technology for learning (2)
DESCRIPTION
action research 2010TRANSCRIPT
“Technology for Learning” Literacy Innovation Action Research
Backward Design
AFL
Collaboration & Partnerships
Mt. Sentinel Secondary SchoolGlen Campbell, PrincipalGreg Osadchuk, Social Studies 10Mike Malakoff, Russian 8Kathi Knapik, Science 8 Tamara Malloff, Teacher-Librarian & Tech Integration Support TeacherShellie Malloff, Learning Support Teacher
"The biggest mistake we
can make...is to assume that the
challenge is to prepare
teachers to do the usual things better."
-John Goodlad, Educational Renewal: Better Teachers, Better Schools
Action Research Question:
“Will the use of a teacher-selected collaborative technology tool, aligned with criteria and “feedback for learning” effectively engage
and improve learning for all students if they are put to work as
learning resources for each other according to the BC ICT Performance Standards?”Rationale:1. School Growth Plan continues to build on AFL strategies, differentiating instruction, and successful completion rate for all students.2. Technology survey (January 2010) indicated that students are engaged in using technology outside of the classroom. Responses noted that technology wasn’t fully being utilized to provide descriptive feedback for learning.3. Teachers noting difficulty in engaging learners of all abilities and learning preferences.4. 21st Century Learning Skills including core technology literacies needed to be addressed in school context.
Target Group:Grade 8’s (Science & Russian) and Social Studies 10
Goal: Establish baseline data using BC ICT Performance Standards
"Students are engaged when technology is combined with rich tasks"
Social Studies 10: Project Nelson•Photography and history•Day Tour to Nelson to photograph historical buildings and to conduct research on Nelson and Kootenay history
Russian 8: Travel Guide to a Russian City•Students research a city of their choice•Present their research to a “client” using the brochure they designed as a result
Steps to Effective Collaboration for Technology Integration
Step 1• Plan Together using Backward Design
• Technology In-Service
Step 2
• Partnership with Technology Integration Support Teacher
• Implement Unit with AFL as Anchor
Step 3• Use BC ICT Performance Standards for Assessment
• Feedback and Reflection / Next Steps & Goals
Teachers Collaborating and Modelling Technology, AFL, and Backward Design Process using Wikispace
PROJECT NELSONSocial Studies 10, Greg Osadchuk
“My goal was to bring local history alive for students…”-Greg Osadchuk, Socials 10 Teacher
Social Studies 10: Project Nelson -- Using Moodle* to Organize Learning
Flickr is an online photo sharing application which allows you to leave feedback on other people’s photos.
Learning journals help students process their skills, insights, challenges, and celebrations—all online.
*Moodle is an open source, Learning Management System (LMS) which allows students and teachers to
interact with each other in an online or hybrid learning environment.
We started with an online 5 minute chat session to get ourselves warmed up with the prompt you see here.
Social Studies 10: Project Nelson Learning Journal Sample with Feedback
Comments provided by teacher are not evaluative
Social Studies 10: Project Nelson
Social Studies 10: Project Nelson
Rich Task using G.R.A.S.P.:
"You have been challenged by the Nelson Chamber of Commerce to create an
engaging, informative, and historically accurate
photographic "Walk through Nelson's History." You will
potentially be presenting your project before the Chamber and Community members,
with the possibility of having it on permanent display at the
Chamber Office."
APPLE DLP PROGRAM
Science 8, Kathi Knapik
“My goal was to integrate Science content with technology applications…”-Kathi Knapik, Science & Biology Teacher
Apple Digital Learning Trial Program
•Digital Media Trial for one month•Use of Macbooks and iPod Touches•Blogging as a collaborative learning tool•AFL anchor for criteria, feedback for learning
Click video
Science 8 Blog Posts and Feedback Comments
Mrs. Knapik’sScience 8 Main Blog
Student Blogs are linked to main blog.
Cybersafety is a main
consideration in online identity.
Science 8 Blog Posts and Feedback Comments
Student’s Blog Post
Sample Peer Feedback/Comments
“All comments were based on criteria…”-Kathi Knapik, Science 8 teacher
Science 8: Apple Digital Media Learning Project Post-Survey
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
find information
organize information
develop ideas for projects
create multi-media projects
improve your writing
get and give feedback
work with your classmates
polish and present your work effectively
share your project with others
A Lot
Quite a BitA Little
A Little
Not At All
“How Much Did Using Computers Help You To...”
Grade 8 Anecdotal Feedback Highlights
"We got to show our learning in creative ways"
"I could send and receivemy work without paper”
"My spelling improved, my projects were clear, and they had better detail”
"We got to blog and email"
"It made everything we did a lot more fun and interesting"
TRAVEL GUIDE TO RUSSIA
Russian 8, Mike Malakoff
“My goal was to learn more about wikis…to move from a paper-based assignment”
-Mike Malakoff, Russian 8 Teacher
Russian 8 Travel Guide Wiki
Feedback Page
Student Page
“Independent research skills including interpreting information is an area for growth”
Russian 8 Project Anecdotal Feedback
0 2 4 6 8 10 12
Enjoyed the unit
Expectations were clear
Research well-organized
Feedback helped
Could make sense of my info
Could communicate my learning
Using tech helped me learn
I learned a lot
Somewhat Agree
Agree
Strongly Agree
Synthesis of Overall Results: Establishing Baseline Data with BC ICT Performance Standards (Adapted)
1. Areas of Strength: enthusiasm, on-task engagement, developing online communication skills, experiencing success with technology as a learning tool, visual learners 1st
2. Areas of Struggle: paying attention to specific criteria (Science 8), inferencingskills (Russian 8)
3. Area for Growth: improved fluency with meaningful feedback, learning to work with and meet criteria, learning to interact and provide feedback in an online and hybrid learning environment, developing HOTs (inferencing, synthesizing)
Grade 8
Grade 10
1. Areas of Strength: on-task engagement, creativity, hands-on learners2. Areas of Struggle: working without specific criteria at onset of project (with a
couple of exceptions), 3. Area for Growth: improved fluency with technology, learning to interact and
provide feedback in an online and face-to-face learning environment, self-managing learning in an online environment (self-directed)
Implications for Instruction:
Enriched, Engaging, Authentic Tasks
Clear Criteria...but...Encourage Creativity
Checklists/Check Ins for Progress
Provide Resources Online (Scaffolding)
Develop Purposeful Skills (Feedback, Inferencing)
Partner Talk for Processing
Multi-Modal Learning Opportunities
Choice in Demonstrating Learning
Incorporate Technology
Next Steps for School Growth: Big Picture1. Continue to develop capacity of Technology for Learning Action
Research Team via distributed leadership model2. Align school Technology Plan to Meet Learning Needs and 21st
Century Goals based on Survey and Action Research Data3. Begin to fully integrate Moodle as a Learning Platform4. Explore options for handheld devices and laptops5. Further integrate AFL, Backward Design, and HOTs into instructional
planning6. Continue leveraging learning partnerships with learning network
and resource people7. Synthesize common learning outcomes from across the curriculum
in order to develop cross-curricular authentic learning projects
“Be the school you wish to see”