9. ACOT Stages: the long version Entry Teacher is learning the basics of a technology, e.g., how to set up equipment and operate it. Adoption Teacher begins to use the technology in management areas, e.g., computer generated quizzes or worksheets, gradebooks. Adaptation Teacher begins to use software to support instruction, e.g., a commercially produced content area program or productivity tools (word processor, data base) Appropriation Teacher begins to focus on collaborative, project-based technology use and technology becomes one of several instructional tools. Invention Teacher begins to develop different uses for technology, e.g., creates projects that combine two or more technologies.
10. ACOT Focus Areas Entry… … Invention Resources Print-based Traditional Variety of media Teacher Front of room P-S with students Instruction Task-oriented goals Learning goals Students Rote recall Higher level processing
15. So, what about your lesson plan? Where does it fall on the LoTI scale? What elements of the 21st century skills does it include? If it’s a technology lesson, does it include relevant core content?
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19. References Richardson, Karen. (2004). webversiondoe.ppt . Retrieved from http://www.ivyrun.com/doe/webversiondoe.htm
Notes de l'éditeur
And Virginia Tech’s motto is “putting knowledge to work”
So, how do you support your teachers as they begin to add technology to their instruction. I think the first thing to recognize is that it is not a silver bullet. It is really part of the resource curriculum but the kinds of resources that are available are putting pressure on the rest of the curriculum: there are things that need to be taught, there are things that in order to be useful may force teachers to teach a different way…So how does technology impact the curriculum? Let’s look at your vision statement: what uses does it see? What’s the vision? What’s your vision? Try jotting it down…
Technology just opens so many possibilities…
This slide details the 4 areas of classroom evaluation should be covered when considering whether or not technology is being used effectively for teaching and learning. Essentially trying to create a new teacher paradigm. Resources – Entry level is print-based and traditional (textbooks, pens, pencils, etc) Invention level is using a variety of media including the internet, digital equipment, graphing calculators, digital microscopes, smartboards, etc) Teacher – Entry level is the teacher in the front of the room lecturing to students that may appear completely disinterested or falling asleep. Invention is the teacher collaborating with the students to help them problem-solve and reach conclusion by cooperating with one another. This builds higher levels of learning and understanding of not only the material, but also improves societal skills for the students. Instruction – Entry level instruction is very task-oriented (and it has its place in instruction), but the ultimate goal is to achieve learning – not training, memorization or regurgitation. Students learn better by stimulating more than one sense. Teachers must learn to involve students in an active way to maximize student performance. The focus for teachers in the invention stage is more heavily on true alignment of learning goals to classroom activities and instruction. Students – The entry level of rote recall is paralleled with instruction. We must strive to achieve a higher level of learning in our students by actively stimulating the learning process.
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