Planning into Practice

Michigan Technology Planning Workshops

Technology Integrationand Curriculum Standards

Integration and Standards

Technology IntegrationInformation retrieval, Problem solving,

Collaboration

Inquiry-based Learning and Teaching Asking good questions

Constructivism and how technology supports it

StandardsWhy standards? Examples of existing standardsNETS for teachers and studentsMichigan standards

Technology Integration

Information RetrievalProblem SolvingCollaboration

Information retrieval

From teacher and textbook

Structured by teacher - includes a variety of resources including carefully chosen Internet sites

Student generated - students learn to evaluate sources and choose the most relevant, informative, responsibly written resources

Problem solving

Problem posed to students by their teacher or textbook, students follow suggested strategies to find factual information

Problem posed to students, students demonstrate knowledge by creating an original solution

Guided by the teacher, students pose the problems and plan the solutions; goal is analysis and synthesis of information, and original solutions

Collaboration

Little or no collaboration, student solves problems alone or with some help

Structured collaboration with students within classroom, school, district, state, internationally

Students take responsibility for the collaboration and monitor its progress

EXAMPLES

More can be found at: Best practices of Technology Integration in

Michigan

http://www.remc11.k12.mi.us/bstpract/

Challenger Elementary School - Howell, Michigan

The Solar System WebQuest -Ms. Dodd, 2nd Grade "You are an astronaut that is being sent on a

mission to save planet earth...." *C19 Gather and synthesize information from books

and other sources of information (example of benchmark)

Rubric for assessment

http://www.msu.edu/~doddapri/solar_systemweb.htm

Vandenberg School - South Redford School District, MI

Cheryl Dove, 4th and 5th Grade The Rouge River Project - A Creative Pollution Story Research on habitats, ecosystems, and the food

chain Story writing to draw attention to the water quality of

the Rouge River

http://www-ed.fnal.gov/lincon/w98/projects/cdove/student.html

Glen Lake Community Schools - Maple City, MI

Jill Webb, A WebQuest for Grades 5-7 Ride the Waves of the Third Coast, An Excursion

through the Amazing Waters of the Five Great Lakes

http://www.glenlake.k12.mi.us/el/library/greatquest/quest.htm

Introduction: The Great Lakes are sometimes referred to as the “Third

Coast” (the other two coasts being the Atlantic and Pacific).

On this quest you will be traveling by freighter through all of the Great Lakes, searching for a few of the 2500 shipwrecks that have taken place in these wild waters over the last centuries, stopping at harbors in some of the 8 states and 1 Province that form this coast, researching facts about the lakes, investigating passing

ships, and fishing for the “big ones”. . . .

Quest: Your team has been asked to plan an excursion through the Great Lakes on one of the freighters (“lakers”) that ply its waters. The School Board is looking into the possibility of adding this trip to the middle school curriculum next year. You will be investigating the Lakes and preparing a multimedia presentation designed to inform the Board about the value of such a trip. The Board would like for your team to:

a.) select an interesting course, b.) choose which harbors and points of interest will be visited, c.) present facts and figures about the physical properties of the Lakes, d.) determine what other “lakers” travel the Lakes and why, e.) research a few of the shipwrecks that have taken place over the years, f.) find out what types of fish might be caught and where.

Process: While riding the waves through the Great Lakes, you will be working with a crew of 4 people. Each person will explore a variety of web pages for the purpose of gathering information necessary to prepare for

your presentation. Your teacher will assign each of you to be a specific member of the crew. This will be your area of expertise but feel free to consult with other crew members if you need advice or another opinion.

Each student will be assigned an equal amount of research. Do your best work, as the School Board will be counting on your expertise when making their decisions.

Information Retrieval How are they gathering information?

Problem Solving Do students analyze information and make decisions?

Collaboration How is collaboration built into the lesson?

• Construction of knowledge• Are the students creating something original?

Inquiry-based Learning and Teaching

When the answer to a question can be Yes, No, or a specific fact, sometimes only a slight change can make a big difference in how a student goes about gathering information and answering

Rewording a question can make all the difference…

George Washington

Teacher: “Write a report on the first President of the United States.”

The George Washington Example

GeorgeWashington

George W.Bush

Teacher: “Compare George Washington’s foreign policy to George W. Bush’s foreign policy.”

The Alternative

The first question requires students to find information, copy it and turn it in.

The second question requires analysis. Students must first find information then compare and contrast it before formulating their answer.

What is different about the second question?

encourages participants to reflect and think independently and critically

is practiced in small groups with the help of a facilitator

involves reaching a consensus, not as an aim in itself, but as a means to deepen the investigation.

The Socratic Method

Socrates 469-399 B.C.E.

Skepticism: the mark ... of the educated mind.

Learning is a process of discovery

Learners can and should construct new ideas based on their previous knowledge.

Dewey on questioning:

John Dewey1859-1952

http://www.infed.org/thinkers/et-dewey.htmChoose “My Pedagogic Creed”

Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

Students "go beyond the information given".

http://tip.psychology.org/bruner.html

Jerome Bruner 1915 -

Bruner - Active Learning

Constructivism refers to a range of contemporary theories that together represent our most current understanding of learning.

Constructivism maintains that students are active agents in the learning process, exploring, testing, and probing in the pursuit of knowledge, understanding, and, ultimately, personal meaning.

http://www.nea.org/he/advo-new/feature.html

Constructivism

“In the ongoing dialogue on public education, teachers have no greater tool of empowerment and efficacy than technology used constructively with students.”

Walter McKenzieEducation World

http://www.education-world.com/a_tech/tech005.shtml

Constructivism

Can this philosophy of learning fit in with current

standards?

Criteria to judge the quality of what students know and are able to do

Built on current best practicesLooking beyond today’s constraintsA method of charting the futureA shared vision of excellence

What are standards?

Technology Competencies

Focus on learning

…...then teaching

……..…then technology

On learning

Understanding how children learnHow to best address individual needsCurrent research and theory

Technology Competencies

Then teaching

Pedagogical competenciesWhat you will teach - Curriculum needsHow you will teach it

Multidisciplinary approaches, collaborative groups, project based learning, addressing multiple learning styles, constructivist learning environments

Technology Competencies

then technology

Linked to pedagogical competenciesEmphasis on concepts, multipurpose toolsTechnology skills developed in a context, not isolated

from curriculumClassroom practice examples reflecting not just

technology standards but content standardsNote: Strategies and competencies unfold over time - dependent on

growing infrastructure

Technology Competencies

Are they based on a vision?

Is there a goal of "Excellence"?

Are there clearly stated expectations?

Are there examples, by grade level?

Standards for standards

The National Academy of Science

What should our students be expected to know and be able to do? The NSE Standards offer a coherent vision of what it means to be scientifically literate, describing what all students should understand and be able to do at different grade levels.

http://www.nas.edu/education/

National Council for the Social Studies

Expectations of Excellence: Curriculum Standards for Social Studies and Standards for the Preparation of Social Studies Teachers.

http://www.socialstudies.org/standards/

The National Council of Teachers of English

The vision guiding these standards is that all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society.

http://www.ncte.org/standards/

National Council of Teachers of Mathematics

NCTM's Principles and Standards for School Mathematics, published in 2000, provides guidelines for excellence in mathematics education and issues a call for all students to engage in more challenging mathematics.

http://www.nctm.org

NETS-S and NETS-T

The National Educational Technology Standards Project

National standards for PreK-12 To facilitate school improvement NETS for teachers, students, and administrators. Standards for technology support, assessment,

evaluation of technology use

http://cnets.iste.org/sfors.htm

2, 4, 5, 8, 9, 10 5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.

9. Use technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories.

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.

The National Educational Technology Standards ProjectNETS for Students

http://cnets.iste.org/sfors.htm

5, 6, 7, 86. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

7. Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.

The National Educational Technology Standards ProjectNETS for Students

http://cnets.iste.org/sfors.htm

4, 5, 6, 75. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

The National Educational Technology Standards ProjectNETS for Students

http://cnets.iste.org/sfors.htm

7, 8, 10

8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

The National Educational Technology Standards ProjectNETS for Students

Can you change the data so that Mr. Nixon wins instead of Mr. Kennedy?

Can you change the outcome of the election by changing the election results in only one state? Two states? Three states?

Can you change the popular vote so that one candidate wins the popular vote but loses the Electoral College results? Or loses the popular vote but wins the election?

A scenario from NETS-SRewriting History

The 1960 Presidential Election

Michigan Curriculum Frameworks

Michigan Curriculum Framework http://cdp.mde.state.mi.us/MCF/default.html

Michigan Teachers Network http://mtn.merit.edu/

Michigan Curriculum Frameworks

http://mtip.net/

Michigan K-12 Technology Planning Sitehttp://www.techplan.org/

Tom WatkinsSuperintendent for the Michigan Department of Education

http://michigan.gov/mde/

Michigan Department of Education

• Content Standard 2: All students will use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information.

• Examples: Given a scenario, develop multiple options and present

the solutions using a variety of technologies. Retrieve, communicate, organize, evaluate, and

manipulate information using a technological system.

Michigan Technology Content Standards

http://www.michigan.gov/documents/Technology_11594_7.htm

Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills.

Examples: Middle School

Use technologies as tools for creative expression and communication of ideas

Early Elem., Later Elem. Middle School, High School

Use technologies to organize thoughts in a logical process

http://www.michigan.gov/documents/Technology_11594_7.htm

Michigan Technology Content Standards

• Technology Integration • Are you considering how your students are accessing information?

How they are solving problems? How they are collaborating?

Inquiry-based Learning and Teaching Are you asking thought provoking questions that lead to exploration?

Learning Environments / Standards / Technology Planning Does your technology plan reflect the kind of learning environment you

envision?

Questions