technology in education- danny arati
TRANSCRIPT
Technology,Teacher Professional Development and the Science Classroom
Danny Arati
Intel Education Manager Europe
Nottingham, 25th March 2015
Technology: size matters
Technology: New Usage Models*
Technology is pervasive
TABLETS
LAPTOPSHIGH-PERFORMANCE
COMPUTERS
BRING YOUR OWN DEVICE (BYOD)
SOFTWAREAPPS
Teachers and schools are contending with
the proliferation of technology
Technology is pervasive:SAMR Model*
*SAMR Model developed by Dr Ruben Puentedura www.hippasus.com
SUBSTITUTIONTechnology acts as a direct tool substitute, with no functional change
AUGMENTATIONTechnology acts as a direct tool substitute, with functional improvement
MODIFICATIONTechnology allows for significant task re-design
REDEFINITIONTechnology allows for the creation of new tasks, previously inconceivable
ENHANCEME
NT
TRANSFORMATIO
N
Technology and the experience of learning
How can technology contribute to the Science Classroom?
Technology is pervasive: a comparison*
Teachers are being asked to teach in new ways
MOBILELEARNING
eLEARNING DIGITALLEARNING
ANYWHERE/ANYTIMELEARNING
PERSONALIZEDLEARNING
From classrooms to labs to libraries, teachers are addressing new educational models, including:
Teachers must develop technology skills and then harness those skills to work in educational settings.
What is needed to prepare teachers?
Integrating technology in the classroom
Teacher professional development for technology integration requires:
CONTENT KNOWLEDGE
PEDAGOGICAL KNOWLEDGE
TECHNOLOGICAL KNOWLEDGE
AN ONGOING, LONG-TERM
COMMITMENT
REGULAR EVALUATION AND
ASSESSMENT
For Intel Teachers Professional Development, visit
www.intel.com/education/elements
To find out more, go to:
www.intel.com/forward
Thank you!
Much is at stake for students—
and society
Teachers need to ensure students are college-and career-ready:
HIGHER ORDER THINKING
USE OF TECHNOLOGY FOR NEW MODES OF COMMUNICATION,
COLLABORATION, AND CREATION
PROBLEM SOLVING
KNOWLEDGE ECONOMY
Teacher professional development is key
Teacher effectiveness is the most important factor driving STUDENT ACADEMIC GROWTH.1
Research has shown...
What distinguishes HIGH-PERFORMING SCHOOLS is effective collaborative professional development for teachers.2
Intensive ongoing teacher professional development leads to an INCREASE IN STUDENT ACHIEVEMENT.2
Teachers with 49 hours of professional development can boost student results by 20%.3
The role of technology in learning
Technology is recognized as an essential tool for meetingthe needs of today’s knowledge economy.
The National Educational Technology Standards from the INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION emphasize technology integration throughout all content areas.
THE PARTNERSHIP FOR 21ST CENTURY SKILLS and the AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS have put forth standards of 21st century literacy that emphasize technology integration.
Approximately 80% OF U.S. STATES have developed teaching standards that include technology.4
According to a NATIONAL CENTER FOR EDUCATION STATISTICS study, only 23% of teachers feel prepared to integrate technology into their instruction.5
Integrating technology in the classroom
Formal professional development is critical.
INADEQUATE PROFESSIONAL DEVELOPMENT is a significant barrier to successful technology integration in schools.6
IT TAKES 5-6 YEARS for teachers to master technology integration.6
INFORMAL OR GENERAL TRAINING has little effect on teachers’ use of technology.6
When coached through implementation,95% of teachers develop the needed skills. 7
Technology integration benefits for teachers
New educational software and hardware can mean:
IMPROVED classroom management
PERSONALIZED learning
NEW WAYS AND MODES to reach different types of learners
NEW MEANS for assessing student understanding
IMPROVED student test scores
NEW WAYS TO BE ACCOUNTABLE to parents, communities, and students
MAXIMIZED educational resources and impact
Technology integration benefits for students
TECHNOLOGY TRAINED TEACHERS
SIGNIFICANT ACADEMIC GAINS
for students in all subject areas8
INCREASED ACHIEVEMENT in primary through secondary
school for both regular and special-needs students9
IMPROVED ATTITUDES toward learning9
INCREASED SELF-ESTEEM9
Intel® Education programs in actionLi Ping Chou attended her first Intel® Teach workshop in 2000. Since then, she has completed every course offered through the program.
Explore Intel teacher professional development resources
Intel® Teach21st Century Teaching ResourcesIntel® Education Mobile Learningwww.intel.com/teachers
Intel Teachers Engageengage.intel.com
“I believe in it and I love it,” she said of the program. “Overall students’ scores improved after I used Intel Teach skills.”
Credits
Slide 6: SAMR Model developed by Dr Ruben Puentedura www.hippasus.comSlide 7: Couch Commerce infographics has been created by Monetate www.monetate.com
Footnotes
1. Rice, Jennifer King, Teacher Quality: Understanding the Effectiveness of Teacher Attributes, 2003.
2. Raising Student Achievement Through Professional Development, Generation Ready.
3. Yoon, Duncan, Lee, Scarlosss, and Shapley, 2007, page iii.
4. Noeth, Richard J., Volkov, Boris B. Evaluating the Effectiveness of Technology in Our Schools, ACT Policy Report, 2004.
5. Areu Jones, Cathy, Tech Support: Preparing Teachers to Use Technology, May/June 2001.
6. Mueller, J., Wood, E., Willoughby, T., Ross, C. and Specht J. Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education 51, 1523–1537, 2008.
7. Gulamhussein, Allison, Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability, National School Boards Association, Center for Public Education, 2013.
8. Honey, Margaret, McMillan Culp Katherine, and Spielvogel, Robert, Critical Issue: Using Technology to Improve Student Achievement (Naperville, Ill.: North Central Regional Educational Laboratory, updated, 2005.
9. Grinager, Heather, How Education Technology Leads to Improved Student Achievement, November 2006.
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