Educational Technology

1. Educational Technology Mr. Galusha

2. What do you teach?“Churchill” and Module 2 Agenda • Activators: ‘Disneyland’ • Discussion: Changing Paradigms and 21st Century Skills • What are curriculum standards and how do you read them? (The Common Core ) • Activity 1: Gathering Resources Scavenger Hunt • Bloom’s taxonomy: Aiming your lessons at the right level. • Activity 2: Using Web 2.0 to collaboratively create a student skill progression profile for use in our course • Summarizer: Posting and presentation of the profile

3. Why use technology?Module 2 Objective • Students will explore the role of technology in the 21st century classroom. Upon completion of this course, participants will develop an instructional style that integrates technology as a tool for enhanced content delivery, skill development, and student expression. Successful completion of this objective will be evidenced by the creation of a sound Educational Technology Philosophy Statement and accompanying video.

4. 21st Century Skill Education and Competitiveness

5. Why we need to act now • Fundamental changes in the economy, jobs and businesses • New and different skill demands • Two achievement gaps • So what do we do?

6. 1. Manufacturing jobs are gone for good.

7. 2. New jobs require new skills

8. Changing Paradigms by Sir Ken Robinson

9. 3. Achievement Gaps

10. What do we need to do?

11. Standards • Massachusetts State Frameworks • National Educational Technology Standards for Students and Student Profiles

12. What is a Standards-Based Education ? • Clearly defined academic content standards provide the basis for content in instruction and assessment. • These become a tool for planning, delivering, monitoring and improving academic programs

13. What is a Standards-Based Education ? • Standards help ensure students learn what is important, rather than allowing textbooks to dictate classroom practice. • Student learning is the focus - aiming for a high and deep level of student understanding that goes beyond traditional textbook-based or lesson-based instruction.

14. What is a Standards-Based Education ? • Consistently communicates and uses standards to focus on ways to ensure success for all students. • Uses assessment to inform instruction.

16. Common Core Standards

17. What is the Common Core? • A state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

18. Primary Intent • The New ELA/Literacy and Math Curriculum Frameworks, comprised primarily of the Common Core State Standards, were written explicitly to define the knowledge and skills that students must master to be college and career ready by the end of high school.

19. The Common Core Standards • Are aligned with college and work expectations • Are clear, understandable and consistent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society • Are evidence-based.

20. Timeline for Preschools, Districts, Colleges and Universities 2010-2011 Initial Planning Build awareness and identify what needs to change and how it will be changed 2011-2012 Partial Implementation Continue planning and make changes in targeted grades, subjects, and courses 2012-2013 Near Full Implementation Implement balance of changes

21. Activity 1: Gathering Resources Scavenger Hunt

22. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

23. CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking

24. Remembering The learner is able to recall, restate and remember learned information. • Recognizing • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding   Can you recall information?

25. Recall or recognition of specific information Remembering cont’ Verbs • List • Memorize • Relate • Show • Locate • Distinguish • Give example • Reproduce • Quote • Repeat • Label • Recall • Know • Group • Read • Write • Outline • Listen • Group • Choose • Recite • Review • Quote • Record • Match • Select • Underline • Cite • Sort • Products include: • Quiz • Definition • Fact • Worksheet • Test • Label • List • Workbook • Reproduction • Vocabulary

26. Teacher roles in assessing Directs Tells Shows Examines Questions Evaluates Student roles in assessments Responds Remembers Recognizes Memorizes Defines Describes Retells Classroom Roles for Remembering

27. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarizing • Inferring • Paraphrasing • Classifying • Comparing • Explaining   Can you explain ideas or concepts?

28. Understanding of given information • Products include: • Recitation • Summary • Collection • Explanation • Show and tell • Example • Quiz • List • Label • Outline Understanding cont’ • Restate • Identify • Discuss • Retell • Research • Annotate • Translate • Give examples of • Paraphrase • Reorganize • Associate Verbs • Describe • Report • Recognize • Review • Observe • Outline • Account for • Interpret • Give main idea • Estimate • Define

29. Teacher roles in assessing Demonstrates Listens Questions Compares Contrasts Examines Student roles in assessments Explains Describes Outlines Restates Translates Demonstrates Interprets Classroom Roles for Understanding

30. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing Can you use the information in another familiar situation?

31. Using strategies, concepts, principles and theories in new situations Applying cont’ • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview Verbs • Paint • Change • Compute • Sequence • Show • Solve • Collect • Demonstrate • Dramatise • Construct • Use • Adapt • Draw • Products include: • Photograph • Illustration • Simulation • Sculpture • Demonstration • Presentation • Interview • Performance • Diary • Journal

32. Teacher roles in assessing Shows Facilitates Observes Evaluates Organizes Questions Student roles in assessment Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Classroom Roles for Applying

33. Analyzing The learner breaks learned information into its parts to best understand that information. • Comparing • Organizing • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Can you break information into parts to explore understandings and relationships?

35. Breaking information down into its component elements • Products include: • Graph • Spreadsheet • Checklist • Chart • Outline • Survey • Database • Mobile • Abstract • Report Analyzing cont’ Verbs • Distinguish • Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire • Arrange • Investigate • Sift • Research • Calculate • Criticize • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyze • Diagram • Relate • Dissect • Categorize • Discriminate

36. Teacher roles in assessing Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects Student roles in assessments Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Classroom Roles for analyzing

37. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesizing • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring   Can you justify a decision or course of action?

38. Judging the value of ideas, materials and methods by developing and applying standards and criteria. Evaluating cont’ Verbs • Judge • Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritise • Tell why • Compare • Evaluate • Defend • Select • Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • Rank • Reject • Products include: • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech

39. Teacher roles in assessing Clarifies Accepts Guides Student roles in assessments Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Classroom Roles for Evaluating

40. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making Can you generate new products, ideas, or ways of viewing things?

41. Putting together ideas or elements to develop a original idea or engage in creative thinking. Creating cont’ • Compose • Assemble • Organise • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Imagine Verbs • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile • Products include: • Film • Story • Project • Plan • New game • Song • Newspaper • Media product • Advertisement • Painting

42. Teacher roles in assessing Facilitates Extends Reflects Analyzes Evaluates Student roles in assessment Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant Classroom Roles for Creating

43. National Educational Technology Standards Published by ISTE The roadmap to teaching effectively and growing professionally in an increasingly digital world. Based on the belief that technology literacy is a crucial component of modern society. In fact, the globalizing economy and technological advances continue to place a premium on a highly skilled labor force.

44. Activity 2: Creating a K-12 Skill Progression Profile • Get into group 3 groups. Try to have someone from each of the following roles in your group: • Someone with classroom experience • Someone who is tech savvy or has used Prezi before • Someone who has a some career experience

45. Activity 2: Creating a K-12 Skill Progression Profile • Identify two standards from both the reading and writing requirements and one that deals with research. • On the Prezi, list the standard, give an idea of a lesson that could help student achieve this standard, and connect the standard to it importance later on in the workplace.