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- 1. The Proof is in the Pudding By: Daniel Warcken
- 3. The Data Eight year study on SAT-I performance (Bain & Ross, 1999)
- 4. Elementary Reading and Math Scores Study on test scores for basic skills in reading and mathematics (Mann, Shakeshaft, Becker, & Kottkamp, 1999) Percent Increase 11%
- 5. Technology can help make excellent progress on writing standards throughout the year. (Kratcoski, Hooft, Campbell, 2007) The Writing on the Wall
- 6. Teach an Old Dog (strategies) New Tricks (via technology) “ I’m Old.” Identifying Similarities and Differences Summarize note taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers (Brabec, Fisher, & Pitler, 2004)
- 7. Desktops Laptops Tablets “ All for one….
- 8. Student Response System Wireless Writing Pads Document Cameras Smart Boards (Peterson, 2003) And one for all.”
- 9. Administration (key facilitators) Teachers (the motivators) Students (the motivated) Classroom achievement through the use of technology begins with the administration (Dawson & Rakes, 2003) Success Implementation
- 10. Sargent Central School District Average MAP Test Score Growth ?
Notes de l'éditeur
- The Proof is in the Pudding By Daniel Warcken As a school district, we strive to see our students succeed. We work tirelessly and efficiently towards helping them succeed academically. The times have changed, technology is steadily being embraced inside school doors for a number of reasons. The large amounts of data show that technology helps improve academic scores in a variety of areas, increases student interest, provides complex analytical thinking and creates students who work independently while also improving their ability to work in groups. Today I am going to demonstrate to you why we need to begin implementing technology into our K-12 classrooms.
- - Data demonstrates a 8 year study 81 point increase in SAT scores
- Study on elementary reading and math scores, shows an increase in basic skills of reading and math by an average of 10 percent. - All the u
- Studies have shown that writing is also positively influenced by technology. Demonstrates that technology reaches all areas of education. Regardless of age Regardless of subject Regardless of materials Technology improves a students ability to comprehend the information and skills presented in class
- Teaching an old dog new tricks, it’s an old saying Here we are looking at old strategies, nine of them to be exact that easily be improved with the use of technology Technology that is useful at improving upon these nine old teaching strategies are using word processors, internet resources, multimedia, and Smart boards. Regardless of how old a strategy is, technology can help improve upon it’s effectiveness in the classroom. The study by Brabec, Fischer, and Pitier demonstrates this notion.
- All for one.. Technology can used for single student use Focused entirely for that single academic learner Laptops, desktops, and tablets provide individual rich resources for all individual work. Technology is able to fit the needs of the educators. Demonstrating the importance of step #2 (the motivators) from our previous slide of implementation.
- And one for all. Technology not only can used for individual work and individual growth but also as whole group interactions. Green = high scoring, white = proficient, yellow = partially proficient, and black = below level Technology can be used as differentiated instruction Document cameras, and writing pads improve student writing during whole class activities. Student response systems and smart boards provide interactive classroom experience which motivates students to learn.
- Study showed how to effectively implement technology in the classroom. If begins with the administration. They are the key facilitators of getting technology successfully into the classroom. Affective technology in an educational setting can not go up to the third step with the first two. Administration implements it but the teachers are the key motivators to sustaining technology in the classroom and making it work. Administrators must help teachers with workshops and other added course work which will aid their understanding of the technology they can use in the classroom. After the key facilitators and the motivators are in place, then and only then can successful integration of technology begin influence student growth.
- The question for us today, is when do we want to begin implementing technology in our classroom? When we want to begin seeing more student growth? When do we want to follow the pattern the studies have shown? Where will we be as a school district after we implement technology? How much more can we help our students to grow academically? There is only one way to find out, the proof is in the pudding.