This document discusses effective uses of technology in the classroom to engage students. It begins by posing questions about whether technology fundamentally changes instruction and if it is an add-on or integral to good teaching. Several quotes emphasize using technology to expand student interactions. A framework is presented for evaluating technology use based on whether it enhances physical, social, and cognitive interactions. Research on effective instructional strategies is shown along with examples of how technology can support each strategy. Guidelines are given for selecting software based on the interactions it provides and designing lessons around tasks rather than just incorporating technology. The presenter's contact information is provided at the end.
1. Welcome
Interactive Learning for the Interactive Generation
Presenter: Terri Stice, Director of InstructionalTechnology,ADE; GCT
Green River Regional EducationalCooperative
2. Fundamental Questions
Does technology fundamentally change good
instructional practice?
Is good instruction just good instruction and technology
just an add on?
Guiding Questions
•What does teaching & learning look like when
technology is being effectively used?
•What are the challenges of the classroom?
•How do we engage the interactive generation?
3. “Technology integration
is the future of
education.”
“Technology has a way to
get every student
involved – we simply
can’t overlook it.”
“It’s not about the
technology. It’s about the
interactions we get
because of the
technology.”
5. Teachers must use classroom
technologies to enhance and
expand student interactions with
knowledge and people.
•Physical Interactions
•Social Interactions
•Cognitive Interactions
6. 1. Is the technology being used “Just because it is
there?”
2. Is the technology allowing the
teacher/students to do old things in old ways?
3. Is the technology allowing the
teacher/students to do old things in new ways?
4. Is the technology creating new and different
learning experiences for the students?
7.
8. Effective Instructional
Strategy
Research Application to Differentiated
Classrooms
Technology to help Engagement for Learning
Recognizing similarities
and differences
45%
percentile
gain
Graphic organizers, sorting,
classifying, using metaphors
and analogies
Inspiration/Kidspiration
Graphic Organizers
Emotion is the best way
into the mind.
Summarizing information
and taking notes
34%
percentile
gain
Beginning, Middle, End,
Clarifying information,
webbing
Primary Pad
Voicethread
Read Write Think
Work has meaning and
value
Reinforcing effort and
providing recognition
29%
percentile
gain
Effective praise, & rewards Storybird.com
Kids R Authors Scholastic
Would the kids keep doing
the work if the teacher
wasn’t here?
Homework and practice 28%
percentile
gain
Planners and Organizers Twitter, Facebook,
Homework helpers
Clear/Modeled
Expectations – Students
know what success looks
like.
Nonlinguistic
representations
27%
percentile
gain
Cause and Effect Organizers
Concept Organizers
Digital Cameras
Glogster, Google Earth
Choice – Students have
meaningful options.
Cooperative and
collaborative learning
groups by ability, interest,
and other criteria
27%
percentile
gain
Think-Pair- Share
Individual and Group
accountability
Wikispaces
Google Docs
ThinkQuests & Webquests
Learning with others –
Learning has a social
component.
Setting objectives and
providing feedback
23%
percentile
gain
Ongoing feedback, student
feedback
Blogs, Discussions
Boards, Facebook
Personal Response – work
that engages almost
always focuses on a
product or performance
Generating and testing
hypotheses
23%
percentile
gain
Decision Making, Historical
investigation, invention
Graph Club, Xtra Normal, Sense of audience –
Student work is shared.
Questions, cues, and
Advance Organizers
22%
percentile
gain
Advance organizers
question wait time
Cubing, Think Dots, video
conferencing
Emotional / Intellectual
Safety – Freedom to take
risks.
9.
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14.
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16.
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21.
22. Software Selections
What are the interactions it provides? (physical,
social, cognitive) Is it meeting the need? (FREE)
Kids touching the board/laptop does not mean
you have cognitive interaction.
Get away from the “UndeniableWow” and ask
why?
Work to design, not to decorate lessons and
resources
What’s the task?
23. Terri Stice, Director of InstructionalTechnology
Green River Regional Education
Terri.stice@grrec.ky.gov
Notes de l'éditeur
We don’t see with our eyes, we see with our brains!Vision is by far our most dominant sense, taking up half of our brain’s resources.
Kids touching the board does not mean you have cognitive interaction. – Tommy G. principal – “What does it look like? What am I suppose to see.”
Learning Goal posted but nothing every said about it. Using Word to publish a piece of writing rather than hand writing it; using the interactive board as a chalkboard; using the Internet for research as opposed to encyclopedia. Watching Obama’s inaugural speech as opposed to reading his speech. (things we have done for years in education) Is the technology use pushing the both the teacher and the students to new heights, new learning, and new knowledge? Does the technology allow kids to learn from people they never would have been able to without it? Does the technology allow students to interact with information in a way that is meaningful and could not have happened otherwise? Does the technology allow students to create and share their knowledge with an audience they never would have had access to without the technology?