How to Use Technology in the Classroom

Transcription

1 Children of the Digital Age The shift from broadcast to interactive is the cornerstone of the N-Generation. They want to be users, not just viewers or listeners What we now find is that kids don t want optimized, pre-digested information. They want to learn by doing-where they synthesize their own understanding-usually based on trying things out. Growing Up Digital: The Rise of the Net Generation. Don Tapscott

2 Critical Factors for Integrating SMART Boards into Classrooms, Schools and Districts John Blaser Technology Integration Specialist Eastchester UFSD

3 Contents Critical Factors for Integrating SMART Boards Benefits of Integrating SMART Boards Final Thoughts Stages of Interactive Whiteboard Use Sample Lessons SMART Notebook SMART Ideas Multi-Dimensional Resources

4 Critical Factors Vision and Leadership Planning and Implementation Administrative Support Professional Development Collegial Sharing and Networking Time and Commitment Technical Support

5 To serve as technology advocates, school leaders must first understand and be able to articulate a vision of how technology fits into the broader framework of school improvement and the district mission and goals. Planning for the infusion of technology requires both good planning strategies and a knowledge of teaching and learning. Johnston, Michelle and Nancy Cooley. (2001). Supporting New Models of Teaching and Learning Through Technology. Arlington: Educational Research Service.

6 Administrators must have a clear vision of technology to support student learning and an understanding of the roles that all school staff must play in achieving that vision. They must be cheerleaders and visionaries who see beyond the daily routine to a vision of what is possible through the use of technology. North Central Regional Educational Laboratory. (2000). Critical Issue: Providing Professional Development for Effective Technology Use.

7 It is especially important at the school level for the principal to have a vision of what is possible through the use of technology and be able to work with others to achieve the vision. Without this vision, and the translation of the vision into action, lasting school improvement is almost impossible. Factors That Affect the Effective Use of Technology for Teaching and Learning. (2001). South East Initiatives Regional Technology in Education Consortium.

8 Supportive school principals highlight the efforts of teachers who attempt to use technology to improve teaching and learning. Factors That Affect the Effective Use of Technology for Teaching and Learning. (2001). South East Initiatives Regional Technology in Education Consortium.

9 The administration supports the use of interactive whiteboards in the classroom SA A N/A DA SDA

10 Most districts have not been organized to accompany system-wide initiatives in curriculum, instruction or technology with the staff development to ensure a healthy implementation. Often this doesn't occur because the staff development component has not been extensive enough. Bruce Joyce and Beverly Showers. (1995). Student Achievement Through Staff Development: Fundamentals of School Renewal.

11 Effective professional development should be a purposeful endeavor, reflective of and immersed in, the context of the organization that has been thoughtfully designed in response to the introduction of an innovation. Wells, John G. (2007). Key Design Factors in Durable Instructional Technology Professional Development. Journal of Technology and Teacher Education, 15(1).

12 Effective professional development requires careful planning, job-embedded and hands-on activities directly linked to the curriculum, plenty of follow-up, built-in evaluation, adequate time, sustained funding and the willingness of educators to take on new and expanded roles. Critical Issue: Providing Professional Development for Effective Technology Use. (2000). North Central Regional Educational Laboratory.

13 Job-embedded learning means that learning is part of, or embedded into, the routine of the school day and school week. Job-embedded learning is viewed as learning that is essential for schools to function at high levels. Job-embedded learning requires that participants plan and reflect upon their professional activities and practices. Expanding Your Vision of Professional Development. National Staff Development Council, September 2005.

14 Hours of SMART Board Professional Development to 5 6 to to to or more

15 Researchers found a strong complementary relationship between the adoption of technology and the creation of collaborative learning environments for teachers. Johnston, Michelle and Nancy Cooley. (2001). Supporting New Models of Teaching and Learning Through Technology. Arlington: Educational Research Service.

16 Programs that build into training and followup of training opportunities for collegial work on the mastery and use of innovative practices and content contribute not only to the individual competence of teachers participating in them, but also build their sense of membership in the profession. Bruce Joyce and Beverly Showers. (1995). Student Achievement Through Staff Development: Fundamentals of School Renewal.

17 If teachers are going to successfully change their practice, they will need access to others who can both challenge and support them as they implement new ideas in their classrooms. There is a need to provide time for colleagues to interact with and help each other as they explore new technologies and pedagogies. Ertmer, Peggy A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Research and Development, 53(4).

18 In addition to working in pairs or teams, teachers need access to follow-up discussion and collegial activities. They also need time to discuss technology use with other teachers School districts should find creative ways to build teacher networks so that teachers have additional opportunities to discuss the new instructional methods that technology promotes. Critical Issue: Providing Professional Development for Effective Technology Use. (2000). North Central Regional Educational Laboratory.

19 Acquiring technology skills and becoming proficient at new ways of teaching in which technology is appropriately integrated requires additional time. An effective professional development program provides sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice. Teachers need time to plan, practice skills, try out new ideas, collaborate and reflect on ideas. North Central Regional Educational Laboratory. (2000). Critical Issue: Providing Professional Development for Effective Technology Use.

20 It takes some personal investment, specifically in time, more time for technology training and more time beyond regular classroom hours to learn the new technology. Kadel, Robert. (2005). How Teacher Attitudes Affect Technology Integration. Learning and Leading with Technology, 32(5).

21 An important component of effective professional development for technology is access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. North Central Regional Educational Laboratory. (2000). Critical Issue: Providing Professional Development for Effective Technology Use.

22 Interactive Whiteboards and Changes to Instructional Practices SA A N/A DA SDA

23 Use of Interactive Whiteboards for Note Taking and Recording Information 0 SA A N/A DA SDA

24 Use of Interactive Whiteboards to Display Student Work for Instructional Purposes SA A N/A DA SDA

25 Use of Interactive Whiteboards to Increase Student Participation in Lessons SA A N/A DA SDA

26 60 Use of Interactive Whiteboards to Incorporate Multimedia Resources SA A N/A DA SDA

27 Stages of Interactive Whiteboard Use Supported Didactic Visual support Interactive Normal feature of the lesson Elicit student responses Demonstrate concepts Enhanced Interactive Integral to lesson Highly interactive Used as a prompt Variety of resources Instructional design techniques Miller, Doug, Doug Averis, Victoria Door and Derek Glover. How Can the Use of an Interactive Whiteboard Enhance the Nature of Teaching and Learning in Secondary Mathematics and Modern Foreign Languages? Becta 2005

28 Levels of Interactive Whiteboard Use Increase efficiency: enable teachers to draw upon a variety of technology-based resources without disruption or loss of pace Extend learning: use more engaging materials to explain concepts Transform learning: create new learning styles stimulated by interaction with the whiteboard. Glover, D & Miller, D. (2001). Running with Technology: The Pedagogic Impact of the Large-Scale Introduction of Interactive Whiteboards in One Secondary School. Journal of Information Technology for Teacher Education, 10 (3).

29 Durable change in practice requires a significant change in teachers attitudes and beliefs, which occurs primarily after they have evidence that the new practice positively impacts student outcomes. Indications of improved student learning following the successful implementation of new classroom practice leads to a change in teacher in teacher attitudes and beliefs, ultimately resulting in durable change of practice. Wells, John G. (2007). Key Design Factors in Durable Instructional Technology Professional Development. Journal of Technology and Teacher Education, 15(1). Contents

30 Resources Basic SMART Board Functions Practice Sets SMART Strategies and Content Elements of Instructional Design Criteria for Selecting Interactive Web Sites SMART Technologies: Education Professional Development on Interactive Whiteboards Interactive Whiteboard Resources Eastchester Interactive Whiteboards

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