Making the Connection

1. Jennifer Womble, nbct Lawton Chiles High School Jan Graham, nbct Elizabeth Cobb Middle School Making the Connection

2. Overview Students at two schools, one middle school and one high school, build communication and technological skills as well as content knowledge by participating in the creation of various products that are peer edited, revised and finally collaborated on to engage a new age of learners!

3. REAL Teachers Report Findings! Content knowledge and communication skills are enhanced when middle and high school students collaborate using technology to produce brochures, newsletters and presentations.

4. Teen Accessto Technologies

5. Who Are Today’s Students? • Millennial Generation • Born between 1976-2000. • Almost 100 million young adults between 0-24 years old (2000). • Largest generation (36% of total population). • 31% are minorities; more diverse than the adult population. • Have come of age along with the Internet. • Information has been universally available and free to them. • Community is a digital place of common interest, not just a shared physical space. • 60% of 2002 teens feel that it is harder to be a young person today than in their parents’ day, compared to 35% of 1966 teens feeling the same way.

6. Who are Millennial? • Columbine, Power Rangers, cell phones, DVDs, and 9-11 • Assumed technological savvy --polyfocal • Multi-Taskers “They’re the most numerous, affluent, and ethnically diverse generation in American history.” - Strauss

7. Millennial Want to Learn… • With technology • With one another • Online • In their own time • In their own place • Doing things that matter

8. Team Oriented • Millennial gravitate toward group activities • Group membership is rising Millennial are perhaps most defined by the way they have grown up with technology.

9. Our students’ brains… “if you want to learn a new skill or make use of new knowledge, you must change your brain (plasticity) …reinforcement through repetition (deliberate practice)” “Short focused practice sessions are often most productive.” “…the brain doesn’t have to work hard when engaged in something it finds easy (need challenge).” “By imitating another person’s behavior we become like them (role models--mirror neurons).” Other needs: humor, laughter, movement, visuals, processing time, individualized brain atlas, emotional, social interaction.

10. Social Impact “…I realize that the most profound influence of my schooling was to put me together with intellectually engaged peers.” –Steven Pinker, Harvard University Professor and Author

11. What data drives us to CONNECT? Big Picture: Authentic Use of Skills: Prepare Students for Future (Writing Skills) Application of Content to Teach Others To increase the Depth of student knowledge and retention of concepts, vocabulary and technology. MOTIVATION & NOVELTY

12. Why CONNECT? Benefits of Communication: • Audience—Interactive Dialogue • Student Research • Peer Editing • Reading Literature Circles or On-line Book Groups • High Quality Collaborative Projects ☺Learn from each other—broader range of perspectives and information =Achievement Gains

13. Future Trends in Society Social and Intellectual capital will become the primary economic value in society. Continuous improvement and collaboration will replace quick fixes and defense of status quo. Technology will increase the speed of communication and pace of advancement or decline. Competition to attract and keep talented people will increase. Knowledge creation and breakthrough thinking will stir a new era of enlightenment.

14. Future Trends from Business • “We are entering an era where certain educational trends are encouraging the use on online, multimedia and wireless tools at unprecedented levels, which may alter the overall educational technology landscape in the future.” –Joni Lindquist, VP Sprint • Computer-based learning (e-learning) e.g. Apex Learning (online AP courses), Virtual High Schools • Corporate Training: IBM Spent more than $500 million on training modules delivered to manager in a just-in-time fashion…The simplest of products can delight employees who welcome the opportunity to learn skills that are directly applicable to the problems they face. INDIVIDUALIZED.

15. New Recipes for Curriculum… • Sunshine State Standards • 21st Century Skills, STW Skills • NCLB • FL EAP #12:Technology • Reading and Literacy Focus • Technology Standards: NETS (Teachers & Student Standards) Leon County Schools Technology Standards Leon County Schools Technology Self Assessment

16. Technology and Reading “Professionals and lay people are increasingly voicing support for inclusion of this element in a literacy program, because technology plays an increasingly central role in our society. Technology is both a facilitator of literacy and a medium of literacy. Effective adolescent literacy programs therefore should use technology as both an instructional tool and an instructional topic. As a topic, technology is changing the reading and writing demands of modern society. Reading and writing in the fast-paced, networked world would require new skills unimaginable a decade ago.” – Reading Next, Carnegie Corporation

17. GOALS: • Learn Language Arts • Learn Psychology • Utilize Technology • Improve Communication Skills • Teach students how to learn with technology devices • Increase student engagement and active participation

18. Evaluating our Resources • Cobb Middle School: • 4 labs and 5 computers in Instructor’s Classroom • Project LIFE • 980 students, Downtown location • 6th grade students • Language Arts Curriculum

19. PROJECT LIFE • Leon County School Technology Initiative • PROJECT LIFE Laptop Initiative For Education In six Leon County Schools, the third and sixth graders have access to Laptop Computers and other digital technologies.

20. CONNECTING TO: • Chiles High School • 6 labs (laptop labs included) • 1910 students, North East location • 5 computers in Instructor’s Classroom • 11th grade students • Advanced Placement Psychology Curriculum

21. Teachers as RESOURCES • Intel Trainers--Extensive software and technology integration training (www.intel.com/education) • Trained in Differentiated Instruction, Dimensions of Learning, and other pedagogical specialties • Plan Curriculum Yearly • Reflective Practitioners—National Board Certification • Team Planning--Curriculum, group/individual products, topics, timelines • Experience helps Predict Problems: Email, Web Page, Lab Resources, Student Skills, etc.

22. Connecting Students: PHASES • Connections-Join to by means of a communication circuit-plug in! (Students need to lead, work samples, audience, and give feedback.) • Collaborate-To work together in intellectual effort-cooperate reasonably!

23. Teamwork: Planning “The best thing to invest in right now is collegiality. The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom.” --Alan November 1998

24. SSS Standards Alignment Language Arts: • The student uses the reading process effectively (LA.A.1.3 and LA.A.1.4). • Demonstrates consistent and effective use of interpersonal and academic vocabularies in reading, writing, listening, and speaking (LA.A.1.3.2). • Uses strategies to clarify meaning, such as rereading, note-taking, summarizing, outlining, and writing a grade-level report (LA.A.1.3.3). • Refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings (LA.A.1.4.3). • Applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings (LA.A.1.4.4). • The student constructs meaning from a wide range of texts (LA.A.2.3 and LA.A.2.4). • Locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (LA.A.2.3.5). • Synthesizes and separates collected information into useful components using a variety of techniques such as note cards, spreadsheets, and outlines (LA.A.2.3.7). • Checks the validity and accuracy of information obtained from research in such ways as differentiating fact and opinion, identifying strong versus weak arguments, and recognizing that personal values influence the conclusions an author draws (LA.A.2.3.8). • Analyzes the validity and reliability of primary source information and uses the information appropriately (LA.A.2.4.7). • Synthesizes information from multiple sources to draw conclusions (LA.A.2.4.8). • Recognizes the uses of comparison and contrast in a text (LA.A.2.2.9). • The student uses writing processes effectively (LA.B.1.3). • Organizes information before writing according to the type and purpose of writing (LA.B.1.3.1). • Drafts and revises writing that follows the benchmark guidelines (LA.B.1.3.2). • Produces final documents that have been edited following benchmark guidelines (LA.B.1.3.3). • The student writes to communicate ideas and information effectively (LA.B.2.3). • Selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats according to the intended audience, purpose, and occasion (LA.B.2.3.1). • Uses electronic technology including databases and software to gather information and communicate new knowledge (LA.B.2.3.4). Social Studies: • The student understands historical chronology and historical perspective (SS.A.1.4). • Evaluates conflicting sources and materials in the interpretation of a historical event or episode (SS.A.1.4.3). • Uses chronology, sequencing, patterns, and periodizaton to examine interpretations of an event (SS.A.1.4.4). • The student understands the world from its beginnings to the time of the Renaissance (SS.A.2.4). • Understands the early physical and cultural development of humans (SS.A.2.4.1). • The student understands Western and Eastern civilization since the Renaissance (SS.A.3.4). • Analyzes major historical events of the 20th century (SS.A.3.4.9). • The student understands the world in spatial terms (SS.B.1.4). • Understands how cultural and technological characteristics can link or divide regions (SS.B.1.4.4).

25. Technology Standards (NETS) ISTE Technology Standards: Student Standards: • Basic Operations and Concepts NETS S-1 • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology • Social, Ethical, and Human Issues NETS S-2 • Students practice responsible use of technology systems, information, and software. • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. • Technology Productivity Tools NETS S-3 • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. • Technology Communication Tools NETS S-4 • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. • Technology Research Tools NETS S-5 • Students use technology to locate, evaluate, and collect information from a variety or sources. ISTE Technology Standards: Teacher Standards: • Technology Operations and Concepts NETS T-1 • Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. • Planning and Designing Learning Environments and Experiences NETS T-2 • Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. • Identify and locate technology resources and evaluate them for accuracy and suitability. • Plan for the management of technology resources within the context of learning activities. • Teaching Learning in the Curriculum NETS T-3 • Facilitate technology-enhanced experiences that address content standards and student technology standards. • Apply technology to develop students’ higher order skills and creativity. • Manage student learning activities in a technology-enhanced environment. • Assessment and Evaluation NETS T-4 • Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. • Productivity and Professional Practice NETS T-5 • Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. • Social, Ethical, Legal, and Human Issues NETS T-6 • Model and teach legal and ethical practice related to technology use. • Promote safe and healthy use of technology resources

26. 1st Step PROCESS: Essay Writing • Sensation Writing Activity: Brain Full of Memories • Cobb Students write Imagery Essays emphasizing the use of sensations in short stories • Chiles Students study Sensations and Memories and write essays emphasizing the use of sensations in short stories • PEER EDITING and REVISION through RUBRICS • Teachers share student work via CD-Rom • Sample

27. Sensation Essays Reflections • Teacher Reflections: Students engaged! Willing to seriously edit and revise Real Audience Self Esteem Learn technology skills while constructing products Students met completion requirements

28. 2nd step PROCESS: “Me” Presentation • “Me” Projects by Cobb Students • Personality Inventory • Internet Research • Short Story Study • Interviews • Power point Projects • Chiles Students: Personality Inventories • Development and Personality Research • PEER EDIT AND REVISION

29. “Me” Powerpoints Reflections • Teacher Reflections: Content focused “want to show how smart I am” Increased Time on Task Behavior Self Esteem Depth of understanding of topic and incorporation of communication and interview skills Students love to “judge” and look for errors—great comments on the rubrics for feedback Students gave insightful suggestions

30. 3rd Step in CONNECTING • Chiles Students produce 3-fold brochures on the Topic of Learning • Cobb students: apply categories of learning to their lives and gave input on the content • Rubric sheets Shared

31. Brochure Reflections • Learned Publisher as they used the software • Students had to view on only 5 computers and learned basics by using program • Goal was to utilize email and have students connect (other than pencil and paper rubric) • Students met deadlines -- REAL LIFE APPLICATION • No printing was necessary • Students needed Tech Tricks and Tips along the way via the Teacher and each other

32. Collaboration Newsletter • Match students based on Personality Inventories, Interests and Gender whenever possible • Newsletter Template—Articles Include: Study Skills, Interpersonal Skills, High School Success, Majors and Careers for their Personality Styles • Newsletter Rubric • Via USB, email, CD-Rom • Celebration and Sharing Session

33. Newsletter Reflections • Teacher Reflections: Let the students communication via any means necessary to work Professional atmosphere Meaningful activity New tools: gaggle.net Free email service for students—monitored by teachers ☺Everyone has something to teach and Everyone has something to learn!

34. Lessons Learned • Always have a “Back up plan” • “Technology Integration is a slow process.”-SEIR-TEC • Do not give up even when technology does not work as “planned” • Could be done across ANY content—amazing parallels between grade levels and content • Focus on Depth of Knowledge • Role of Teacher as Planner, Resource Gatherer, Manager, Facilitator, Educator

35. Future Ideas • Video Presentations • Web Sites • Online Literature Circles with Young Adult Novels • Project Based Learning activities • Use “editing” tool in word • Use Move Maker/iMovie for student products • PERSISTENCE!!!!!!!

36. Need for Continuous, High Quality Professional Development “The promise of the future lies not in Technology alone, but in people’s ability to use, manage, and understand it.” • From Technology for All Americans: A Rationale and Structure for the Study of Technology

37. Professional Learning Communities Passion and Persistence creates PLCs at and across schools.