4. Higher-order thinking skills “ Research and evaluation shows that technology can enable the development of critical thinking skills when students use technology presentation and communication tools to present, publish, and share results of projects” (Cradler et al). Higher-order thinking skills developed with the use of educational technologies 1. Researching skills 2. Comparing and contrasting skills 3. Synthesizing skills 4. Analyzing skills 5. Evaluating skills
5.
6.
7. Grades, continued… 2003–04 End-of-Course Grades by Subject, Grade, and Program English Language Arts End-of-course letter grade Laptop Grade 6 Non-Laptop Grade 6 Laptop Grade 7 Non-Laptop Grade 7 Laptop Grade 8 Non-Laptop Grade 8 A 50% 38% 39% 23% 36% 39% B 42% 32% 45% 33% 54% 40% C 7% 21% 11% 28% 10$ 17% D 1% 6% 3% 9% 0% 3% F 0% 3% 2% 7% 0% 1%
8. Grades, continued… 2003–04 End-of-Course Grades by Subject, Grade, and Program Mathematics End-of-course letter grade Laptop Grade 6 Non-Laptop Grade 6 Laptop Grade 7 Non-Laptop Grade 7 Laptop Grade 8 Non-Laptop Grade 8 A 40% 33% 37% 30% 24% 23% B 41% 31% 38% 32% 36% 29% C 14% 20% 18% 21% 20% 28% D 2% 6% 5% 8% 20% 11% F 3% 10% 2% 9% 0% 9%
9. Leadership and Teacher roles “ The role of teachers is paramount in guiding the development of students’ higher-order thinking skills during learning activities involving technology tools” (Cradler et al). Leadership Role Teacher Role Align available resource technologies with school improvement goals More cooperative work and less teacher lecturing Need for professional development Increased use of computers Professional learning communities
10. Ability to apply learning to real-world situations “ Research shows that when students learn to use and apply applications used in the world of work, such as word processors, spreadsheets, computer-aided drawing, Web site development programs, and the Internet, they acquire some of the prerequisite skills for workforce preparedness” (Cradler et al.). “ When content and problem-solving strategies meet accepted education standards, technology increases mastery of vocational and workforce skills and helps prepare students for work” (Cradler et al.).
11.
12. Bibliography Cradler, J., McNabb M., Freeman M., & Burchett R. (2002). How does technology influence student learning? Learning & Leading with Technology, 29 (8), 46- 56. Gulek, J. C. & Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. The Journal of Technology, Learning, and Assessment, 3 (2). Available from http://www.jtla.org Palozzi, V. J. & Spradlin, T. E. (2006). Educational technologies in Indiana: Is it worth the investment? Center for Evaluation & Education Policy. Education Policy Brief, 4 (4), 1-11. Schacter, John. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, California: Milken Exchange on Education Technology.
Editor's Notes
Instructional technologies truly have a positive impact on students and education. Technology positively influences both teachers and students in various ways. The five areas that impact education due to instructional technologies include increased student interest in content, development of higher-order skills, improvement in test scores and grades, ability to apply learning to real-world situations, and a change in leadership and teacher roles. Therefore, it is imperative that our school district continue to use instructional technologies to enhance the learning environment for students.
Read quote aloud. Discuss how students are more engaged in school work when it is accompanied with technology. Also stress that students like their classes more and develop more positive attitudes when their classes are computer-based (Schacter). Tie into next few slides on how this increased interest leads to higher-order thinking skills and an improvement in test scores and grades. (Stress that it is definitely worth the investment.)
Read aloud the five higher-order thinking skills. Go back and give content-area specifics for each skill. Research—English (papers, etc.), really all classes Comparing and contrasting—Mathematics, Science, Business, English, etc. Synthesizing—Chemistry, Sciences Analyzing—Science, Social Studies, Mathematics Evaluating—English (research skills), Science, Psychology Read quote aloud…reiterate that these educational technologies will greatly impact students.
Read through the laptop facts and explain how all three facts will help students not only in all of their classes, but it will also benefit them in the workforce.
Read aloud…On average, students who participate in laptop programs tend to earn higher test scores and grades in writing, English-language arts, mathematics, and overall GPAs. Show tables on slides 6, 7, and 8 that prove this true! Discuss each one specifically, so that they can see that students with laptops out-performed those without laptops. Explain the laptop immersion program that took place in Harvest Park Middle School in California. This study was performed by James Cengiz Gulek & Hakan Demirtas and found in the report titled Learning With Technology: The Impact of Laptop Use on Student Achievement.
Explain that the information from this slide came from the same study done by James Cengiz Gulek & Hakan Demirtas. Results indicate that there is a substantial difference between laptop and non-laptop students in terms of their end-of-course grades. Explain that a higher percentage of laptop students earned A grades and a significantly lower percentage earned F grades in their English Language Arts class.
Again, explain that the information from this slide came from the study done by James Cengiz Gulek & Hakan Demirtas. Again…explain the results to the audience. Results indicate that there is a substantial difference between laptop and non-laptop students in terms of their end-of-course grades. Explain that a higher percentage of laptop students earned A grades and a significantly lower percentage earned F grades in their mathematics class.
Read quote aloud Explain the leadership role and all of its components Stress that “the research indicates the need for understanding the combined efforts necessary for technology to positively influence students’ academic performance” (Cradler et al). Increased need for professional development opportunities Explain the teacher role Discuss that the dynamics of the classroom will change with more technology use, but stress that it leads to better results with the students (higher-order thinking, test scores & grades, increased interest in class, etc.) With increased use of computers explain the ideas of computer use, training, achievement, and climate. With PLCs discuss that teachers will be able to focus on subject-specific activities and be better able to take advantage of sharing resources among themselves.
Read quotes aloud. Explain specific skills that would help them in the workforce. (computer skills, higher-order thinking skills, spreadsheets, etc.) Read another quote…With the accessibility of computers, Mike Huffman believes benefits for students will include “…more opportunities to write, research, and explore real-world skills they will need as they graduate from high school and move on to higher education” (Palozzi & Spradlin) Point out that these skills will come from all disciplines.
Reiterate how instructional technology positively influences students. Summarize the five main reasons listed on this page by highlighting the main points of each.
![5 Major Goals ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)