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A Shared Vision of
for Our District
Urgency For Change
In this section we will evaluate what we know about
technology and what effects technology can have on student
What We Know
• Computers offer a way to customize instruction and allow
students to learn in a way they are best wired to process
• Computers have not fundamentally transformed the way
learning is accomplished or how the classroom operates.
• Research shows that students who have access to
computers in schools don’t necessarily perform better on
Turn and talk
• Why do you think despite the increase
in technology within our district, there
has been little correlation to
achievement on exams?
• *We cram these innovations into our operating models
and what we already do in the classroom. This is the
wrong course. If we innovate the way the way in which
students interact with computer based learning we will
see a change in achievement.
• When we plot the educational data for online learning
over the traditional approach, the data since 2000 falls on
a straight line. It is estimated by 2019 that about 50
percent of courses will be delivered online. The world
not just educators will be poised to adopt computer based
learning at a rapid pace.
But is transferring some of my
modes of instruction
detrimental to student growth?
It is also notable that students
who tend to have lower grades
and poorer test performances,
receive less authentic computer
Think about this.
• Do you think that textbook published appeal to a broad
range of learning styles and are able to customize
learning for students? Of course they try to but at their
very nature they are fixed and static. Integrated software
solutions for our district can both build large scale
offerings and customize for different learners.
Let’s Maximize the Impact
of student education
• Maximizing the Impact: The pivotal Role of Technology in a
21st century Education system. In this report they emphasize
that American students need these skills in order to compete in
the global economic market.
• Problems that we have in not developing globalized skills
Many American students lack sufficient knowledge about other
worlds regions, languages and cultures, and as a result are
likely to be unprepared to compete and lead in a global work
• More than 80% of New York eighth graders do not meet the
state standards in social studies, as of 2004. In contrast in
Sweden, 89% of young adults speak at least two languages.
Section 2- Digital Age
• Having technology does not necessarily mean that a we
will be successful. In order for us to be successful ISTE
makes several suggestions. Some of which include;
effective professional development, daily incorporation of
technology, programs that provide students with
individualized feedback and effective leadership and
• IN this section I will explore the resources available to us
in the district,
• And some technologies we might consider to create a
shared vision on how to use technology.
• Google classroom
• Chrome carts
• Doc Cam
• Recording Devices
• Media Center
How can we take
advantage of these
resources to be
successful as a district?
Project Based Learning
• ISTE considers project based leaning and real-world
simulations authentic tasks that should drive the instruction of
• Additionally, for both biological and cultural reasons we are all
intelligent in different domains. We must develop different
abilities, talents and skills rather than compete with them in the
same domains. Technology helps us do that.
• Of 11 studies published since 2000 assessing how technology
can improve academic achievement7 showed strong positive
effects. In one student amongst 7thgraders students improved
42 percentage points. (Brief, 2008)
student tracking software
• WordSmart High School Excellence
Vocabulary Stretch - Interactive, English vocabulary activities
with progress tracking
• Incredibly effective vocabulary learning.
• Membean- provides guided, engaging, multimodal
vocabulary instruction while our Adaptive
• Reinforcement Engine helps students retain what they learn.
• Other accessible student development software references:
• Creating digital portfolios online.
• Create assessments using YouTube videos.
• Wikis, blackboard, discussion threads.
Recording a song through Garageband or Audacity.
Section 3- Meeting and
Exceeding Our Learning Goals
• Whatever it is that is changing, that change should
have a clear relative advantage for those being asked
to change; it should be seen as “a better way,””
(STEVE NGUYEN, 2010).
In this section, we will consider how to integrate these
resources into our daily classroom routines and how to
create as a school a shared vision
Let’s Create a shared technology
• All of the studies done in the past decade indicate if there
is strong curriculum In place for the use of technology
then educational success will take place. (Wenglinsky,
• Other studies finds that the greatest inequities in
computer use are not in how often they are used, but in
the ways in which they are used.
Let’s Transition to using
technology within our classes
How can we transition the ways in which we use technology
within our classroom?
Here are four ways in which we can transition. We might all be at different stages.
The goal is to get to the last stage.
• Stage 1 Substitution. At this stage of technology integration,
technology acts merely as a replacement for previous by-hand
methods of instruction or organization.
• For example: Word processing is a great example of substitution, for
while it replaces the old pen-and-paper method of writing down
information, it does little to fundamentally change the manner of
recording information with words. Another example includes the use
of a projector in the classroom for presentations.
Stage 2- Augmentation
• Stage 2 Augmentation. Augmentation takes the advantages of
technology a little further; instead of merely substituting a
traditional tool for an electronic one, it also includes the
functional changes those substitutions can provide.
• For example: The above example mentions word processing
as a type of substitution. However, it becomes augmentation
when the tools unique to the word processing program – like
copy and paste, search, spellcheck, and graphics – are
incorporated into the use of the application.
Stage 3- Modification
• Modification. Now instead of merely adding augmented
features to instruction, modification represents the level at
which teaching tasks are partially or entirely redesigned based
on technological tools.
• For example: The “flipped classroom” – where teachers have
students watch instructional videos at home and application of
that instruction occurs during class – becomes available with
tools like Youtube.com and blogs. While the lecture and
discussion components of teaching remain the basis of
instruction, the technological mediums offer brand new
opportunities for how those methods are integrated.
• Redefinition. Beyond modifying existent teaching
methods, technology offers the opportunity to completely
create brand new methods of instruction. These tasks may
have been completely inconceivable prior to
• For example: A teacher may create a class project that
requires connecting with other classrooms around the
globe via video conferencing and social media. The
classes may be required to work together to find a
solution to a common problem, utilizing one another and
web-based resources for gathering information.
What stage are you at currently and
what changes can you make to get to
this last stage?
• Section 1- Urgency for change- Research shows that if we
integrate technology in a more meaningful authentic way, we
can show significant improvement in student growth.
• Section 2- Digital Age Resources- Technology helps students
develop different abilities that are needed in the 21st century.
We discussed the different resources available to us, as well as
different ways to apply technology.
• Section 3- Meeting and Exceeding Our Learning Goals- We
agreed towards transitioning to the redefinition phase. This
goes beyond modifying existent teaching methods, technology
offers the opportunity to completely create brand new methods
Are you up for this
• Brief, I. P. (2008). Technology and Student Achievement- The
Indelible Link. National Educational Computing Conference.
• Catapano, J. (n.d.). The 4 Stages of Technology Integration:
Supporting Student Growth . Retrieved March 25, 2015, from
Teach Hub: http://www.teachhub.com/4-stages-technology-
• Horn, M. B., & Christensen, C. M. (2008). How Do We
Transform Our Schools. Education Next, 8.
• STEVE NGUYEN, P. (2010). IMPLEMENTING CHANGE
AND OVERCOMING RESISTANCE. LEADERSHIP,
ORGANIZATIONAL PSYCHOLOGY, TEAMS, 1.
• Wenglinsky, H. (1998). Does It Compute? The Relationship
between Educational Technology and Student Achievement in