Introduction

1. How do you use technology now? What helps? What hinders? Introduction • Definition of Technology • Computers • Software • Internet • Digital cameras and camcorders • Robotics • Audio-visual (movies, podcasts, etc.) • Voice recorders – iPod with recorder • AlphaSmart word processor • Social Networking… • Other . . . .

2. Why Technology? • More than ever, individuals value the importance of technology changes in education. • Knowledge economy • nearly 90 percent of the upcoming workforce will utilize computers within their working environments • The U.S. Department of Education “Education Technology Plan,” • more computers and ubiquitous high-speed Internet access • need for digital content in the schools’ curricula • Executive Summary • http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-thePlan.html

3. ISTE – NETS Standards • International Society for Technology in Education • National Education Technology Standards • Students • Teachers • Administrators • 90% of states have adopted, adapted or referenced in their own state standards • ISTE is in the process of updating their standards

4. What Technology Has to Offer • Authentic challenging tasks • Active learning - students benefit from exposure to real world problems, scientific modeling, feedback from peers and experts and global communities. • http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html • Beyond Bells and Whistles: Affecting Student Learning Through Technology

5. Appropriately deployed technologies could support exploration and help students obtain achievable goals, form and test hypotheses, and discover new knowledge. These constructivist applications of technologies apparently support developing higher-order thinking skills that can help students strive and succeed with real, open-ended questions, such as those that they will have to face, address, and conquer during their adult lives(Valdez et al., 2000). • http://www.ncrel.org/tech/elearn/system.htm • E-Learning Synthesis: Curriculum and Standards-Based Content • Learning Technologies and Higher-Order Skills

6. Some Things to Consider for Quality Tech Integration • Allows for different learning styles • Uses tasks that are intellectually demanding/require higher level thinking • Provides open-ended questions and activities • Requires more abstraction and complexity • Based on student interests • Requires student to be more self-directed • Uses Inquiry process • Develops problem finding and problem solving skills • Based on an authentic or real-world task(s) • Allows students to discover and uncover information

7. What Technology IS … • constructivist, higher level thinking, communication, creation of original work, and problem solving in non-routine ways and authentic ways • Technology as a means of providing support, opportunity and meaning.

8. Re-Thinking the Way We Do Things When Adding Technology. . . • Be willing to learn from students • Teachers still have much to offer: critical thinking, unlocking meaning, clear communication, etc. • Teaching with technology can be transforming • Encourage student autonomy • Dual level of teaching content along with meta-cognition- learning how to learn • Learning is cumulative – education is ongoing and doesn’t end with a test • Welcome productive digressions • A lot of work – build a collaborative team, and consider including students as part of the team

9. Changing the Process . . . • Math concepts • Virtual manipulatives • Science – up to date information • AlternativesNet Frog • Research in “real time” • Newscasts (CNN) • Data (USGS) • Maps (TerraServer) • Analyzing for validity

10. Technology Rich Environments • identify essential questions and match learning needs to effective and efficient technology-rich learning environments. • apply technology tools to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning. • identify, design, create, and facilitate learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives. Annette Lamb

11. Technology Products • Multimedia products • Text with graphics • Web-published products • Stand-alone slide shows • Digital video (not VHS) • Visual essays and reports • Digital storytelling • Podcasts and Vodcasts

12. Word Word Art • Written projects • Books • Stationary • Tables and Charts • Reports • Business Cards • Newsletters • Postcards • Signs • Web Pages • Graphics • Word Art • Draw Tools • Auto Shapes • Clip Art • Photos • Original Art Work • Flowcharts • Call-outs

13. PowerPoint Harporous Chihuly Electromagnetism • Presentations • Games • Illustrated Stories • Animation • Timelines • Posters and Signs • Portfolios

14. Posters & Banners Graphs and charts Original Data Pictographs Stock Market Data Base Budgeting Timelines Labeling Maps and Diagrams Brochures Newspapers Magazines Calendars Booklets Signs Banners Flyers Posters Publishing Excel

15. Inspiration/Kidspiration • Webs • Graphic organizers • Timelines • Conversion • Outlines • PowerPoint • New Inspiration Data!

16. Integrating Technology How Do I Do That?

17. Process Interest Content Environment Product Readiness Learning Styles Standards • Technology can be used as a tool to differentiate Content, Process, Product, and Environment • Technology can be used in key components of differentiation: readiness, interest, learning styles

18. Content, Process, Product . . . • Content • Everyone is learning the same concept, but using different levels of complexity, depth or sophistication • Process • Everyone is learning the same concept, but using different methods to learn it • Product • Everyone is using different ways of showing what they know.

19. More Resources . . . • Technology Resources for Differentiated Instruction Montgomery County.htm • Thinkfinity - Education & Technology in the 21st Century (MarcoPolo) • ThinkQuest • Using Technology to Differentiate Instruction.htm • Funbrain – Curriculum Guide • The Teacher Tap – professional development resources for educators (Annette Lamb and Larry Johnson) • Thirteen Ed Online • Rubrics for Assessment

20. Researchor Copying?

21. Where’s the Content?

22. Differentiation Strategies How can technology be used in the following strategies? • Flexible Grouping • Tiered Lessons • Independent Projects • Learning Centers • Learning Contracts • Compacting • Questioning • Mentoring

23. Things to Consider in Differentiated Instruction • Scaffolding • Choice • Depth and Complexity • Learning Styles • Learning Environments • Task difficulty • Equalizer (Carol Ann Tomlinson)

24. Continuums for Planning Differentiated Lessons These continuums can help you plan content, process, and products for gifted learners, as well as other learners with diverse needs. They are not a recipe, but rather a guide for your thinking. In general, students who are gifted in a given subject or very advanced in a particular topic need to function toward the right end of the continuums. There will be exceptions, of course. For example, a highly able learner may at times need to work at a slower pace to study a topic in greater breadth or depth. At the beginning of a complex study, even a highly able learner may need to work at simpler tasks, toward the left of the continuums will need to move toward the right. Simple Complex Resources, Research, Issues, Problems, Skills Concrete Abstract Examples, Illustrations, Applications, Conclusions Single – faceted Multi – faceted Problems, Applications, Solutions, Approaches, Disciplinary Connections Small Leap Great Leap Application, Insight, Transfer Closed Open Solution, Decisions, Approaches Less Independence Greater Independence Planning, Designing, Monitoring Foundational Transformational Information, Ideas, Materials, Applications Slow Quick Pace of Study, Pace of Thought ASCD, 1994

25. Anchoring Activities • A – Alternatives…When do you use them? • Optional Activities • Daily Activities • Weekly Activities • B – Brainstorm Ideas…What are examples? • Journals • “Project Extensions • Puzzles (ex. Logic, either students created worksheets) • Workbooks • Labs • Research • Skill/Drill Practice • Test Prep • Project Interests • Independent Studies • Computer Skills • Student Generated Activities

26. Flexible Grouping • Groups can be based on interest, readiness, learning styles, or ability • Groups are temporary for one unit, assignment, or task • Teacher assigns when matching to criteria • Readiness for skill or content, interest • Ensuring mix of students • Students select when appropriate • Clear guidelines for group functioning

27. Independent Projects • Can be structured or open-ended, depending on readiness of student • Builds on student interest • Include computer as tool for content, process or product • Teacher provides guidance and structure • Provide criteria for success

28. Person Questions They Ask? Mathematician Newspaper Reporters Teacher Writer Historian Geographer Scientist Who Does Research?What kinds of questions would these people ask? 28

29. Interest Centers • Build on student interest • Students can help in the process of development • Clear criteria for success • Challenging level of tasks • Interest based groups • Using a computer station as a learning center • Adding computer tasks to a learning center

30. Compacting • 1) Pre-assessment 2) Plan for learning what was missed and excuse what is mastered 3) Plan how free time may be spent • Allow student choice in how time is spent • Written plans and guidelines

31. Questioning • Target some questions and leave others “open” to group • Open-ended questions when possible • Wait time • Think- pair-share • Encourage “building” on previous answers • Encourage students to “explain and defend” • Adjust difficulty of question based on student needs

32. Tiered Lessons • Not an introduction, but probably after whole group instruction so basics are understood • Same concept, objective, or essential question, but different levels Avoid tasks that can be “copied” from a source • Organize by Bloom’s Taxonomy, concrete to abstract, scaffolding, depth, complexity, organization

33. Steps to Designing Tiered Lessons • Identify the grade level and subject for which you will write the lesson. • Identify the standard (national, state, district, etc.) that you are targeting. • Identify the key concept and generalization. • Be sure students have the background necessary to be successful in the lesson. Provide needed scaffolding. • Determine in which area you will tier. • Content, process, product • determine the type of tiering you will do: • Readiness, interest, learning profile • based on your choices above, determine how many tiers you will need and develop the lesson. • Differentiation means doing something different--qualitatively different • Secondly, be sure each tier is doing moderately challenging,respectful work. We don’t want one group doing blackline practice sheets and another doing Japanese cooking! • develop the assessment component to the lesson. • formative, summative, or a combination of both. For more information on tiering, please contact the Center for Gifted Studies and Talent Development at 1-800-842-4251.

34. How Can Technology Assist in the Following Areas?

35. Find sources of information that are appropriate for students who may have difficulty reading. • Provide advanced organizers to help students receive and communicate information. • Provide management plans in which tasks are listed sequentially with target dates for completion. • Finally, provide a structure or visual format to guide the finished product. A sketch of an essay or science project board will enable these students to produce a well-organized product. • Use technology to promote productivity. It allows students with learning disabilities to hand in work of which they can feel proud. • Offer a variety of options for communication of ideas. • Help students who have problems in short-term memory develop strategies for remembering. The use of mnemonics, especially those created by students themselves, is one effective strategy to enhance memory. Visualization techniques have also proved to be effective. Adapted fromJann Leppien STRATEGIES For Students

36. Learning and Retention Rates • Beyond Bells and Whistles: Affecting Student Learning Through Technology • http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html

37. Graphic Organizers • Inspiration Software, Inc.htm • Kidspiration, Inspiration Data • Versions for Handhelds (Palm andWindows) • Example of TemplateSample 2 Sample 3 • Schools of California Online Resources • http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm • Write Design Online • On-Line - Graphic Organizers.htm

38. Interactive Content – Active Learning • Real-time data projects • Using online data, such as world-wide earthquake activity • Using and analyzing Primary Resources • Collaborative projects • Sharing and compiling data online • Partner projects • Connecting with another group or organization to complete or share a project • Webquests • Teacher designed, student implemented • Blackboard classes • Tutorials

39. Quality Content Examples • Jason Project • UCMP (University of California Museum of Paleontology) • AMNH (American Museum of Natural History) • Nova • Center for Innovation in Engineering and Science • Annenberg Media • Edutopia (GLEF) • Geo-Literacy Project

41. Annenberg Media Online via Video on Demand • You can view Annenberg Media programs of your choice online with a broadband connection whenever you see this icon. There is no charge for this service. • Majority for Teachers, but many excellent resources for gifted students • A Biography of America.htm • Journey North A Global Study of Wildlife Migration Monarch Butterfly.htm • Foreign Language • Science • History and Social Studies • Arts • Mathematics

42. Primary Resources • A source created by people, in their own words, who actually saw or participated in an event. • Primary sources were either created during the time period being studied, or were created at a later date by a participant in the events being studied (as in the case of memoirs) and they reflect the individual viewpoint of a participant or observer • http://www.lib.berkeley.edu/TeachingLib/Guides/PrimarySources.html

44. Technology & Process • VOD (video on demand) Allows for different learning styles • PBS – Chalkwaves, United Streaming Video • Webquests learning styles, higher level, interest, self-directed, real-world tasks, uncover information • A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. • Adventure Into the Unknown A Webquest on the Lewis and Clark Expedition.htm • A Home on Ganymede Introduction.htm • Blackboard – eLearning • Web 2.0 • “Build applications that harness network effects to get better the more people use them.“ • Wiki’s, social networking, blogs, podcasting, eBay, Flickr, iTunes • Moodle

45. Handhelds and iPods • Store and graph data • Journal recording • Record lectures and notes • Access video and podcasts • Foreign language dictionaries • Personal organization • Communication/sharing • Music lessons

46. Writing – Desktop Publishing • Templates • Reports, newsletters, booklets, brochures, outlines, presentations • Word processing and spell-checking • Laptops, Alphasmart • Voice Recognition software • Publishing formats

47. Multimedia products Text with graphics Web-published products Stand-alone slide shows Digital video (not VHS) Visual essays and reports Digital storytelling Products associated with a differentiated approach reflect both the learners' expression and the applied skills of a field of study. These products can be achieved through exposure to learning opportunities developed within the classroom or through the external environment (Passow, 1982) Technology & Products

48. Creating Web Sites • Guardians of Freedom Introduction.htm • Guardians of Freedom LLoyd Smith.htm • Using Word Web Wizard • Using Software Tools • FrontPage • DreamWeaver

49. Digital Photography • Save Samples of work or class projects • Art/design • Basic photography techniques • Record science experiments or other activities • Creative expression • Illustrate original works • Portfolios • Adobe Photo-Deluxe, Paint Shop Pro and others • Photo Story3

50. Analog or Digital Camcorders • Original plays and productions • Documentaries • Animation drama • Language arts, commercials • Sound editing • QuickTime movies • add to web pages, email, PowerPoint presentations • Science – record of experimental results • Add to portfolios or send home to share with parents the work accomplished • iMove MovieMaker2