2010 nagc tech panel

1. Using Technology in the Classroom to Differentiate for Gifted Learners National Association for Gifted Children 2010 – Atlanta, GA

2. Elizabeth Shaunessy, University of South Florida—Moderator Panelists Kevin Besnoy, Northern Kentucky UniversityBrian Housand, East Carolina University JannLeppien, University of Great Falls Del Siegle, University of Connecticut

3. Kevin Besnoy Northern Kentucky University

4. Teachers • Technology Competency – ability to work with specific pieces of technology • Technology Literacy – capacity to understand broader technical world • Relationship between the two is on a continuum – meaning that students must learn to manipulate technologies in efficient and effective ways • When left alone – • Kids can develop technology competency • Not sure to what extent they will develop the necessary technology literacies to compete in a global arena 4

5. (Lucy & Grant, 2010) 5

6. Technology Literacy Skills Photo-visual literacy ~ interpret visual-graphic information Reproduction literacy ~ create messages in digital format Branching literacy ~ navigate information in a nonlinear-based format Information literacy ~ validate credibility and value of information Social-emotional literacy ~ use communication tools in a responsible and respectful way (Eshet-Alkalai & Amichai-Hamburger, 2004) 6

7. Brian Housand East Carolina University

9. You may find yourself… You may ask yourself… Well, how did I get here?

12. 1989

13. 2000

15. 3,969

20. PianosNOTStereos

22. “Every man should have a built-in automatic crap detector operating inside of him.” -- Ernest Hemingway

26. Critical Consumers Responsible Producers

27. Computers serve best when they allow everything to change.

29. JannLeppien University of Great Falls

30. AudioBooks, E-Text Research Skills Literacy Tools Math Tools Science Resources Social Studies Resources Study Skills Tools Graphic Organizers Text-to-Speech Using Technology in the Classroom to Differentiate for Gifted Learners

31. Differentiated Instruction is a model of instruction that revolves around the belief that students learn in many different ways.

32. STUDENT TRAITS: Readiness Interest Learning Profile Affect CLASSROOM ELEMENTS: Content Process Product Learning Environment Differentiation Elements

33. What’s the Point? Learning Profile Readiness Interest Growth Motivation Efficiency

34. A differentiated classroom provides multiple options for: Content...taking in information Process...making sense of information Product…expressing what student understands

35. Differentiated Instruction • Providing materials and tasks at varied levels of difficulty with varying degrees of scaffolding, through multiple instructional groups. • Encouraging student success by varying ways in which students work: alone or collaboratively, in auditory or visual modes, or through practical or creative means. (Tomlinson, 2000)

36. High Quality Curriculum & Instruction • fresh and surprising • seems real (is real) to the student • coherent (organized, unified, sensible) to the student • rich, deals with profound ideas (concept-based) • stretches the student (rigorous) • calls on students to use what they learn in interesting and important ways • involves the student in setting goals for their learning and assessing progress toward those goals

37. High Quality Curriculum & Instruction • clearly focused on essential understandings and skills of the discipline that a professional would value (authentic) • mentally and affectively engaging to the learner • joyful-or at least satisfying • provides guided choices • allows meaningful collaboration • focuses on products that matter to students • connects with students’ lives and world

38. Making Meaning What do the features look like in practice?

39. Del Siegle University of Connecticut

40. Technology use in the classroom has progressed through 3 distinct stages.

41. Automated Print 1

42. Automated Print Production Tool 2

43. Automated Print Production Tool Data driven virtual learning 3

45. Technology presents • Extensive sources for access to more advanced content, as well as communication with experts in the disciplines; • Contexts for developing and applying critical and creative thinking skills; and • Tools for constructing and sharing sophisticated products.

46. “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn” Herbert Gerjuoy as reported by Alvin Toffler (1970, p. 414).

47. “Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn [and to collaborate]”

48. Bill Gates’ 12th Rule for Business at the Speed of Thought “Use digital tools to help customers solve problems for themselves.”

49. Issues with the Democratization of Expertise Empowerment of Selective Learning

50. Issues with the Democratization of Expertise Empowerment of Selective Learning