment necessary to complete the lesson plan? (Including ___ have all the equipment necessary to complete the lesson plan? (Including

but not limited to: enough computers, printer, correct software (Word, but not limited to: enough computers, printer, correct software (Word, Excel, etc), internet connectivity, document camera, and/or LCD projector)Excel, etc), internet connectivity, document camera, and/or LCD projector)

Computer and Internet Ethics Computer and Internet Ethics (For all lesson plans)(For all lesson plans)Can you:Can you:___ identify and locate technology resources and evaluate them for accuracy ___ identify and locate technology resources and evaluate them for accuracy

and suitability?and suitability?___ model and teach legal and ethical practice related to technology use?___ model and teach legal and ethical practice related to technology use?___ apply technology resources to enable and empower learners with diverse ___ apply technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities?backgrounds, characteristics, and abilities?___ identify and use technology resources that affirm diversity?___ identify and use technology resources that affirm diversity?___ promote safe and healthy use of technology resources?___ promote safe and healthy use of technology resources?___ facilitate equitable access to technology resources for all students?___ facilitate equitable access to technology resources for all students?

Go through each of the checklists that apply to the particular lesson plan you wish to accomplish.Word Processing (such as Microsoft Word)Can you:___ open a new or existing document?___ create, edit and save to an appropriate folder a word processing document?___ format fonts, paragraphs and create a numbered or bulleted list?___ insert page numbers, page breaks, and symbols?___ create and manipulate tables?___ merge information from one document to another?___ use drawing tools, clip art, word art and import pictures?Spreadsheet (such as Microsoft Excel)Can you:___ open a new or existing document?___ create, edit and save to an appropriate folder a spreadsheet document?___ create and manipulate tables?___ add, multiply, and/or average numbers in a series?___ create a chart or graph?___ manipulate disaggregated data?

Looking to the FutureLooking to the Future

• Is the project too extensive or too Is the project too extensive or too limited?limited?

• Should the implementation of laptop Should the implementation of laptop carts continue to be used or should they carts continue to be used or should they be downsized or the program be be downsized or the program be expanded to each student with his/her expanded to each student with his/her own laptop?own laptop?

• How can teachers be better prepared to How can teachers be better prepared to foster higher order thinking skills in their foster higher order thinking skills in their students?students?

SummarySummary

• Taking Initiative looks to create an Taking Initiative looks to create an environment where students and environment where students and teachers can control their own destiny. teachers can control their own destiny. By utilizing laptop carts and proper By utilizing laptop carts and proper technology training, teachers have the technology training, teachers have the tools to push students’ higher order tools to push students’ higher order thinking skills beyond goals that until thinking skills beyond goals that until recently seemed unimaginable. recently seemed unimaginable.

taking initiative: students and teachers controlling their own destiny david scozzaro ciee 625

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