Week 12 -- Technology and Student Performance

Jamie McKenzie writes an interesting article about the reality of the wired school. So many schools jumped on the technology bandwagon without asking the right questions and looking at the data. They invested millions of dollars in computers and networks that now sit outdated and unused. They are still investing in software that is becoming outdated just as everyone is getting the hang of it. Jamie has 10 strategies to optimize the use of new technologies.

1. Put learning first. We still need to focus on the learning and state standards. Using them to guide learning will help us focus on measurable outcomes.

2. Build support. By providing teachers with solid technology based lessons and helping them implement them we can help late adopters that technology can enhance learning and help students do better on standardized tests.

3. Invest in staff growth. By helping teachers learn how to use the technology they are getting in convienent and innovate ways, we can make the transition easier.

4. Slow down. Districts need to step back and evaluate what their needs actually are and how they can be met in the most effective way. Investing the right amount and using it in the right areas is the key to getting more out of less.

5. Focus and provide adequate resources. Getting technology that can go where it's needed allows districts to make the most out of what they have. Mobile laptop carts that are wireless is an example of this.

6. Use assessment to steer programs. It's important to keep track of what is and is not working.

7. Shed the ineffectual. Stop using the technology just for the sake of using it and look to what is actually working.

8. Remember the lessons of the past. Take it one step at a time and demand solid data, pilot programs and models.

9. Heed research.Make the changes after researching the data. Don't ignore the information that is out there because the software/harware companies want to convience you otherwise.

10. Ask good questions. Get as much information as you can. Ask, ask, ask. Even if you do not fully understand.

Week 11 -- One Computer Classroom

One of the reasons so many teachers decide not to integrate technology in their classroom is because they only have one, maybe two computers. The thought of trying to get everyone onto this one PC seems overwhelming and too much work. What can 25 kids do on one computer? how do I make sure all of them can see the screen when we're working on them? with just one computer, is there really any benefit? These kinds of questions are common and thankfully easily overcome.

One of the best ways to use a single computer in a whole classroom is to create an activity center for it. Individuals can spend 15 minutes or so on it once a week working on spelling activities, journal enteries or typing. A small group can use it during a longer class period. Activites could include creating a classroom story, brainstorming or even playing a game. It is important to keep a log of whose been on the computer so that everyone gets a chance to use it. Having students use a timer will let them know when to log off and alert the next user. If student commonly need questions anwered, have a few students who are more advanced with the programs and activites who can step in so that the teacher is not constantly answering the same questions.

Another great use for a single computer is using it as a presentation tool. Teachers can hook up their computer through a scan converter to make the screen appear on the classroom TV. If placed in the proper part of the room, all the students will be able to see it and the teacher can present all kinds of activites, websites, tutorials or launch pages. If the school does not have a scan converter, the PTA can get involved or the students can raise money to purchase one. Hooking it up to a TV on a rolling cart makes it accessible to more teachers.

If you only have one computer, try implementing just one or two activites in your classroom and see what happens. As you grow more confident, you will find creative ways to make other activities work. With a little extra thought, teachers can make great use of a single computer.

Week 10 -- Assessment

Authentic assessment is a method of determining what students have learned by way of having them create "something" instead of taking a multiple choice test. This "something" that the students will create could be one of several things, including science experiments, debates, investigations, written or oral responses, mathematical solutions, drawings, portfolios or self evaluations.

One of the many benefits of authentic assessment is the real life connection. Employers do not ask their workers to answer true/false questions when they develope a business plan or a new ad campaign. Instead the employees must work together to create "something" that works. They are forward looking tasks. This type of assessment asks students to take what they have learned and apply it to a new situation.

One of the drawbacks that have plagued the idea of authentic assessment is the cost of trying to use it on a large scale. Nay-sayers wonder how states can afford to implement these kinds of tests when they cost so much more than traditional standardized testing. Time is another issue. How can we "grade" so many tests in time to use the information to better our teaching. The answer may lie in sampling. Taking a selection of exams and using those as determinors of the whole will cut down the cost and time issues. It is also important to remember that many other authentic assessements have been used in other countries as well as in our own national testing programs.

So the question remains how to evaluate authenic assessments. The answer is rubrics. Rubrics are rating scales that describe what the outcome of a task should be. There are two different kinds of rubrics. The first is a holistic rubric that looks at the product as a whole and not look at it as seperate parts. An analytic rubric looks at each part of the product and then totals the scores to find the overall grade. Rubrics work well because they tell the students EXACTLY what is expected in the end product while giving them freedom put their creativity into it.

Week 8 -- Learning with Technology

Bringing technology into the clasroom changes the learning environment in so many ways. One of the biggest changes happens in the students themselves. Students often work in groups to complete tasks or products and in the process begin to see each other's strengths. It becomes a community of learners and the students get along better.
Another benefit of learning with technology is student are given the oppertunity to learn from failure with out the risk of being ridiculed or admonished. Failure is a great learning tool. Being able to take a risk with out worrying about negitive concequences makes students more apt to try new things.

However, integrating technology into the clasroom is not with out its problems. One of the biggest is getting everything to work. Teachers need to be prepared not only to be able to fix potential problems, but with something to do when the server goes down or the printer is out. This is not easy and often done in a "fly by the seat of your pants" fashion. Teachers need to have some background of how computers work and what to do when they are acting up. The best thing to do is just expect problems and be able to roll with the punches.

There are many ideas on how to integrate technology into the classroom. One of these plans is by Bill Robertson. It has 5 elements. The first is Planning. It works mainly on the backwards planning process. Techers must define what the students must learn and then plan how to reach that end. The second stage is research. This stage often uses the Internet for students to broaden their knoweldge of a subject. The third stage is development which allows the student to demonstrate their new knowledge and put it to use. Refinement is the fourth stage where the students get their project or works ready to be published/viewed. Web editor software is often used for this purpose. Lastly is the implementation phase where the projects are actually posted to the internet and uploaded for the world to see. This entire process motivates students because they are no longer turning in an assigment just to the teacher. Everyone gets to see this product. This can be very exciting to students and anything that gets kids excited about learning is worth working towards.

Week 6 -- Technology in Social Studies Classroom

Like technology use in the language arts classroom, technology in the Social Studies classroom must be used effectively. Teachers must know what is available to them and what they already have. This requires time and knowledge on the teachers' part, but in the end, it is worth it. The research should include; determining what is needed in the classroom or school. Is a certain subject area in need of updating? What kind of software would help most? Secondly, find out what is already available. Know the specifics. Many teachers would likely be surprised to find out that what they need is already available either in the tech department or at the district level. Thridly, preveiw the software. Get a real feel for how it works for all different types of learners. Lastly, try to find someone to pay for it. Grants are a good way to get funding for technology. Also getting parents and administrators involved can help generate enthusiam for technology and therefor get money to pay for it.

There are some particular technologies that tend to be used more in the Social Studies classroom. The internet is probably the most used tool. Having high-speed internet access is crucial to the high-tech classroom. Also having a suite package (Microsoft Office Suite for example) will give students several options for the money spent. Other important softwares include simulations, multimedia and telecommunications.

There are many technology rich lesson plans available for teachers who are interested in taking the time to find them and integrate them in the classroom. WebQuests and research projects can encourage students to become familiar and even confident with computers. Teachers should do whatever they can to encourage and motivate student learning.

Week 6 -- Technology in LA Classroom

The idea that technology is not well suited in a Lanuage Arts class is beyond me. I think that this is one of the best places to use these tools. Word processing, internet research and Power Point are perfect for learning the writing process and presentations/public speaking skills.

I think one of the future uses for technology will be the online (or CD version) text book. Not only can this cut down the cost of printing and paper, but it can be updated and maintained with almost no cost. However the drawback is the same as it has been with all other technology issues, access. Not all students have access to the internet at home, so essentially those students would not have access to their text books. While the digital divide has yet to be conquered, there are many uses for technology in the classroom that will not require access at home.

Streaming video and online instruction are also very useful tools for the LA classroom. Having a "center" to help students who are stuggling with certain areas -- especially grammar and conventions, where the teacher is not required to facilitate frees him up to circulate in the room and help multiple students/groups while still allowing the struggling student to catch up with the rest of the class. Streaming video will help students of all the multiple intelligences to learn. Also, the video clip can be replayed as needed without the need for large TV carts or specialized equipment.

Overall, technology and language arts are easily intertwined and benefit all students who are lucky enough to have a teacher skilled in its appropriate use.

Week 5 -- Learner Centered Classroom

Teaching in a learner centered classroom, using inquiry based learning, problem based learning or project based learning, is challenging and fun for both students and teachers. First we must identify the differences and similarities between these types of learning. Project based inquiry focuses on a project or product upon completion of the lesson. Problem based inquiry focuses on the process of problem solving and inquiry based learning focuses on critial thinking skills. They all sound similar -- a matter of semantics, but they all offer a paradigm change in the way teachers teach. No longer are students receiving information but instead they are looking for their own knowledge and learning the process of learning.

Personally, I am excited about the idea of Problem based learning and what it offers to students. Teaching children how to learn will help them love learning and seek out knowledge throughout the rest of their lives. What can a teacher help a student learn that is more important that this?

Week 4 -- Curriculum Mapping

Curriculum mapping is a whole school process that works to articulate what is being taught to students and when it is happening. It usually requires participation from all the teachers in the school. Completing the map makes it easy to see what students will learn over their career in a specific school (or district). Parents can easily see what their children will be learning. It is helpful to teachers as well. Teachers can make sure that they are not overlapping their instruction. It prevents wasting time re-teaching topics that the students have already learned. Students benefit from curriculum mapping too. Teachers can use the map to build on what the students already know. This helps the students to build their knowledge and enhances understanding.

Schools that have maps in place are really offering a service to their teachers, students and parents. Everyone knows what is being taught, how it's being taught and when it's being taught. Anything that can enhance communitcation skills between parents, teachers and administartors is beneficial. However, it is crucial that everyone follow the map once it's been created. This could prove difficult because it can be hard to know exactly what is going on in a classroom once the door is closed. Another issue to consider is maintaining the map. As new teachers come on board or state standards change, updating the map is very important.

Before reading about curriculum mapping and discussing it in class, I was not familiar with what it was. I had heard the term, but I had never been part of a mapping process or even seen one. After learning about it, I can see a how these maps can really help new teachers. It eliminates the guessing game. A new teacher can take one look at the map and know what s/he needs to teach and often exactly how to do it. What a releif that would be! I also like how it streamlines the education process. Getting rid of much of the overlap can free up time to explore topics more in depth or explore topics that otherwise are left out.

Overall, going through the process of creating a curriculum map is challenging but well worth the trouble. Anything we can do to help our students learn more and increase communication in the community can only help our students!