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TAGLIT Overview

TAGLIT Overview. Taking A Good Look At Instructional Technology. TAGLIT Overview. • S uite of easy-to-use assessment tools to gather, analyze, and report information about how technology is used for teaching and learning

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TAGLIT Overview

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  1. TAGLIT Overview Taking A Good Look At Instructional Technology

  2. TAGLIT Overview • Suite of easy-to-use assessment tools to gather, analyze, and report information about how technology is used for teaching and learning • Designed originally for use by North Carolina educators participating in a professional development program, Principals as Technology Leaders

  3. Why TAGLIT • Easy to use and fully automated; • Answers important questions; • How do you know if what you’re doing is making a difference? • What’s working with technology? What’s not? • What do teachers feel? Students? • Gives a concrete ‘big picture’ report.

  4. The TAGLIT Report • Designed to be used for program planning and evaluation, budgeting, policy making. • Organized around five areas: • the Plan, the Teachers, the Students, • the Community, and the “Stuff” • Available on-line in ready-to-print format • Includes data tables, graphs, and insights • GREAT resource for grant-writing, community outreach, funding requests.

  5. Leader Questions Areas Addressed: technology planning, hardware, software, instructional/technical support, budgets, etc. Number of questions: 69 Who: principal with help from other school technology leaders Time to Complete: 30 minutes on line; meeting of about 1½ hours to gain consensus about responses

  6. Leader’s Screen sample

  7. Teacher’s Questions • Areas Addressed: skills, frequency of technology use, hardware, software, support, tech plan, tech in the classroom, etc. • Number of Questions: Elementary—61; Middle/High— 71 • Who: all classroom teachers; other teachers expected to use technology with students • Time to complete: about 30 minutes

  8. Teacher’s screen sample

  9. Student Questions • Areas Addressed: skills, frequency of technology use, how technology affects classroom activities • Number of Questions: Upper elementary—15; Middle/High—53 • Who: 30% or more of students—select representative group • Upper elementary (grades 3-5) • Time to complete: about 30 to 45 minutes

  10. Student’s screen sample

  11. Sample report information

  12. Sample report information

  13. Sample report information

  14. Using the results • Identifying areas of need/concern; • Funding decisions; • Showing progress or change over time; • Aligning technology goals to overall school improvement efforts.

  15. FAQ • 80% of instructional staff • Student section is optional • 30 day default window • Results automatically calculated • All questions can be viewed ahead of time • Free as part of Arkansas’s Gates grant • Contact Ark DOE • Not customizable

  16. Why needs-assessments? • Where are we?

  17. Level of Technology Implementation- LoTi *Not free!

  18. The Best You Have Ever Seen . . • Take a minute a write down a short description of the best use of technology you have ever seen in a classroom.

  19. How to Measure Where we are? • Teacher Survey (fixed response) • Rubric • Questionnaire • Classroom Observation • Focus groups • Community Survey • Student Survey

  20. LoTi • In 1994, Dr. Christopher Moersch developed the Level of Technology Implementation (LoTi) scale in a effort to accurately measure authentic classroom technology use. • This scale focuses on the use of technology as an interactive learning medium.

  21. LoTi Breakdown • Level 0 Non-Use • Level 1 Awareness • Level 2 Exploration • Level 3 Infusion • Level 4a Integration (Mechanical) • Level 4b Integration (Routine) • Level 5 Expansion • Level 6 Refinement How do we measure progress?

  22. Nonuse – Level 0 • A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. • Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead project

  23. Level 0 – Classroom Observations • No visible evidence of computer access in the classroom • Classroom computers sitting idle during the instructional day.

  24. Level 1 – Awareness • The use of technology consists of Integrated Learning Systems. • Technology is used by the teacher for management tasks like taking attendance. • Technology is used to embellish a teacher directed lesson

  25. Level 1 Classroom Observations • Available classroom computers are used exclusively for teacher productivity. • Multimedia applications are used to embellish classroom lectures or teacher presentations • Curriculum management tools are used extensively to generate standards-driven lesson

  26. Level 2 - Exploration • Technology-based tools supplement the existing instructional program • The electronic technology is employed as an extension activity.

  27. Level 2 Classroom Observations: • Student projects focus on lower levels of student cognition (e.g., creating a web page to learn more about whale species) • There is greater emphasis on the technology rather than on the critical content (e.g., "My students' project was to create a WebQuest using Inspiration and HyperStudio. • Computer use serves as a reward station or as a digital babysitter

  28. Level 3 - Infusion Technology-based tools including databases, spreadsheet and graphing packages, multimedia and desktop publishing applications, and internet use complement selected instructional events.

  29. Level 3 Classroom Observations: • Student use of tool-based applications such as spreadsheets/graphing, concept mapping, and databases is used primarily for analyzing data. • Students are involved with different forms of "WebQuest" projects that require students to research information, draw conclusions from their research.

  30. Level 4A Integration Mechanical • Technology-based tools are integrated in a mechanical manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes. • Heavy reliance is placed on prepackaged materials and/or outside resources and/or interventions that aid the teacher in the daily management of their operational curriculum

  31. Level 4A -Classroom Observations: • Students designed a school-based information kiosk to assist their classmates with various "safety" issues including map directions to school based on the time of day, neighborhood watch sites, and "just-say-no" strategies to use with strangers. • Students organized a school fund-raiser to raise money for one of the international "solar cooker" societies based on their research, experimentation, and data gathering with homemade solar cookers.

  32. Level 4B – Integration – Routine • Technology-based tools are integrated in a routine manner • At this level, teachers can readily design and implement learning experiences that empower students to identify and solve authentic problems relating to an overall theme/concept using the available technology • Emphasis is again placed on student action and on issues resolution that require higher levels of student cognitive processing and in-depth examination of the content.

  33. Level 4B- Classroom Observations • Based on the rise in student violence on campus, students prepared a multimedia presentation highlighting their recommended mediation strategies using data synthesized from school-wide surveys and from the internet. • Students created a web site devoted to exploring solutions to the steady increase in solid wastes entering the local landfill.

  34. Level 5 - Expansion • Technology access is extended beyond the classroom. • Classroom teachers actively elicit technology applications and networking from other schools, business enterprises, governmental agencies research institutions, and universities to expand student experiences directed at problem-solving.

  35. Level 5 – Classroom Observations • Students started their online consumer awareness clearinghouse that provided up-to-date information on "best prices" for travel, goods and merchandise, and services based on data collected from their research and online. • Using video cameras, NASA and NOAA images, and related weather and mapping data, students assisted a hiker in his goal to conquer the Continental Divide Trail from Mexico to Canada.

  36. Level 6 - Refinement • Technology is perceived as a process, product and/or tool for students to find solutions to "real-world" problems. • There is no longer a division between instruction and technology use in the classroom. • Students have ready access to and a complete understanding of a vast array of technology-based tools.

  37. Level 6 – Classroom Observations • Students designed an interactive web site for bilingual children to expedite their English language proficiency. • Students created a new type of housing design using some sophisticated CAD programs to improve the amount of heat transfer in future homes.

  38. The Best You Have Ever Seen . . • In your groups . . . • What level is your example?

  39. LoTi Website • http://www.learning-quest.com/technologyassessment.html

  40. What’s the down side? • Data is self-reported • Teacher’s don’t like the numbers. • The labels “hurt” • Lack of understanding of what real technology integration looks like. • But I use PowerPoint and email! • You are not a “6” everyday! • Not customizable

  41. Profiler • FREE • Building-wide needs-assessment • Very helpful • Can be done pre and post • Totally customizable • Create your own or use someone else’s

  42. Profiler.hprtec.org

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