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ED 424 201 SP 038 167

TITLE Technology Training for Teachers: Topics and Tips for StaffDevelopment Planners.

INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh.PUB DATE 1998-00-00NOTE 151p.

PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Computer Literacy; *Computer Uses in Education;

*Educational Technology; Elementary Secondary Education;Internet; Program Development; *Staff Development; TeacherCompetencies; Teacher Improvement

IDENTIFIERS North Carolina

ABSTRACTThis workbook offers tips for staff development planners who

train teachers about technology. The first six sections are "Getting Startedwith Competencies and Context," "Looking at Learner Needs," "Taking SchoolTechnology Inventory," "Outlining Parameters for Program Design," "SelectingResources and Approaches," and "Resources and Approaches: An Overview ofOptions." The options described in the latter section include: audiotapes;conferences; consulting resources; digital disks (CD ROMs/laser videodiscs);interactive satellite network telecasts/videotapes; lesson plans; listservs;networked, computer-based resources; North Carolina Information Highway;observation and field trips; packaged workshops, seminars, and courses;parents and the community; peer mentors; professional development collection;students and teachers learning together; teachers teaching teachers (trainthe trainer); and videotapes. The last two sections are "Evaluating theTechnology Training Program" and "Addressing Renewal, Registration, andRecord Keeping Issues." The first two sections are, "Evaluating theTechnology Training Program" and "Addressing Renewal, Registration, andRecord Keeping Issues." More than half of the workbook includes the following13 attachments: North Carolina Teacher Technology Competencies; local samplesof training objectives, content, and parameters; a sample needs assessmentform; a sample school technology inventory; the University of North CarolinaEducational Consortia; the Regional Education Service Alliances/Consortia;Internet access options; a summary description of Eisenhower Year EightProjects; featured sites and teachers in Star School Series: "Case Studiesand Applications"; sample North Carolina Technology professional developmentprograms; a Department of Public Instruction videotape loan library requestform; guidelines for developing a professional collection; and a sampletechnology training program evaluation form. (SM)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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b.Q

Technol Trdningfor Teach Topics and Tips

for Staff elopment Planners

Instructional Technologies DivisionPublic Schools of North Carolina

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

,

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)O This document has been reproduced asreceived from the person or organizationoriginating it.O Minor changes have been made to improvereproduction Quality.

Points ot view or opinions stated in this dock,-ment do not necessanly represent officialOERI position or policy.

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Table of Contents

Getting Started with Competencies and Context

Looking at Learner Needs

Taking School Technology Inventory

Outlining Parameters for Program Design

Selecting Resources and Approaches

1

2

3

4

9

Resources and Approaches: An Overview of Options 11

Audio Tapes 12Conferences 13Consulting Resources 14Digital Disks: CD ROMs/Laser Videodiscs 15Interactive Satellite Network

Telecasts/Videotapes 16Lesson Plans 18Listservs 19Networked, Computer-Based Resources 20North Carolina Information Highway (NCIH) 21Observation and Field Trips 22Packaged Workshops, Seminars and Courses 23Parents and the Community 25Peer Mentors 25Professional Development Collection 26Students and Teachers Learning Together 28Teachers Teaching Teachers (Train the Trainer) 29Videotapes 30

Evaluating the Technology Training Program 31

Addressing Renewal, Registration,and Record Keeping Issues 33

Topic:

Question:

Getting Started withCompetencies and Context

Now that I have technologydollars for staff development,where do I begin planningeffective technology training forteachers?

page 1

1. Study the larger context for your work, including:State and national technology competencies for teachersSchool district and school technology plans (especially sections on staff

development).Related needs assessments and budgets.

Attachment A provides an overview of technology competency work

at the national, state, and local levels and a complete listing of NorthCarolina Technology Competencies for Educators.

2. Using information collected in step 1 above, develop materials, graphics,and forms that can help you outline and communicate guidelines andobjectives of your training plan.

'7 Attachment B contains selected pages from local materialsdeveloped to communicate training plans and objectives.

3. Involve as many stakeholders as possible in your plans. Ask for input,raise awareness, and invite participation from school staff, students,parents, businesses, and the community. Each can contribute importantforms of support for your efforts.

4. Establish connections early with staff development planners in other schooldistricts, so you can benefit from the exchange of information.

Technology Training for Teachers: Topics and Tips

Topic: Looking at Learner Needs

Question: How can I obtain helpfulinformation about learnerneeds?

1 . Use needs assessments and checklists to build databases andspreadsheets that reveal all three of the following about prospectivetrainees:

What they need to know (to determine current knowledge and skill

levels)

What they want to know (to determine interests)

How they would like to learn it (to help you address learning styles andscheduling needs).

2 . Observe what others have done in this area and think through logistics.Here are a few questions and tips to keep in mind.

Is the survey clear and meaningful? For example, descriptor sets like"no experience, some experience, comfortable using" are moreinformative than numerical ratings of competency from 1 to 10.

Can the survey serve several purposes? For example, to identify whoand how many teachers need general workshops on the same topicAND teachers who are interested in becoming trainers, developinstruments and select spreadsheet software that can provide bothsets of information without duplication of effort.

Can information be efficiently collected and used? For example, if datawill be used for more than one purposeor by different stafflookcarefully at the obstructions you can expect when hardware andsoftware are incompatible, isolated, etc.

(71.1 Attachment C contains selected pages from an instrument developedlocally to assess learner needs.


Topic: Taking SchoolTechnology Inventory

Question: What technology is available tosupport the overall trainingprogram?

Develop formal or informal tools and strategies to determine what technologyresources are available to support your training efforts. Then developspreadsheets to assist your training plans. All of the following information canbe helpful:

The type, quantity, location, and capacities of hardware, includingcomputers and peripherals, VCRs, camcorders, televisions, cameras, audiorecorders, laser disk players, photocopiers, etc.

School and school district networking and capacities for sharing data,video, and audio.

Type and location of software and level of accessibility (governed by singlelicense, lab pack, or network/site license).

People who can play various supporting roles in implementing your plankeeping technology up and running, consulting with teachers aboutintegrating technology with instruction, developing training materials,delivering training, etc.

Location and availability of facilities, rooms, spaces and places wherestaff development activities can occur.

Note: Consider not just the people and technology resources available fortraining sessions but also what will be accessible to teachers when they return

to their classrooms.

Attachment D contains a sample School Technology Inventory Form that

can be expanded and customized in the format needed to address all of theabove items.


Topic: Outlining Parametersfor Program Design

Question: What parameters need to beestablished to provide directionfor program design?

1. Parameters will be unique to each school system, based on needsassessment results, stakeholder input, and the people and process whomake staff development decisions in your district. The questions thatfollow are commonly identified with setting helpful parameters for training.

Will training be mandatory, voluntary, or both?Who, besides teachers, will be trainedsuperintendents and principals,some school staff, or all school staff?Who will be trained first and how will training progress to impact moreand more teachers?When will training will occurwithin school hours, outside of schoolhours, or both?Where will training occuron site, off site, or both?Will staff be compensated and/or provided incentives for completedtraining? If so, how?

This section outlines some of the options related to each of thesequestions.

2. Whether parameters are established for five months or five years,document them (in training mission statements, objectives, and policy) andcommunicate them to stakeholders. Parameters established up frontprovide clear direction for program design, prevent misunderstandings,and enable you to move forward with clear and manageable goals.

3. When communicating parameters:Be prepared to deal with resistance in a positive, nonthreatening way.Make it clear that parameters (and the program) will inevitably changeas needed to learn from mistakes, make improvements, andaccommodate new priorities.

7


More About Program Parameters

Will training be mandatory or voluntary?

Advantages cited for voluntary training activities include greater impact andstaying power for staff who are already motivated to learn. On the otherhand, if all training activities are voluntary, staff with the greatest need fortraining may not receive it. Many school districts are therefore using acombination of the two approaches to benefit from each.

Some school districts use mandatory activities to provide overviews andintroductions to training basics and to initiate registration.

Others launch their programs with voluntary fairs, picnics orcomplimentary luncheons to inform and motivate staff at all levels ofknowledge and skill.

Another district may modify teacher contracts to include required out-of-school hours per month devoted to technology training functions oractivities.

Who, besides teachers, will be trained?

Most school districts believe, and is now reflected in the North Carolinatechnology competencies, that some type of technology training forsuperintendents and principals is critical to the support and success of allother technology training. Many are including school counselors, office, andother personnel. Some are planning to provide some level of technologytraining to everyone in the school, including cafeteria and custodial staff.Indeed, in the context of the school as the center of the community, parentsand other community groups are turning to the school for technologytraining.

Who will receive training first?

Most training plans, by necessity, progress in stages to gradually impactmore and more teachers. Who is trained first depends upon the results oflocal needs assessments and local priorities.

8


When will training occur?

Demands on school staff and trainers' time make it difficult to scheduletraining, whether it is within or outside of school hours. Often it is more amatter of when it is possible, as opposed to when and how it would bemost beneficial. However, realistic expectations regarding what and howmuch can be accomplished within particular blocks of time are essential.For example, many school district training plans give high priority to largeblocks of time for hands on activities and practice.

Working within these restraints, staff development planners are searchingfor creative strategies to make time for training. School districts are usinga combination of strategies, including the following:

Provide technology training on specified in-service days, early releasedays, and designated Saturdays.

Pair up leachers to cover each other's classes as needed.

Employ well trained technology substitutes who work with mobiletechnology units and special lesson plans to accommodate multipleclasses, subject areas, and grade levels while regular teachers attendtraining.

Develop release plans that use technology training activities to furtherother local goals. For example, a school or district that supportsintegrated planning across grade and subject areas, or perhaps peermentoring programs, may plan technology training that brings particulargroups of teachers together for technology training.

Provide in-depth training and practice sessions on Saturdays

Where will training occur?

While most staff development planners are making the most of whatever isavailable, many believe that on site training offers the following importantadvantages:

Is convenient for teachers and can utilize time and energy that would beexperienced going elsewhere.

Provides the actual environment where teachers work to support currentinstructional objectives with available technology.

Provides flexibility for rescheduling and repeating training opportunities.

Increases communication and peer support within the school.


Is conducive to developing lesson plans and other project-basedproducts that can be shared among teachers.

Provides opportunities to coordinate or combine student and teachertechnology training.

Makes it possible to involve other school staff who can help with thetraining (media coordinators, technology technicians, student assistants)and to coordinate the use of onsite materials (videotapes, books,journals, and other professional materials)for training sessions ANDongoing support.

Off-site training occurs in many places, depending upon the location ofresources, training delivery contracts, transportation, and schedulingconsiderations in your district. Following are some of the places being usedfor local technology training.

Community colleges and universities

Rented, donated, or school-district owned technology training centers.(These centers sometimes operate with equipment, software, and othertechnology donated or loaned by vendors and publishersif they alsoserve as evaluation, review, and demonstration functions that benefitschools, vendors, and publishers.)

Local satellite sites.

Will teachers be compensated and/or provided incentives?

Some staff development planners believe that compensation helps stafftake technology training efforts more seriously, while others believe thatintrinsic motivation brings better results, because it reflects the "buy in"essential to substantive change. For many districts, this issue is similar tothe mandatory vs. voluntary question: it doesn't have to be an either-ordecision. You can benefit from by combining an array of incentives specificto various training functions and activities. Following are some traditionaland not-so-traditional ways teachers are being encouraged to participate intechnology training.

Provide credit toward certification only.

Provide credit toward certification and other forms of advancement orstatus within your school system.

Provide pay with local or donated funds.

1. 0

Technology Training for Teachers: Topics and lips

Provide free laptop, software, video or digital camera, poster-and-banner makers, or other highly valued purchased or donated items.(These types of incentives are becoming very popular, especially forteachers who commit long hours to becoming technology trainers.)

Provide a variety of purchased or donated goods or services as smallbonuses for completing training or reaching specific competencies. Thisstrategy also presents opportunities to build awareness andpartnerships with the business community.

Note: Bonuses may be strictly for the classroom (free paperback booklibrary, art and office supplies) or personal (free theater tickets andrestaurant coupons, athletic equipment, mall gift certificates).

f`7 Attachment B contains locally developed materials with information aboutprogram parameters.

iiTechnology Training for Teachers: Topics and Tips

Topic:

Question:

Selecting Resourcesand Approaches

What criteria can help me selectan effective combination ofresources and approaches fortraining?

page 9

1. Make sure the approaches and resources you select reflect characteristicsfundamental to any successful adult training effort. Generally, theresources and approaches that earn a "YES" response to most or all ofthe following questions will probably deliver the characteristics and qualityyou need.

a. Will they help the teacher acquire or strengthen basic or advancedtechnology competencies?

b. Can teachers easily relate their experiences and needs to theinformation and activities being offered?

c. Do the resources and approaches require substantive involvement andparticipation? Are they process-oriented, problem-centered, and/orproject-based?

d. Are the offerings engaging, interesting, entertaining?

e. Do they provide a means for self-assessment to emphasize what hasbeen accomplished and to determine where to go next?

f. Are there strong mechanisms in place for ongoing follow-up assistanceand support, during and after training?

2. Keep training focused on teacher roles, knowledge, and skills specific toproject-based processes and outcomes in the technology-supportedclassroom. Students who are learning to access and use technology'stools and resources need a teacher who has the skills to establish andguide a largely self-directed classroom community that learns through wellplanned projects and is evaluated on a variety of outcomes .


What teachers know continues to be importantbut not as critical aswhat they DO, and how they do it. Look for training resources andapproaches that model and strengthen the teacher's capacity:

To plan meaningful learning activities.

To manage and evaluate resources tools, processes, and products.

To communicate and interact effectively with students.

3. Offer as many options as possible for teachers to develop and strengtheneach technology competency. More options make training more accessiblefor everyone and maximize the potential of your program to meet theindividual needs of teachers. Consider the diversity of resources andapproaches in this section, and how they can work together to address:

Different learning styles and multiple intelligences

Different levels of knowledge, skill, interest, and motivation.

The need to fit training into a variety of busy schedules.

13


Topic:

Question:

Resources and Approaches:an Overview of Options

What training options should I consider?

page 11

The alphabetized options overviews in this section are not all-inclusive orevaluated in depth. They are a sampling of possibilities that can be combined,based on your needs, to offer accessible opportunities, provideongoing support, and sustain many different teachers over time.

Options Legend

(c) Since scheduling around other school and teachercommitments and events is a significant challenge, resourcesthat can be used by individual teacherswithout schedulingand when the teacher wishesare marked with the clocksymbol The marking assumes that teachers will have thenecessary equipment at home, in their classroom, or a labthat is open and accessible before and after school hours.

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Comments

Small and light for easy transport

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Learners can listen while they drive.

Can be a helpful tool for presentingbackground information, introducingbasic areas of knowledge and skill,and communicating ideas andstrategies.

Can be purchased, borrowed, orcustom-recorded for specific trainingpurposes.

Provide no visual assistance for how-to's. However, high quality tapes thatclearly describe processes cansometimes convey a mental picturethat makes listening worthwhile.

Contacts and Assistance

Explore the followingsources for purchasing orborrowing tapes related toyour training:

school mediacoordinators

software publishers

computer salesrepresentatives

Information andTechnology EvaluationServices, DPI(Phone: 919/715-4846)

15


Comments

A good source fornetworking and learningabout a variety ofinstruction and trainingapproaches, array ofavailable instructionalresources.

May be difficult forteachers to be awayfrom school for 1-4 daysat a time.

Out-of-state conferencescan be costly.

page 13

In-State Opportunities

NCETC (NC Educational TechnologyConference) - Typically held in Greensboro,the week after Thanksgiving.

ECU (East Carolina Technology andTeaching Conference) - Typically held inGreenville in March. Call 919/757-6143for more information.

NCAECT (NC Assoc. of EducationalCommunication and Technology)Typically held in Charlotte or ResearchTriangle (alternating years) in February.

NCLA/NCASL (NC Library Association/NCAssociation of School Librarians) -Typically held in October with NCLA andNCASL alternating years. NCASL holdsother workshops during NCLA year. Call919/839-6252 for more information.

AASL (American Association of SchoolLibrarians) held approximately every 2-3years in major U.S. cities. Call 1-800-545-2433 for more information.

National Opportunities

NECC (National Educational ComputingConference). Sponsored by ISTE, 1787Agate St., Eugene, OR 97403; phone541/346-2411; fax 541/346-5890; [email protected]://isteonline.uoregon.edu.

10BEST COPY AVAILABLE


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Comments

Using a consultant enables oneto target a specific audience,customize training, receiveassistance specific to aparticular need or problem.

Identifying a qualified consultantspecific to your need can requiretime.

One should always consideravailable professional resourcesat institutions supporting K-12education, which may haveminimal to no charge in contrastto consultants in business forthemselves or part ofprofessional consulting firms.

If used for a workshop orpresentation, a consultant'sschedule is typically fixed,requiring teacher participationat the time of the presentation.(Generally, consultants arereluctant to have videotapesmade of their presentations forlater use.)


UNC Educational Consortia17 See Attachment E forcomplete list.

NC Regional Education ServiceAlliances/Consortia17 See Attachment F forcomplete list.

Professional consultants in theInstructional Technologies Division,NCDPI, 919/715-1534

SERVEP.O. Box 5367Greensboro, NC 27435(910) 334-3211

SREB (Southern RegionalEducation Board)592 Tenth Street, NWAtlanta, GA 30318-4790(404) 875-9211

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page 15

Disks: CD ROMs/Laser ideodiscs

Comments

Use can be time-independent

Equipment and discs can beexpensive and may not be readilyavailable.


Reference tools on availablematerials include:

The Multimedia and VideodiscCompendium from EmergingTechnology Consultants, Inc.,2819 Hamline Ave. N., St. Paul,MN 55113, Tel.: 612/639-3973;Fax: 612/639-0110, 800/395-3973.

InfoTech: The Advisory List fromInformation TechnologyEvaluation Services, PublicSchools of North Carolina, 301N. Wilmington St., Raleigh, NC27601-2825, Tel.: 919/715-5357. Provided free to allschools and teacher traininginstitutions. One yearsubscriptions are available for$20 for others.

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Comments

Offer a variety of staffdevelopment telecaststhroughout the school year andare generally aired in lateafternoon.

Provide an interactive format toserve large numbers of teachersat once.

Telecasts can be taped andused as needed to adapt toneeds and schedules of individualteachers.

May include rights to videotape(or order videotape of) thetelecast, for use as needed.

May include teacher andfacilitator print materials.

For More Information

Star Net1314 Hines AvenueSan Antonio, Texas 78208Phone: 1-800-234-1245

SEFCP.O. Box 50,008Columbia, SC 29250Phone: 1-800-476-5001http://www.scsn.net/-serc

North Carolina Distance Learningby Satellite Network. UsesStar Net receive equipment;videotapes of broadcasts areavailable through NCDPIVideotape Loan Library.Contact:

NCDPI Distance Learning301 N. Wilmington St.Raleigh, NC 27601-2825Phone: 9191715-1544http://www.dpi.state.nc.us

continued on next page

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etwornteractive Satelliteelecasts./Vic)

page 17

Comments

The following networks areaccessible to North Carolina schooldistricts and offer technology-related staff development telecastsand /or instructional telecasts forstudents.

StarNet. Telecast available in atleast one location per county.Targeted at educational needs inNorth Carolina.

SERC. As of March 1997, statusof required satellite receiveequipment in flux; limited installedbase in NC.

All NC community collegelocations are equipped withsteerable C/Ku analog dishes.Many of these locations arewilling to accommodate specialrequests from local schools orsystems.


Education Satellite NetworkClearinghouse. Missouri SchoolBoards Association. 21001-70Drive Southwest. Columbus, MI65203. Phone: (314) 445-9920Fax: (314) 445-9981. TheClearinghouse publishesEducation SATLINK, acomprehensive satellite programguide and available for K-12educators, and SATLINK OnLine,which provides electronic accessto program and teleconferencelistings.

-You're Having Company,"amonthly summary of satelliteprogramming readily accessibleto NC schools, published byNCDPI Distance Learning anddistributed to all central officestaff development coordinatorsand StarNet site facilitators.

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Comments

Considered critical to acquiringadvanced technologycompetencies of integratingtechnology with instruction

May be custom-developed beforeor during training to align withcurriculum.

Can be obtained from numerousInternet sources.

Can be shared and usedthroughout the school districtswhen training is complete.


"Tried 'n' True" (TNT)- Lessonplans developed by NC teachersand available on Teacher of theYear Homepagehttp://www.ofps.dpi.state.nc.us/OFPS/Teacher_of_the_YeariTNT/

LEARN North Carolina - Aprofessional development andsupport program for NC teachersand administrators that helpstransform K-12 instruction,delivery of instruction and learning.http://learnnciat.unc.edu/ orInstitute for Academic Technology,2525 Meridian Pkwy, Suite 400,Durham, NC 27713, 919/560-5031

Elementary and middle schoollesson plans developed usingtechnologies presented on "UsingTechnology Effectively: CaseStudies and Applications," a StarSchool teleconference series.Contact: Distance LearningSystems, NCDPI, 919/715-1544.

Teachers' Idea & InformationExchange (TIME) - Commercialmaterials to support the NCComputer Skills Curriculum. P.O.Box 6229, Lincoln NE 68506.Phone: 402/483-6987.

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Cornments

Good source for building a broadbase of ongoing peer andprofessional support.

Can provide a wealth ofinformation (lesson plans,strategies, and other materialsand assistance), based on userinterests and needs.

Accessible and interactive fortimely response to ongoingneeds.

Make sure instructions forsubscribing and unsubscribingare clear.

Very active L1STSERVS may resultin information overload andrequire frequent screening.

page 19

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For communication with otherteachers participating in the StarSchool series, "Using TechnologyEffectively° and "Speaking aboutTechnology... Teachers Talking toTeachers," and on distancelearning issues, address e-mailto:[email protected].

In body of message type:subscribe starschool_l

For general communication withteachers, address e-mail to:[email protected]

In body of message type:subscribe TOY_L

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Comments

With site license, material can bedownloaded and used by largenumbers of teachers, in small andlarge blocks of time, without leavingthe classroom or school. This is auseful training strategy when no lab isin place in school.

If training is done on a group basisusing downloaded material somemeans of communication is requiredbetween trainer and teachers. Atelephone in each classroom, a rovingfacilitator, or other means ofcommunication can be used.

Connecting to the Internet can be arich source of resources.

See Attachment G for descriptionof Internet access options.


Randolph County Schoolshas successfully used acombination of networkedclosed circuit television andclassroom computers toprovide hands on trainingto teachers simultaneouslyin a school. Contact: SueSpencer, Director of Mediaand Technology, RandolphCo. Schools, 2222-C S.Fayetteville St. Asheboro,NC 27203-7397, 910/318-6100.

2 3


Comments

Offers opportunity for smallergroups to train in a moreinformal setting than in satelliteteleconferences.

For full interactivity (two-wayvideo; two-way audio) only fivesites can participatesimultaneously.

As of January 1997, 128 siteswere on line statewide, offeringa mix of high school, communitycollege, university, and otherpublic agency sites.


Subscribe to NCIH schedulingLISTSERV by sending an e-mailmessage to:[email protected] nothing in the subject area.In the message area put:subscribe ncih-scheduling

Reach the NCIH homepage at:http://www.ncih.net

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Comments

Can be as simple as finding timeto visit other classrooms withinthe same school, or moreelaboratetraveling to otherschools physically or electronically(via Internet, live interactivevideo, teleconferencing)

Provides relevant ideas andinformation for direct andimmediate application.

Works best with small groups

Logistics may be challenging,depending upon type and lengthof field trip.


NC Eisenhower Programs:Helping Teachers to UseTechnology in the Classroom.Contact: Elizabeth French,Math/Science EducationNetwork, U. of North Carolina-Chapel Hill, 919/966-3256. Thisprogram funds a variety ofpartnerships betweeninstitutions of higher educationand public schools to enhanceuse of technology in classrooms.E, See Attachment H for list ofcurrent projects and contactnames.

School sites featured in the StarSchool series: "Using TechnologyEffectively: Case Studies andApplications." 127 SeeAttachment I.


Comments

Good for establishing acommon focus or core oftraining for all teachers.Can be quite costly to provideall needed training for allteachers.Content and approach areoften one-size-fits-all, limitingcapacity to address diverselearning needs, interests, andstyles.

Means for follow-up supportusually inadequate or limited.

If providers and materials areselected with care, based onadult learning criteria and localneeds assessments, limitationsmay be overcome.

When working with communitycolleges, universities, stateconsultants, commercialvendors and publishers, or anyother training providers:provide trainers with copies ofobjectives and criteria youexpect them to meet; focus onthe "Essential TrainingWorkshop Components" (listedon the next page) and on thecriteria outlined on pages 9 and10.

Refer to the local technologyplan and ensure plannedactivity ties to the plan andteachers' expectations.


Institute for the Transfer ofTechnology to Education NationalSchool Boards Assoc. 1680 DukeStreet Alexandria, VA 22314703/[email protected]://www.nsba.org

Computer Learning FoundationPO Box 6007Palo Alto, CA 94306-0007Tel: 415/327-3347Fax: 415/327-3349

ASCD1250 N. Pitt St.Alexandria, VA 22314-1453Tel: 703/[email protected]

T.H.E. Institute(Technological Horizons inEducation)Tel: 1-800-947-8885http://www.thejournal.com

NC Technology ProfessionalDevelopment Programs, sponsoredby various public/universityeducational entitiesE, See Attachment J.

NCDPI's Distance Learning Sectionannually distributes a selection ofprogramming packages or strandsfrom the StarNet staffdevelopment schedule that can beused locally for renewal credit,following local procedures.

Note: Colleges and universities are beginning to offer both staff developmentand at least portions of regular classes via the Internet. Contact individualdepartments of education to learn more about this new opportunity.


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Training Workshops:Essential Components

Ef A brief nuts-and-bolts explanation of thetopic.

Written or verbal feedback.

A talk-and-walk-through demonstration.

Adequate time for hands-on practice,note-taking, and questions.

Ei Creation of at least one document, chart,lesson, or teaching tool.

Sandy Pope"Singing the Praises of On-site Training"TECHNOLOGY CONNECTION, May, 1996

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Comments

Can help support your staffdevelopment efforts in a number ofways: as knowledgeable and skilledtechnology technicians, trainers, orgeneral assistants; as guest speakersor visitors at motivational events; or aspossible sources for donated funds orequipment.


PTA-NC Congress3501 Glenwood St.Raleigh, NC 27612Tel: 919/787-0534

Your local school PTA,businesses and industries,and community servicegroups

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Comments

Provides a way to pair teachersfor ongoing learning and support.

Provides one-on-one learning andhelp that is difficult to deliver inlarge-group settings with a singletrainer.

Can assign mentors to shareknowledge and skill in specifictechnology areas, specificcurriculum areas, or any way thatsupports your training objectives.

By assigning two people to eachteacherone to mentor andanother to learn from learning,support, and reinforcement can bestrengthened even more.


An excellent example of peermentoring is portrayed in a 12minute videotape, "Technology ifl

Dare County: Lighting the Way forNorth Carolina Schools," availablethrough:the Videotape Loan Library,Distance Learning Systems,NCDPI, 301 N. Wilmington St.,Raleigh, NC 27601-2825.Tel: 919/715-1544Fax: 919/733-4762Request forms are available inVideo Catalog in school MediaCenter or from system level Mediaand Technology supervisor.

Attachment K providessample copy.

BEST COPY AVAILABLETechnology Training for Teachers: Topics and Tips

Cornments

Can be anything from afolder of photocopiedarticles for required orvoluntary reading to anentire room full of mediaand materials ready forexploration.

Should be an equitableprocess for assuringaccessibility to alltrainees.


Professional Collection appendix fromLearning Connections: Guidelines forMedia and Technology Programs, NCDPI,January 1992 continues to provide anexcellent outline to develop a professionalcollection. It is provided as

Attachment L

Staff Development Video Library, part ofNCDPI's Videotape Loan Library, providesvideo resources to enrich local collections.ED Attachment K provides loan requestform.

Internet - Internet Addresses. A listing ofInternet addresses to assist educators insecuring information relative toadministrative support, language arts,mathematics, science, and social studies.Available from NCDPI Publications Sales,Phone-1-800-663-1250; fax- 919/715-1021.$5 for 25 copies. Order #EM123.NCDPI Homepage: http://www.dpi.state.us

International Society for Technology inEducation (ISTE). Provides catalog,Resources and Services for Technology-UsingEducators. Topics include: using the Internet;how to use software; restructuring, planning,professional development. Address: 480Charnelton St., Eugene, OR 97401; phone-1-800-336-5195; [email protected].


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Comments Contacts and Assistance

Technology magazines:

Classroom Connect

Learning and Leading with Technology

Technology Learning

Technology Connection

Electronic Learning

Multimedia Schools

Media and Methods

Technology Teacher

School Library Journal (technology section)

Instructor (technology section)

InfoTech: The Advisory List fromInformation Technology Evaluation ServicesNCDPI, 301 N. Wilmington St., Raleigh, NC27601-2825, Tel.: 919/715-5357. Providedfree to all schools and teacher traininginstitutions. One year subscriptions areavailable for $20 for others.

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Comments

Good way to build student and teachertechnology competency at the sametime.

Helps teachers accept new roles ofteacher as learner, student as teacher,and both as experts as needed to learntogether.

Presence of students keeps environmentand application especially relevant.


Yadkin County runs asummer computer campfor students, but whichinvolves much sharing.Contact: Kaye Shugart,Yadkin Co. Schools,121 Washington St.,Yadkinville, NC 27055,Phone: 910/679-2051.

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Comments

Can stretch training dollars byhaving teachers who attendtraining activities/coursesteach those who do not.

Need to carefully select trainersand provide incentives for thecommitment of time and effortin training others.

Works best in schools where a"team climate" has beenestablished and teachersreadily accept instruction andassistance from peers.


Many school systems havedeveloped excellent "train thetrainer" models. Example:Gaston Co. - Staff developmentmaterials, "Jungle in July." Senda blank diskette and a self-addressed envelope to: DebbieCore, Computer Coordinator,Gaston Co. Schools, 943 OseceloStreet, Gastonia, NC 28054-1397.

NC Distance Learning by SatelliteStar School series, 'UsingTechnology Effectively in theClassroom," and "TeachersTalking to Teachers," availablethrough NCDPI Videotape LoanLibrary. efi Attachment Kprovides sample copy.

BEST COPY AVAILABLE

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Comments

Time independent.

Can be used effectively in smallgroups with facilitator leadingdiscussion.

Provides visual and graphicexamples.


Explore the following sources forpurchasing or borrowing tapesrelated to your training:

school media coordinators

professional societies

NCDPI Videotape LoanLibrary. Contact: 919R15-1544 orhttp://www.dpi.state.nc.usfor complete list of titles.E:7 Attachment K providessample copy.

33


Topic: Evaluating the TechnologyTraining Program

Question: What evaluation methods can I use toimprove the quality and increase theimpact of my training program?

Why Technology?

In order to evaluate your technology training efforts, it's important to knowwhy you want technology implementation in your classrooms in the firstplace. Dr. Len Scrogan, Director of Technology, Boulder Valley Schools, inBoulder Colorado, has summarized well, with 5 key points, what we shouldbe hoping to accomplish as a result of technology training:

Raise academic achievement

Improve learning efficiency

Increase student motivation

Provide new ways for children to learn

Improve teaching

Your system may want to adapt or revise. Or focus on just one or twooutcomes initially as you develop your technology training. See AttachmentM as a sample from a North Carolina Local Education Agency.

Where Is the System Starting?

In the same way that you want to know your ultimate goals (or whytechnology), you need to know your starting point within your system. Takea look at the schematic on the next page and determine where your systemfalls on each of the scales.

Where Is the Teacher Starting?

Just as you need to know where your system is, because that is theenvironment in which your teachers work, you need to assess thetechnology skill starting point of each teacher. For a quick snapshot you canassess each teacher or have them perform their own self-assessment usingthe previous scale. For more detailed evaluation you can use the state-adopted competencies provided in Attachment A.

Technology Training for Teachers: Topics and lips

Are Individual Training Efforts Moving Us toward Our Goals?

Training efforts must be looked at in both the long-term and short-term.Short-term measures can tell you if teachers' technology skills areincreasing. Such measures can be simple performance-based testing.However, long-term measures must be both longitudinal and take intoconsideration multiple variables, using a variety of assessment tools,including standardized test scores, performance measures, studentattendance records, and attitudinal surveys.

35;


Topic: Addressing Renewal,Registration, and RecordKeeping Issues

Question: What guidelines and strategies arebeing used to effectively managerenewal, registration, and recordkeeping?

The Policy

SBE ActionOn March 14, 1996, the State Board of Education endorsed theSchool Technology Users Task Force report and approved thefollowing recommendation:

During each five-year cycle for license renewal, all North Carolinaeducators shall focus a portion of their training opportunities (threeto five renewal credits) on Task Force recommended technologycorn petencies, relevant to their licensure area, as deemed appropriateby their local school system.

[Task Force recommended technology competencies are provided asAttachment A.

ImplementationThe above policy was approved, effective March 14, 1996, for:

all educators whose next five-year license renewal cycle begins after6/30/96, and

those educators with 3 or more years remaining in their currentcycle for license renewal.

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Audit/Monitoring Procedures

State Board policy establishes staff development requirements foreducators in North Carolina, per Title 16, North Carolina AdministrativeCode, from which the following is excerpted:

.0307 Certificate Renewal

(a) Certificates are valid for a period of five years from the effectivedate of issuance. Holders must renew their certificates withineach five-year period. The Department applies renewal credit tothe person's certificate field(s) and/or professional duties.

(b) The Department bases renewal or reinstatement of a certificateon 15 units of renewal credit. A unit of credit is equal to onequarter hour or two-thirds of a semester hour of IHE credit, orone school year of teaching experience. The Department will notrecord less than one credit on a certificate.

(c) Currently employed personnel shall maintain a professionalgrowth plan in accordance with department guidelines. Thesepersons may obtain renewal credit for the following activities:

(1) college or university credit activities;

(2) teaching experience (one unit for every year);

(3) local in-service courses or workshops which carry at leastone unit renewal credit and which meet the followingcriteria:

(A) ten clock hours of direct training by the instructorwill equal on unit of renewal credit;

(B) content and instructional activities designed in asequential manner to develop specifiedcompetencies of a specific population;

(C) led by qualified instructional personnel and directlysupervised by the sponsoring school unit;

(D) credit is granted on the basis of programcompletion and achievement of specified individualperformance, which is determined by individualevaluation for specified competencies;

(E) enrollment limited to assure accountability of creditgranted;

37


(4) independent study of no more than five units of renewalcredit per five-year renewal period which meets thefollowing criteria:

(A) tettchers and other certified personnel help todevelop local independent study procedures whichthe superintendent keeps on file and periodicallysends to each certified employee;

(B) the employee and the superintendent or his or herdesignee plan the experience in advance, includingidentification of competencies to be acquired andan evaluation to determine satisfactoryachievement of those competencies; and

(C) the amount of credit awarded is related to thecomplexity of the competencies to be achieved;

(5) activities approved by the Department.

(d) Each LEA and approved governing boards of schools areresponsible for assuring that all local courses and workshopsand independent study activities which do not carry IHE creditmeet the standards contained in this Rule.

(e) Agencies which the Department authorizes to administerrenewal requirements locally shall adopt a procedure todetermine the appropriateness of credit in advance of therenewal activity. In determining appropriateness the agencymust consider direct relationship to critical job responsibilities,suitability of the content level and properly established credit for

the activity. Each agency must report on participation in andeffectiveness of renewal activities as the Department requests.

3 3


Documents

Determining If ActivityIs Appropriate for Renewal Credit:

Suggested Documentation

Information Included Pur ose

Certificateof Completion

Participant's nameActivity Provider/Sponsoring Agency Name

Title of ActivityDate(s) of ActivityInstructor/CoordinatorSignatureNumber of Contact HoursNumber of CEUs/Renewal

Credits awarded

.

To verify:- Participation- Level of Activity

Agenda Topics CoveredDatesTimesLocation

To verify:- Content- Contact Hours- Level of Activity

CourseOutline

Topics Covered To identify content

GradeReport

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Course TitleDates of CourseInstitution Name

To verify:- Content- Completion

Level of Completion

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Expectations for Private Providers

Private entities wishing to offer activities to your employees should provide oneor more of the following evidences for consideration:

organizational structureactivity outline

- purpose of activity- time-line agenda including total number of contact hours- content covered, and

instructor(s) background/resumes

Expectations for Public Providers

Public providers should be able to provide participants with a certificate ofcompletion or a transcript verifying participation and content.

[Note: Prior approval for participation in a proposed renewal credit activityshould always be required.]

Tools for MonitoringThe Human Resource Management System (HRMS) is a software package usedin most school system personnel offices to mange employee data. It can beused to track employee staff development classes, including computercompetency renewal classes. HRMS will total the number of computercompetency credits that a person has completed during the license renewalperiod and can generate a report summarizing the information. It is availablethrough the Department of Public Instruction for an initial fee of $1,800 with anannual maintenance fee based on ADM. Contact Anne Brown, 919/715-1079for further information.

4 3


A. North Carolina TeacherTechnology Competencies

B. Training Objectives,Content, and Parameters:Some Local Samples

C. Needs Assessment Form:A Sample

D. School Technology Inventory:An Example

E. UNC Educational Consortia

F. Regional Education ServiceAlliances/Consortia

G. Internet Access Options

H. Summary Description ofEisenhower Year Eight Projects

I. Featured Sites and Teachers inStar Schools Series:"Case Studies and Applications"

J. North Carolina TechnologyProfessional DevelopmentPrograms: Some Examples

K. DPI Videotape Loan Library:Request Form

L. Guidelines for Developing aProfessional Collection

M. Technology Training ProgramEvaluation Form: Local Sample

Attachments

SamplesExamples

Detail

13E311' COPY AVMLA LE

North Carolina TeacherTechnology Competencies

4 2

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Attachment ANorth Carolina Teacher

Technology Competencies:An Overview

National The International Society for Technology Education (ISTE)Competencies is working with many professional education groups to

develop standards and milestones that can help schoolsestablish local technology plans. EducationalTechnology Support standards will describe school roles instaff development and may include national technologycompetencies for teachers. If and when adopted by theNational Council for Accreditation of Teacher Education(NCATE ), national competencies may impact state andlocal staff development programs.

State Technology competencies for North Carolina teachersCompetencies were adopted by the State Board of Education in

March, 1996. An overview of the adoptedcompetencies is included in this section, along with self-assessment tools, developed to guide local competencytraining.

Local Some districts and schools are addressing additionalCompetencies competencies (district and/or school) identified in local

technology plans and school staff surveys.

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Attachment ANorth Carolina

Teacher Technology Competencies:An Overview(three pages)

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National Competencies Overview(International Society for Technology Education)

ISTE Categories of Standards

1. Technology FoundationsWhat students should know about technology and be able todo with technology.

2. Using Technology in Learning and TeachingHow technology should be used throughout the curriculum toachieve the National Education Goals.

3. Educational Technology SupportDescribing systems, access, staff development, and supportservices schools should provide.

4. Student Assessment and Evaluation of Technology UseMeans of assessing student progress and evaluating the useof technology in learning.

State Competencies Overview(State Board of Education)

In March, 1996, the N.C. State Board of Education adopted the followingrecommendation of the School Technology Users Task Force:

During each five-year cycle for license renewal, all North Carolina educatorsshall focus a portion of their training opportunities (three to five renewalcredits) on Task Force recommended technology competencies, relevant totheir licensure area, as deemed appropriate by their local school system.

4 4

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Attachment ANorth Carolina

Teacher Technology Competencies:An Overview(three pages)

State-Adopted Technology Competencies for Teachers

BASICcompetencies support and enhanceprofessional productivity, informationaccess, collaboration, andcommunication among educators.Basic competency categories are:

1. Computer operation2. Setup, maintenance and

troubleshooting3. Word processing/introductory

desktop publishing4. Spreadsheet/graphing5. Database

6. Networking7. Telecommunications8. Media Communications (including

image and audio processing)9. Multimedia integration

ADVANCEDcompetencies enable educators to usemultiple forms of technology toenhance learning in their classrooms.Advanced competency categories are:

1. Curriculum2. Subject-specific knowledge

3. Design and management oflearning environment andresources

4. Child development, learning, anddiversity

5. Social, legal, and ethical issues

4 '0

BASIC TECHNOLOGY COMPETENCIES

FOR EDUCATORS

Self-Assessment Tool

Developed by

E.T.C.* Work Group

This document contains a sample assessment tool for the new Basic

Technology Competencies for educators. This is a multi-purpose

document. It dissects the knowledge and skills, both essential and

expanded, into easily assessed subsets. This document additionally

aligns these Technology Competencies with the student Computer

Skills and Information Skills Curriculum K-12. Also, skills needed

to accomplish some of the competencies have been added and are

indicated by dots and dashes. This tool can serve as a personal

record for educators, documenting the way skills are acquired and

completion date of acquisition.

This document was developed for your convenience and use. You

may choose to adapt it in any way to meet the special needs of your

LEA or school.

* Educator Technology GroupD.J. Brice, Chair Joye LattaBrenda Nowell Sue SpencerCindy Deal Peggy DouglasAngela Hodges Jean WhiteMary Lou Howe

4

Suzanne GriffinPeggy LaffertyFran SittonJudy Le Croy

Karen CreechMargaret BinghamAlisa ChapmanSue Rogers

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1 E

nter

and

edi

t tex

t and

cop

y an

d m

ove

a bl

ock

of te

xt,

Use

the

follo

win

g fu

nctio

ns:

,,

Clip

boar

d (a

spe

cial

loca

tion

in th

e co

mpu

ter's

mem

ory

that

tem

pora

rily

hol

ds in

form

atio

n)C

ut (

a fu

nctio

n th

at r

emov

es h

ighl

ight

ed in

form

atio

nfr

om it

s cu

rren

t loc

atio

n an

d pl

aces

it o

n th

e cl

ipbo

ard)

Cop

y (a

fun

ctio

n th

at d

uplic

ates

hig

hlig

hted

,.in

form

atio

n an

d pl

aces

a c

opz

on th

e cl

ipbo

ard)

Past

e (a

fun

ctio

n th

at c

opie

s in

form

atio

n fr

om th

ecl

ipbo

ard

to a

doc

umen

t)D

elet

e te

xt (

usin

g th

e m

ouse

, pla

ce th

e I-

beam

cur

sor

atth

e lo

catio

n w

here

the

new

text

is to

be

plac

ed, c

lick

the

mou

se b

utto

n an

d be

gin

typi

ng th

e ne

w te

xt)

Inse

rt te

xt (

usin

g th

e m

ouse

, pla

ce th

e I-

beam

cur

sor

atth

e lo

catio

n w

here

the

new

text

is to

be

plac

ed, c

lick

the

mou

se b

utto

n, a

nd b

egin

typi

ng th

e ne

w te

xt)

WP

53.

2 C

opy

and

mov

e bl

ocks

of

text

WP

533

Cha

nie

text

for

mat

and

sty

le, s

et m

argi

n, li

ne s

paci

ng,

tabs

Irse

the

follo

win

g fu

nctio

ns:

.Si

zing

fon

t, (c

hang

e ac

tual

sE

oi te

xt)

,

Styl

e (c

hoos

e ty

pe a

nd s

peci

al e

ffec

ts s

uch

as b

old,

italic

s un

derl

ine)

4

Mar

gins

(am

ount

of

whi

te s

pace

on

the

top,

bot

tom

, lef

tan

d ri

ght e

dges

of

page

)Se

t mar

gins

(to

cha

nge

defa

ults

, alr

eady

set

mar

gins

, by

usin

g m

argi

ns)

Lin

e sp

acin

g (a

mou

nt o

f sp

ace

betw

een

lines

in a

.

para

grap

h su

ch a

s si

ngle

spa

ce, s

pace

and

a h

alf,

and

doub

le s

pace

),

Tab

sto

(ah

n/ u

stif

to le

ft, r

iI,

cen

ter,

dec

imal

tab)

a s

u ,,a

to p

ositi

on te

xt w

in

a ne

or

to c

reat

eta

bles

of

data

)

Leg

end:

DK

= D

o no

t Kno

wK

= K

now

, but

Nee

d A

dditi

onal

Hel

pSS

zSpr

eads

heet

DB

=D

atab

ase

U =

Kno

w a

nd U

seSU

=So

ciet

al U

seT

C=

Tel

ecom

putin

g

AT

= A

ble

to T

each

ET

=E

thic

sIS

=In

form

atio

n Sl

asT

O=

Ter

mr

& O

pera

tion

CSL

WA

irri

culu

m S

oftw

are

Use

BO

LD

=T

echn

olog

y C

ompe

tenc

ies

WP=

Wor

d Pr

oces

sing

STR

urri

culu

m S

tran

dsG

L.-

rade

Lev

el BE

ST C

OPY

MA

MA

Page

4

STR

CIL

Bas

ic T

echn

olog

yC

IPpe

tenc

les

for

Edu

cato

rs

3.0

WC

IO

CE

SSIN

G: (

*tim

ed)

s.in

:, ra

mm

ar, I

vor

usa:

eIs

e th

e o

low

th: w

ore

roce

ssui

l uu

ales

:

1111

11LA

I Li

llLA

I LO

WLI

ME

=

;-.a

unis

reat

e a

ear

or o

oter

nser

t dat

e, ti

me,

a:e

num

ber

co u

mns

to I

ocu

men

t:

nser

t car

t nto

ocu

men

tm

onst

rate

now

e t r

oura

chca

aca

tion:

Leg

ebd:

DK

= D

o no

t Kno

wK

= K

now

, but

Nee

dA

dditi

onal

Hel

pU

= K

now

and

Use

AT

= A

ble

to T

each

BO

LD

=T

echn

olog

y C

ompe

tenc

ies

5 5

STR

urri

culu

mSS

=S

eads

heet

SU o

ciet

al U

seE

T=

Eth

ics

TO

=T

erm

s &

Ope

ratio

nW

P=W

ord

Proc

essi

ng

lES

T C

OP

Y A

VM

LA

Stra

nds

DB

=D

atal

sase

TC

=T

elec

ompu

ting

IS=

Info

rmat

ioo

Skill

sC

SUlir

ricu

lum

Sof

twar

e U

se

LIE

GL

=G

rade

Lev

elPa

ge 5

5 G

Bas

ic T

echn

olog

y C

ompe

tenc

ies

for

Edu

cato

rs

STR

GL

.S

DSH

EE

T/G

RA

PHIN

GA

cqui

sitio

n of

Ski

llsSe

lf-t

augh

t, Is

serv

Ice,

cou

rses

Dat

e

ESS

EN

TIA

L K

NO

WL

ED

GE

AN

D S

KIL

LS

Dem

onst

rate

thes

e sk

ills:

6-8

4.1

Inte

rpre

t and

com

mun

icat

e in

form

atio

n in

an

exis

ting

spre

adsh

eet

,

Und

erst

and

the

conc

ept o

f a

spre

adsh

eet a

nd r

elat

e a

prin

tsp

read

shee

t to

an e

lect

roni

c sp

read

shee

tU

nder

stan

d th

e po

ssib

ilitie

s of

spr

eads

heet

cal

cula

tions

Giv

en a

pri

nt s

prea

dshe

et a

nd a

n el

ectr

onic

spr

eads

heet

,in

terp

ret a

nd c

omm

unic

ate

info

rmat

ion

from

eac

hi

SS7-

84.

2 E

nter

dat

a in

an

exis

ting

spre

adsh

eet

Giv

en a

spr

eads

heet

tem

plat

e, e

nter

dat

a in

a c

ell(

s),

Use

the

entr

y ba

r fo

r da

ta e

ntry

and

edi

ting

Prin

t a s

prea

dshe

et (

with

no

text

for

mat

ting,

etc

.)M

anip

ulat

e da

ta w

ithin

an

exis

ting

spre

adsh

eet i

n or

der

toso

lve

a pr

oble

m.

CSU

9-12

4.3

Cre

ate

a sp

read

shee

t with

row

s, c

olum

ns, h

eadi

ngs

ICSU

9-12

4.4

Cre

ate/

copy

for

mul

as a

nd f

unct

ions

to p

erfo

rm c

alcu

latio

nsU

nder

stan

d th

e th

ree

basi

c ty

pes

of c

ells

(la

bel,

valu

e, a

ndfo

rmul

a)-

Form

at a

cel

l or

rang

eof

cel

ls f

or th

e fo

llow

ing:

cur

renc

y,da

te, t

ime,

per

cent

age,

fix

ed d

ecim

al-

Prot

ect a

cel

l or

rang

eof

cel

ls,

- C

reat

e sp

read

shee

tw

ith la

bels

and

val

ues

- C

reat

e a

form

ula

usin

g a

form

ula

indi

cato

r sy

mbo

l, ce

llre

fere

nces

, and

ope

ratio

ns s

ymbo

ls (

+-*

/)-

Und

erst

and

orde

r of

oper

atio

ns a

s it

rela

tes

to w

ritin

g a

spre

adsh

eet f

orm

ula

(PE

MD

AS)

Cre

ate

a fo

rmul

a us

ing

func

tions

(SU

M a

nd A

VE

RA

GE

) an

da

rang

e of

cel

ls'

- B

e aw

are

of o

ther

func

tions

ava

ilabl

e

- B

e aw

are

oflo

ok u

p ta

bles

and

thei

r us

e

Leg

end:

DK

= D

o no

t Kno

wK

= K

now

, but

Nee

d A

dditi

onal

Hel

pSS

=Sp

read

shee

tD

B=

Dat

abas

eU

= K

now

and

Use

SU=

Soci

etal

Use

TC

=T

elec

ompu

ting

AT

= A

ble

to T

each

ET

=E

thic

sM

.:inf

orm

atio

n Sk

ills

TO

=T

erm

s &

Ope

ratio

nC

SUur

ricu

lurn

Sof

twar

e U

seB

OL

D =

Tec

hnol

ogy

Com

pete

ncie

sW

P=W

ced

Proc

essi

ng

STR

urri

culu

m S

tran

dsG

Lra

de L

evel

58

Page

6

Bas

ic T

echn

olog

y C

ompe

tenc

ies

for

Edu

cato

rs

S T

RG

L4.

0 SP

RE

AD

SHE

ET

/GR

APH

ING

CO

NT

INU

ED

)D

XK

UA

TA

cqui

sitio

n of

Ski

llsSe

lf-t

augh

t tin

serv

ice t

cour

ses)

Com

plet

ion

Dat

eC

opy

valu

es u

sing

fill

dow

n an

d fi

ll ac

ross

,

- C

opy

form

ulas

usi

ng f

ill d

own

and

fill

acro

ss

Be

awar

e of

rel

ativ

e an

d ab

solu

te v

alue

as

it re

late

s to

copy

ing

form

ulas

Cha

nge

the

appe

aran

ce o

f a

spre

adsh

eet b

y in

sert

ing

colu

mns

and

row

s-

Cha

nge

the

appe

aran

ce o

f a

spre

adsh

eet u

sing

col

umn

wid

th a

nd r

ow h

eigh

t-

Cha

nge

the

appe

aran

ce o

f a

spre

adsh

eet u

sing

gri

dlin

es,

head

ers,

and

foo

ters

...

- C

hang

e th

e ap

pear

ance

of

asp

read

shee

t usi

ng te

xtfe

atur

es f

or la

bel c

ells

,,

- C

hang

e th

e ap

pear

ance

of a

spr

eads

heet

usi

ng h

idin

gan

d fr

eezi

ng/s

plitt

ing

CSU

9-12

,4.

5 C

reat

e a

grap

h fr

om s

prea

ashe

et d

ata

Kno

w th

e th

ree

basi

c ty

pes

of g

raph

s (b

ar, p

ie, l

ine)

and

thei

rus

esU

sing

a p

revi

ousl

y cr

eate

d gr

aph,

sel

ect a

ran

ge o

f da

ta a

ndch

oose

the

appr

opri

ate

grap

hC

hang

e an

d re

line

a gr

aphr

s ap

pear

ance

to in

clud

e he

ader

s,le

fend

, lab

els,

ser

ies,

axe

s, c

olor

, etc

.).

Prin

t a r

efin

ed g

raph

CSU

9-12

4.6

Inse

rt a

spr

eads

heet

into

a w

ord

proc

essi

ng d

ocum

ent

Ope

n a

wor

d pr

oces

sing

doc

umen

t and

inse

rt a

n ex

istin

gsp

read

shee

t int

o th

e do

cum

ent

prin

t a w

ord

proc

essi

ng d

ocum

ent w

ith a

n in

sert

edsp

read

shee

tIn

sert

a p

re-e

xist

ing

grap

h in

to a

wor

d pr

oces

sing

doc

umen

tIn

sert

hea

ders

and

foo

ters

Dem

onst

rate

kno

wle

dge

thro

ugh

prac

tical

app

licat

ion:

,

.er

ms

suc

as s

pre

eet,

ce ,

ata

entr

y sa

r, o

rm a

,fu

nctio

n

Lew

d: D

K=

Do

not K

now

K =

Kno

w, t

ad N

eed

Add

ition

al H

elp

SS=

Spre

adsh

eet

DB

=D

atab

ase

U =

Kno

w a

nd U

seSU

=So

ciet

al U

seT

C=

Tel

ecom

putin

gA

T =

Abl

e to

Tea

chE

r =

Eth

ics

1S=

Info

rmat

ion

Skill

sT

O=

Ter

ms

& O

pera

tion

CSU

W:u

rric

ulum

Sof

twar

e U

seB

OL

D =

Tec

hnol

ogy

Con

met

enci

esW

P=W

ord

Proc

essi

ng

STR

urri

culu

m S

tran

ds

5-3

GL

irad

e L

evel

ES

T C

OP

Y A

VM

LAB

LE

Page

7

Gt)

Bas

ic T

echn

olog

yA

pete

ncie

sfo

r E

duca

tors

STR

DB

6-8

ESS

EN

TIA

L K

NO

WL

ED

GE

AN

D S

KIL

LS

Dem

onst

rate

thes

e M

ulls

:5.

1 U

se in

form

atio

n fr

om a

n ex

istin

g da

taba

se

Com

plet

ion:

Dat

e

Des

crib

e th

e di

ffer

ence

bet

wee

n a

prin

t dat

abas

e an

d a

com

pute

r da

taba

seU

se a

pre

pare

d da

taba

se to

ent

er d

ata

Add

a r

ecor

d to

an

exis

ting

data

base

Del

ete

a re

cord

to a

n ex

istin

g da

taba

seSe

arch

a d

atab

ase

for

spec

ific

info

rmat

ion

ort a

ta a

se y

sc

e

Use

a d

atab

ase

to s

ort r

ecor

dsU

se a

dat

abas

e to

sea

rch

for

desi

red

info

rmat

ion

give

n 1

crite

rion

ds,a

ane

ete

reco

Use

a d

atab

ase

to s

earc

h fo

r de

sire

d in

form

atio

n gi

ven

2cr

iteri

a (u

sing

"an

d", "

or",

or

"not

" co

nnec

tors

)

CSU

9 12

Use

sor

ting

and

sear

chin

g te

chni

ques

to s

olve

a s

peci

fic

prob

lem

53 C

reat

e da

taba

se w

ith m

ultip

le f

ield

s an

d re

cord

sC

reat

e da

taba

se w

ith m

ultip

le f

ield

sC

reat

e da

taba

se w

ith m

ultip

le f

ield

s an

d va

ryin

g fi

eld

size

s

DB

Cre

ate

data

base

with

mul

tiple

rec

ords

65.

4 C

reat

e cu

stom

layo

uts

incl

udin

g co

lum

nar

repo

rts

Cre

ate

a da

taba

se la

yout

/rep

ort u

tiliz

ing

vari

ous

wor

dpr

oces

sing

ski

lls (

incl

udin

g fo

nts,

siz

e, s

tyle

, alig

nmen

t, an

dbo

rder

s)C

reat

e a

data

base

layo

ut/r

epor

t with

hea

ders

and

foo

ters

Cre

ate

a da

taba

se la

yout

to m

atch

an

exis

ting

form

Cre

ate

a da

taba

se r

epor

t with

cal

cula

ted

sum

mar

ies

Prin

t a d

atab

ase

- Pr

int i

ndiv

idua

l rec

ords

and

/or

form

s

Prin

t a d

atab

ase

list/m

ultip

le r

ecor

ds

Leg

end:

DK

= D

o no

t Kno

wK

= K

now

, but

Nee

d A

dditi

onal

Hel

pU

= K

now

and

Use

AT

= A

ble

to T

each

BO

LD

fr-

Ted

mol

ogy

Com

pete

ncie

s

rl

STR

urri

culu

m S

tran

dsSS

=SF

eads

heet

SU=

Soci

etal

Use

ET

=E

thic

sT

O=

Ter

ms

& O

pera

tion

WP=

Wor

d Pr

oces

sing

DB

=D

atab

ase

TC

=T

elec

ompu

ting

1S=

Info

rmat

ion

Skill

sC

SUC

turi

culu

m S

oftw

are

Use

GL

rade

Lev

el EST

CO

PY A

VA

HA

BL

E

Page

8

Bas

ic T

echn

olog

y C

ompe

tenc

ies

for

Edu

cato

rs

1

STR

DK

AT

tion.

of

Skill

s(S

elf-

taug

ht, '

.1bS

ervi

ce,to

urse

s).,

- Pr

int a

cus

tom

ized

data

base

rep

ort

nser

tat

a s

ase

ent

o w

or s

pro

cess

ing

men

t

Int

Cre

ate

a w

ord

proc

essi

ng d

ocum

ent w

ith in

sert

ed d

atab

ase

fiel

dsPr

int a

mer

ged

wor

d pr

oces

sing

/dat

abas

e do

cum

ent

Dem

onst

rate

kno

wle

dge

thro

ugh

prac

tical

app

licat

ion:

4-8

5.6

Ter

ms

such

as

data

base

, fie

ld, r

ecor

d, la

yout

,sor

t/arr

ange

,se

arch

/sel

ect/f

ilter

, mai

l mer

ge

Leg

md:

DK

= D

o no

t Kno

wK

= K

now

. but

Nee

d A

dditi

onal

Hel

pSS

=SF

eads

heet

DB

=D

atab

ase

U =

Kno

w a

nd U

seSU

--So

ciet

al U

seT

C=

Tel

eco

mpu

ti ng

AT

= A

ble

to T

each

ET

=E

thic

sIl

nfor

mat

ion

Skill

sT

O=

Ter

ms

& O

pera

tion

CSU

ttrri

culu

rn S

caw

are

Use

BO

LD

=T

echn

olog

y C

ompe

tenc

ies

WP=

Wor

d Pr

oces

sing

CO

PY

AV

AIIL

ALE

STR

tirri

culu

m S

tran

dsG

I.rr

ode

Lev

el

3

Page

9

64

Bas

ic T

echn

olog

yC

epet

enci

esfo

r E

duca

tors

AT

AC

QU

ISIt

IOfl

OfI

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ms

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ILL

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stra

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lls: (

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Spec

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tiple

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des

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72

Page

13

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show

83 S

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out

put d

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.g.,

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com

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scre

en d

ispl

ayD

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stra

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now

ledg

e th

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actic

al a

pplic

atio

ns:

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s su

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s pa

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pres

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8.6

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7 C

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tren

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edia

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mun

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E A

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ILL

S

Dem

onst

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ills:

CSU

CSU

'IS IS

9-12

9-12

9-12

6-12

8.9

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pai

ntin

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ols

8.10

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dig

ital c

amer

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11 U

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p an

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an

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end:

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now

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Dem

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9 12

CSU

9 12

CI

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near

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timed

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\VP

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mon

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s m

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timed

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edia

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onst

rate

ski

lls o

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93 P

lan/

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ile c

ompr

etsi

onut

ility

97r

Inpu

t and

dig

itize

sou

nd f

rom

mic

roph

one

and

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erre

ate

s m

p e

amm

at o

ns

Leg

end:

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= D

o no

t Kno

wK

= K

now

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pU

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now

and

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AT

= A

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each

( U

BO

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ills

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irad

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Page

15

ADVANCED TECHNOLOGY COMPETENCIESFOR EDUCATORS

Self-Assessment/Portfolio Tool

Developed byE.T.C.* Work Group

This document contains a sample assessment/portfolio tool for thenew Advanced Technology Competencies for educators. This is amulti-puipose document. It lists suggested experiences or activitiesthat demonstrate advanced skill mastery. Format and numeration ofskills follow the Basic Technology Competencies Self-AssessmentTool developed earlier. It can also serve as a professional portfoliofor educators, documenting the way skills are acquired andcompletion date of acquisition.

This document was developed for your convenience and use. Youmay choose to adapt it in any way to meet the special needs of yourLEA or school.

*Educator Technology Group

D.J. Brice, Chair, Rowan-SalisburyBrenda Howell, Winston-Salem/ForsythCindy Deal, Rowan-SalisburyAngela Hodges, DavieJudy Le Croy, DavidsonPeggy Lafferty, LincolnAlice Faucette, BeaufortKaren Creech, Educator-on-Loan

Mary Lou Howe, Rowan-SalisburySue Spencer, RandolphSuzanne Griffin, RichmondPeggy Douglas, ChathamAlisa Chapman, DPISue Rogers, DPIMargaret Bingham, DPI

Adv

ance

d T

echn

olog

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oet

enci

es f

or E

duca

tors

PR10

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ject

s*pr

oduc

ts,

0110

S, e

tc.)

Dat

e of

Evi

denc

e5

5

mon

stra

te t

ese

i:

10.1

Use

the

Com

pute

r Sk

ills

Cur

ricu

lum

to id

entit

y w

hat s

tude

nts

shou

ld k

now

and

be

able

to d

oL

ist t

he a

ppro

pria

te C

ompu

ter

Skill

s -C

Urr

icul

um s

tran

dsan

d in

dica

tors

for

you

r ap

prop

riat

e gr

ade

leve

l and

/or

subj

ect a

rea

10.2

Use

sch

ool t

elev

isio

n re

sour

ces

that

sup

port

the

curr

icul

um4

I

Lis

t sch

ool t

elev

isio

n re

sour

ces

and

thei

r co

rrel

atio

n to

your

app

ropr

iate

gra

de le

vel c

urri

culu

man

d co

mpu

ter

skill

s co

mpe

tenc

ies

Dev

elop

less

on p

lans

util

izin

g sc

hool

tele

visi

on r

esou

rces

Dev

elop

mat

eria

ls f

or b

ette

r im

plem

enta

tion

of le

sson

plan

s (w

orks

heet

s, g

raph

ic o

rgan

izer

s, a

ctiv

ities

)D

evel

op a

n as

sess

men

t too

l to

eval

uate

stu

dent

lear

ning

via

scho

ol te

levi

sion

res

ourc

es

103

Acc

ess

reso

urce

s fo

r pl

anni

ng in

stru

ctio

n av

aila

ble

via

tele

com

mun

icat

ions

(e.

g., e

xper

ts, l

esso

n pl

ans,

aut

hent

icda

ta, c

urri

culu

m m

ater

ials

)D

evel

op a

list

ing

of U

RL

s th

at c

orre

late

to y

our

appr

opri

ate

grad

e le

vel c

urri

culu

m a

nd c

ompu

ter

skill

sco

mpe

tenc

ies

Com

pile

and

org

aniz

e te

leco

mm

unic

atio

n re

sour

ces

into

aus

able

off

-lin

e fo

rmat

Cor

rela

te te

leco

mm

unic

atio

n re

sour

ces

to y

our

Stan

dard

Cou

rse

of S

tudy

inst

ruct

iona

l obj

ectiv

esU

tiliz

e in

tran

et s

oftw

are

for

loca

l are

a ne

twor

k us

e of

web

reso

urce

s

Leg

end

PR =

Pre

requ

isite

DK

= D

o no

t Kno

wK

= K

now

, but

nee

d ad

ditio

nal h

elp

U =

Kno

w a

nd U

se

7 8

7Pa

ge 1

Adv

ance

d T

echn

olog

yC

olge

tenc

ies

for

Edu

cato

rs

PR10

.0 C

UR

RIC

UL

UM

DK

L...

.....4

KU

ifne

eas

tery

(Les

son

plan

s* p

roje

cts*

prod

ucts

,ol

los,

etc

.)D

ate

oi,

Evi

denc

em

onst

rate

now

ge t

roug

pra

cti

app

catio

n:10

.4 G

oals

of

the

NC

Com

pute

r Sk

ills

Cur

ricu

lum

Dev

elop

less

on p

lans

to c

orre

late

com

pute

r sk

ills

with

oth

ercu

rric

ular

obj

ectiv

esC

olle

ct a

nd o

rgan

ize

avai

labl

e co

mpu

ter

skill

s re

sour

ces:

DPI

less

on p

lans

, 7-1

1 SL

IPS,

dat

a fi

les,

voc

abul

ary

lists

,di

stri

ct-d

evel

oped

mat

eria

ls, c

omm

erci

al p

rodu

cts

Inco

rpor

ate

com

pute

r sk

ills

less

on p

lans

into

cla

ssro

omin

stru

ctio

n (d

emon

stra

tion

by v

ideo

tape

, pri

ncip

alob

serv

atio

n, s

tude

nt w

ork/

port

folio

s, p

eer

obse

rvat

ion)

Mak

e co

mpu

ter

skill

s re

sour

ces

avai

labl

e to

oth

ers

bydi

stri

butin

g re

sour

ces,

by

dem

onst

ratin

g sk

ills

thro

ugh

crea

tion

of f

iles

and

addi

tiona

l han

dout

s, a

nd b

y di

scus

sion

at s

taff

mee

tings

or

plan

ning

ses

sion

s

10.3

The

NC

Com

pute

r Sk

ills

Ass

essm

ent

,

----

-

Util

ize

avai

labl

e re

leas

edlte

ms

(kno

wle

dge

and

perf

orm

ance

) as

ass

essm

ent f

or c

ompu

ter

skill

s fo

r yo

urap

prop

riat

e gr

ade

leve

l/sub

ject

Inco

rpor

ate

avai

labl

e te

st it

ems

into

ass

essm

ent o

f ot

her

inst

ruct

iona

l obj

ectiv

es (

lang

uage

art

s, m

ath,

soc

ial s

tudi

es,

scie

nce,

etc

.)D

evel

op a

dditi

onal

test

item

s fo

r as

sess

men

t of

com

pute

rsk

ills

Dev

elop

test

item

s in

volv

ing

com

pute

r sk

ills

for

asse

ssm

ent

of o

ther

inst

ruct

iona

l obj

ectiv

es

Leg

end

PR =

Pre

requ

isite

DK

= D

o no

t Kno

wK

= K

now

, but

nee

d ad

ditio

nal h

elp

U =

Kno

w a

nd U

se

8 0

8 1

Page

2

Adv

ance

d T

echn

olog

yC

olle

tenc

ies

for

Edu

cato

rs

PR10

.0 C

UR

RIC

UL

UM

DK

XU

ace

aste

ry0

plus

, pro

ject

s,pr

oduc

ts,

olio

s, e

te.) ,

Dat

e of

Evi

denc

eD

mon

stra

tees

e1

s:10

.6 L

ocat

e, e

valu

ate,

ai=

mie

ect

app

ropr

iate

teac

hing

/lear

ning

reso

urce

s an

d cu

rric

ulum

mat

eria

ls f

or th

e co

nten

t are

aan

d ta

rget

aud

ienc

e, in

clud

ing

com

pute

r-ba

sed

prod

ucts

,vi

deot

apes

and

dis

cs, l

ocal

exp

erts

, pri

mar

y do

cum

ents

and

artif

acts

, tex

ts, r

efer

ence

boo

ks, l

itera

ture

, and

oth

erpr

int s

ourc

esD

evel

op a

com

pute

r so

ftw

are

listin

g fo

r an

app

ropr

iate

grad

e/su

bjec

t are

aD

evel

op a

vid

eodi

sc li

stin

g fo

r an

app

ropr

iate

gra

de/s

ubje

ctar

eaD

evel

op a

vid

eota

pe li

stin

g fo

r an

app

ropr

iate

gra

de/s

ubje

ctar

eaD

evel

op a

com

mun

ity r

esou

rce

file

/not

eboo

k fo

r yo

ursc

hool

or

grad

e le

vel

Dev

elop

a p

rint

med

ia (

text

s, r

efer

ence

boo

ks, l

itera

ture

,et

c.)

listin

g fo

r an

app

ropr

iate

gra

de/s

ubje

ct a

rea

Leg

axk

PR =

Pre

requ

isite

DK

= D

o no

t Kno

wK

= K

now

, but

nee

d ad

ditio

nal h

elp

U =

Kno

w a

nd U

se

82

83

Page

3

Adv

ance

d T

echn

olog

yC

liket

enci

esfo

r E

duca

tors

- PR11

.0 S

UB

JEC

T-S

PEC

IFIC

KN

OW

LE

MIN

IMIII

IIIIII

IIMIII

MIN

IIIIII

IIMIN

I

: DX

,

K'

ceas

tery

(Les

son

plan

s, p

roje

cts,

r

pred

uctit

,O

HO

% e

te4

1111

1111

1111

1111

1/14

1101

1111

1110

1111

1111

Dat

e of

Evi

denc

e;

mon

stra

tees

es:

.

11.1

Use

tech

nolo

gy-i

n th

e di

scip

line/

Subj

ect f

or le

arni

ng a

nd a

s a

med

ium

for

com

mun

icat

ions

Des

ign

curr

icul

um le

arni

ng e

xper

ienc

es in

whi

th s

tude

nts

use

tech

nolo

gy f

or w

ord

proc

essi

ng, d

atab

ase

and

spre

adsh

eet a

ctiv

ities

, and

for

Int

erne

t acc

ess

Faci

litat

e st

uden

t use

of

tech

nolo

gy h

ardw

are/

soft

war

e to

intr

oduc

e an

d re

info

rce

cont

ent t

opic

sD

esig

n an

d de

liver

less

ons

usin

g te

chno

logy

res

ourc

es o

n a

sele

cted

dis

cipl

ine/

subj

ect

Des

ign

and

deliv

er a

cla

ssro

om a

ctiv

ity u

sing

tele

com

mun

icat

ions

Des

ign

and

deliv

er a

less

on u

sing

pre

sent

atio

n so

ftw

are

(e.g

., H

yper

Stud

io, P

ower

Poin

t, et

c.)

11.2

Use

med

ia a

nd te

chno

logy

to p

rese

nt th

e su

bjec

t so

that

it is

com

preh

ensi

ble

to o

ther

sU

se a

var

iety

of

tech

nolo

gies

in p

rese

ntin

g cu

rric

ulum

info

rmat

ion

to s

tude

nts

(e.g

. com

pute

r an

d L

CD

or

data

proj

ecto

r, v

isua

lizer

, VC

R o

r vi

deod

isc

with

mon

itor,

over

head

cal

cula

tors

, dig

ital c

amer

a, v

ideo

mic

rosc

ope)

Des

ign

a m

ultim

edia

pro

ject

to p

rese

nt c

urri

culu

min

form

atio

n

11.3

Use

tech

nolo

gy-b

ased

tool

s th

at a

re s

peci

fic

to th

e di

scip

line

Use

con

tent

-spe

cifi

c te

chno

logy

tool

s su

ch a

s: p

robe

war

e,m

idi d

evic

es, g

raph

ics

tabl

et, g

raph

ing

calc

ulat

ors,

mus

ic,

data

plo

tters

, vid

eom

icro

scop

es, C

AD

/CA

M s

yste

ms

Lem

&PR

= P

rere

quis

iteD

K=

Do

not K

now

K =

Kno

w, b

ut n

eed

addi

tiona

l hel

pU

= K

now

and

Use

EST

(C

OPY

AV

AII

Afl

E

Page

4

8 nr

Adv

ance

d T

echn

olog

yC

olte

tenc

ies

for

Edu

cato

rs

glIl

Pit

11.0

$U

BJE

CT

-SPE

C K

NO

W'.

E' D

X :

.

K\

t.

Dat

e a\

r,"

EvI

daaa

.1i

.4 U

se te

chno

logy

to f

acili

tate

teac

hing

stra

tegi

es s

peci

fic

to th

edi

sci l

ine

Util

ize

com

pute

rs in

gat

heri

ng, o

rgan

izin

g, a

ndpr

esen

ting

info

rmat

ion

thro

ugh

coop

erat

ive

lear

ning

gro

ups

Use

Int

erne

t res

ourc

es to

con

stru

ct c

lass

room

sim

ulat

ions

Use

med

ia c

omm

unic

atio

n te

chno

logi

es in

cla

ssro

ompr

esen

tatio

ns

Leg

aid

PR I

= P

rere

quis

iteD

K=

Do

not K

now

K =

Kno

w, b

ut n

eed

addi

tiona

l hel

pU

= K

now

and

Use

8 13

Page

58

7

Adv

ance

d T

echn

olog

yC

olik

eten

cies

for

FAuc

ator

s

PR L12

4 D

ESI

GN

AN

D M

AN

AG

EM

KN

T O

F L

EA

RN

ING

EN

v....

...,..

..i..

......

.r.1

Dk

KV

vne

eas

ter)

*(L

esso

n pl

ans,

pro

prod

uCtS

,O

nos,

etc

4D

ata

oi-

Evi

denc

e

mon

stra

te t

ese

s:12

.1 D

evel

op p

erfo

rman

ce ta

sks

that

req

uire

stu

dent

s to

(a)

loca

tean

d an

alyz

e in

form

atio

n as

wel

l as

draw

con

clus

ions

and

(b)

use

a va

riet

y of

med

ia to

com

mun

icat

e re

sults

cle

arly

(a)

Util

ize

reso

urce

s (e

.g.,

data

base

s; C

D e

ncyc

lope

aas,

atla

ses,

dic

tiona

ries

; spr

eads

heet

s; I

nter

net;

vide

odis

cs)

for

clas

sroo

m in

stru

ctio

n an

d/or

sta

ff d

evel

opm

ent

(b)

Dev

elop

por

tfol

ios

illus

trat

ing

stud

ent a

nd/o

rte

ache

rin

stru

ctio

nal d

emon

stra

tion

or u

tiliz

adon

of

tech

nolo

gies

such

as:

vid

eodi

scs,

VC

R, c

ompu

ter

gene

rate

d gr

aphs

,m

ultim

edia

pro

gram

s/pr

esen

tatio

ns(b

) D

eliv

er e

lect

roni

c pr

esen

tatio

ns (

clas

s/in

divi

dual

proj

ects

)(b

) U

se te

chno

logy

in p

rese

ntat

ions

to c

ivic

/com

mun

ityor

gani

zatio

ns/c

olle

ague

s(b

) Pa

rtic

ipat

e in

sta

ff d

evel

opm

ent o

n de

skto

p pu

blis

hing

12.2

Use

com

pute

rs a

nd o

ther

tech

nolo

gies

eff

ectiv

ely

and

appr

opri

atel

y to

col

lect

info

rmat

ion

on s

tude

nt le

arni

ngus

ing

a va

riet

y of

met

hods

Use

dat

a-co

llect

ion

tech

nolo

gy s

uch

as:

Inst

ruct

iona

l man

agem

ent s

yste

ms,

Inst

ruct

iona

l man

agem

ent a

sses

smen

ts,

Ele

ctro

nic

grad

eboo

ks,

Stud

ent v

ideo

pro

ject

s an

d pr

oduc

tions

,T

echn

olog

y be

nchm

ark

test

dev

elop

men

t, an

dSt

uden

t man

agem

ent s

yste

ms

Leg

enct

PR =

Pre

requ

isite

DK

= D

o no

t Kno

wK

= K

now

, but

nee

d ad

ditio

nal h

elp

U =

Kno

w a

nd U

se

88

EST

CO

PY A

VA

IIL

AB

LE

80Pa

ge 6

Adv

ance

d T

echn

olog

yC

ollte

tenc

ies

for

Edu

cato

rs

PR,

,

MO

DE

SIG

N A

ND

atiA

NA

GM

EN

T O

FL

RA

RN

ING

,

..,

s.

.FA

VIR

OU

RG

ES

,

DX :

X ..

D,

s%

...

le'.

,.-...

....:

.....

-:,:

:, . ,

. ,,::

,., s

Dat

e of

Evi

denc

e ,

123

Use

com

pute

rs a

nd o

ther

tech

nolo

gies

eff

ectiv

ely

and

appr

opri

atel

y to

com

mun

icat

e in

form

atio

n In

a v

arie

ty o

ffo

rmat

s on

stu

dent

lear

ning

to c

olle

ague

s, p

aren

ts, a

ndot

hers

Prod

uce

mat

eria

ls s

uch

as d

eskt

op p

ublis

hing

pro

duct

s(e

.g.,

broc

hure

s, n

ewsl

ette

rs, f

lyer

s, s

choo

l new

spap

er);

mai

l mer

ge f

orm

lette

rs, e

lect

roni

cally

gen

erat

ed le

tters

,an

d el

ectr

onic

pro

gres

s re

port

sD

esig

n gr

aphs

/pte

sent

atio

ns o

f st

uden

t pro

gtes

sFa

cilit

ate

stud

ent p

rese

ntat

ions

usi

ng m

ultim

edia

pres

enta

tions

to c

olle

ague

s, c

ivic

/com

mun

ity/p

aren

tal

orga

niza

tions

Con

duct

sta

ff d

evel

opm

ent s

essi

ons

on te

chno

logy

tool

sfo

r co

mm

unic

atio

nC

ondu

ct in

stru

ctio

nal c

lass

es f

or p

aren

tsD

eliv

er e

duca

tiona

l con

fere

nce

pres

enta

tions

Dev

elop

web

pag

es to

sha

re in

form

atio

nU

se e

-mai

l

Dem

onst

rate

kno

wle

dge

thro

ugh

prac

tical

app

licat

ion:

::::::

1:1:

:::::B

iiii.:

:'z:

i:::1

::::::

::Iii:

::::::

::::::

::::::

:::::i

ii::::

::::::

::::::

::::::

::iiii

::::ii

i:::::

::::::

::::::

::::::

:ti:::

::::i:

:::::.

:Iiii

i:::::

:;:tig

iiIi1

1:11

iiiiii

iiiIi

iii:1

111M

.::::1

111

12.4

Phy

sica

l set

tings

that

sup

port

act

ive

stud

ent i

nvol

vem

ent,

inqu

iry,

and

col

labo

ratio

nPr

ovid

e in

put o

n th

e pl

anni

ng o

f te

chno

logy

cla

ssro

omut

iliza

tion

for

new

fac

ilide

s an

d on

re-

mod

elin

g, a

ndre

nova

tions

of

exis

ting

faci

litie

sE

stab

lish

clas

sroo

m/a

reas

with

the

phys

ical

atm

osph

ere

refl

ectin

g te

chno

logy

util

izat

ion

Dis

play

stu

dent

(in

divi

dual

and

col

labo

rativ

e) te

chno

logy

proj

ects

Arr

ange

cla

ssro

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94

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Training Objectives, Content,and Parameters:

Some Local Samples

100

BEST COPY AVAILABLE

Attachment BTraining Objectives, Content, andParameters: Some Local Samples

Catawba County and Hickory City/Public Schools

TechTraC: A Train-the Trainer Model: - The Catawba County Schools, Hickory PublicSchools and Catawba Valley Community College began TechTraC in June, 1995. Thisjoint venture originally provided technology training for nineteen individuals - twelve fromCatawba County, four from Hickory, and three from CVCC. By 1997, over 100 teacherswere involved in the project, including some from other counties who pay a fee toparticipate. Participants are given a laptop computer, Microsoft Office, Microsoft Works,Hyper Studio and six months of Internet training. In return, they promise under contract toprovide training in word processing, spreadsheet, database, presentation, on-line access,and curriculum integration to other teachers. As this publication goes to print, TechTraC isvery successful and growing.

Martin County Schools

Faculty, administrators, and staff members play an important role in the development,implementation and success of Martin County's plan. They must be encouraged to learnand grow. Some are fearful of the technology. This must be recognized and addressed instaff development. Training must be practical, active, ongoing and conducted at anappropriate pace to be effective. Therefore, a training model has been developed,entitled Teachers as Facilitators. The model incorporates learning stations, hands onactivities, and peer coaching activities. Teachers and principals attend a week in thesummer and 10 additional days throughout the year with substitutes, stipends, equipmentand materials provided. Teachers receive training in different technologies, critical thinking,brain based learning, multiple intelligences and Paideia. Each teacher receives $5,000 topurchase technology and materials for their classroom. School teams provide support atthe school level. The Technology Director and other members of the instructional staff atthe district level provide direct assistance to teachers and administrators during the schoolyear as they integrate new technologies and instructional strategies. The mission is tochange the way teachers teach by providing staff development opportunities during theschool year on the early release days, teacher workdays and during the summer.

In the professional collections of all libraries, teachers and students have access to avariety of periodicals such as Electronic Learning, Computer Teacher, PC World, Byte,Mac World, Popular Science and Science Teacher. Plans are underway for teachersand principals to attend professional conferences, meetings, workshops and visit otherother schools and to broaden their knowledge of technology and its use in the classroom.

101Technology Training for Teachers: Topics and lips

Attachment BHaywood County Schools

(11 pages of excerpts),TABLE OF CONTENTS

Staff. Development Overview - State Approved Technology Plan. 1-3

Computer Competencies for Teachers - State Approved Technology Plan 4-6

Computer Skills Test Information 7-11

Technology Staff Development Oppcirtunities for 1995-96 12-15

Star Learning Brochure 16-17

Evaluation Matrix - State Approved Technology Plan 18

Long Range Plan - Technology Staff Development Goals and Objectives .19-20

Enrollment Form& 21

This booklet is a compilation of excerpts from various sources used in the development of

a Technology Staff Development Plan for Haywood County Schools. It also includesportions of that plan which pertain to staff development. It is offered as a guide, alongwith a syllabus of workshops available, to be used by school sites to plan staffdevelopment programs. It can also be used by individual teachers to determine needs andplan a personal technology program that will aid in both personal and professional

computer use.

Mary Lou Daniel, Computer Resource Teacher, November 6, 1995

102

P.alre FMB


(11 pages of excerpts)

STAFF DEVELOPMENT

"Staff development has to model how to use technology in the teaching and learning

process. The idea is not only to teach how to use the hardware and software, but how to

integxate it into the curriculum."(Bell, p.34) This is the basic goal of our staff

development program and all system generated classes include modeling of instruction and

a curriculum integration component. We have taken the School Level Strands in theComputer Skills Curriculum section of the CBC and developed objectives to be shared by

teachers and students in the teaching/learning process. Those objectives are as follows:

I. Teachers and students at every level will recognize the uses of computers in society.

2. Teachers at every level and students beginning in the first grade will develop an

understanding of the ethical use of technology and will demonstrate ethical use

of technology at all levels.

3. Teachers at every level and students beginning in kindergarten will learn terms

pertaining to technology and the operation of computers.

4. Teachers at every level will support students in using age appropriate educational

software in all areas of the curriculum.

5. Teachers at every level and students beginning in kindergarten will develop

keyboarding knowledge and skills; formal keyboarding instruction for students will

begin in third grade with reinforcement throughout middle school. Mgher levelkeyboarding applications courses will be available through VOCATS offerings in high

school.

6. Teachers and students at every level will have experience using word processors,students will use word processors for writing assignments in all areasof the

curriculum.

7. Teachers at every level and students biginning in the fourth grade will develop

database skills in order to access, interpret, and analyze information in all areas of the

curriculum.

8. Teachers at every level and students beginning in the fourth grade will develop

telecomputing skills and will use those skills at every level to access information

applicable to all areas of the curriculum.

9. Teachers at every level and students beginning in the sixth grade will develop

spreadsheet skills and will use spreadsheets for interpreting information andproblem solving at all levels, particularly in the areas of math and science.

103

S



In order to train teachers to meet these objectives the following in-service courses have

been developed and.are offered on an on-going basis. The computer in-service instructor

works with site technology committees to assess needs, develop training schedules, and

also serves as an advisor on technology curriculum needs and requirements. The computer

in-service instructor coordinates technology staff development programs taught by all

sources in HCS. All classes are approved by the HCS staff development coordinator for

CEU credit. A hands on approach is emphasized in all classes and adult theories of

learning are considered in staff development lesson planning. These classes are taught

after school, during planning periods, work days, and/or during the summer. The

computer in-service teacher is available to model instruction and work with teachers in the

computer lab or the classroom. Flexibility is the key to these offerings. Classes are open

to all HCS staff members including support personnel and administrators.

In addition to instruction by the computer in-service teacher, the computer coordinator,

and media coordinators at various schools, Haywood Community Collese offers a variety

of computer classes and works with HCS to schedule classes and offers their labs for

instructional use. Western Carolina University's Ivficronet sysop has also coordinated in-

service workshops with HCS in the area of telecommunications.

A special workshop called "Principals of Technology" is offered to principals and

assistant principals. This workshop provides an overall introduction to the technology

curriculum from kindergarten through twelfth grade. Teachers from all areas of the

curriculum and at all grade levels take participants through hands on activities that are

presently being used in HCS classrooms. Recent research findings are presented and

discussed as to their impact on technology instruction in HCS. As instructional leaders,

the principals' understanding of student technology skill development and accepted

instructional methodologies in the area of technology is crucial in the planning and

evaluation of school technology instruction.

A train-the-trainer model for HCS is in development. Ten elementary teachers and nine

middle school teachers have been participating in a program made available through the

NCDPI and a federal Star Schools grant entitled "Using Technology Effectively in the

Classroom". Participants in this program are very interested in further developing the train

the trainer program. This is a top priority for our staffdevelopment program and will be

one of the first areas in which state funds will be used. The main objective of this program

is to establish a cadre of teachers in each school who can receive initial staff development

training from various sources and then train their colleagues using Imowledge of their

individual school's dynamics to make the instruction more meaningful.

Another priority of the staff development program is to establish a model classroom withthe newest technologies as a training facility, and for research and development as new

technologies emerge. This would be a testing ground for new curriculum, software, and

hardware applications. It would also serve as a resource for authoring multimedia-2-

104

e 3 of



presentations for those schools that cannot afford development technology. System

personnel could develop presentations for all areas of education, including staff

development.

"The most important single factor effecting the successful incorporation of technology into

the classroom is teacher staffdevelopment."(Chalmers, p. 48) This statement is the

driving force behind our staff development program. The following is a paragraph

included in our Level I Perfonnance Assessment which really sums it up.

"Learning new technology can easily intimidate adults. Feelings of vulnerabiliry usually

arise because, as adults,ve rarely are required to venture into the lin/mown as learners.

For young students, though, being exposed to new ideas and being encouraged to hy

something new is almost a daily occurrence. So your inexperience with technology can

actually be a blessing in disguise, because itprovides you with wonderful opportunities

to model for your students the way in which you expect them to approach new content."

(Dyrii, Kinnaman, p. 20)

Sources

Bell, Sharon McCoy. "Teach Your Teachers Well". Electronic Learning April 1994: 34.

Chalmers, Ron."Technology Staff Development-Let's Be Creative.' Cuniculum Product News September

1994: 94.

Dyli, Odvard Egil and Kinnaman, Daniel E. "Tapping the Power of Today's Technology". Technology

and Learning January 1994: 15-20.

-3-

10 5

age



Graphic illustrating foundation for planning technologystaff development, Haywood County Schools.

State Board Policies and RecommendationsBasic technology competencies

Computer Skills Curriculum Goals and Objectives

Personal Technology Staff Development PlanSelf-assessed needs

Assessed student needs

Site Technology Staff Development PlanStaff assessed needs

Hardware and software availability

Long Range Staff Development PlanCommunity assessed needs

Identified system goals and objectives

System Technology Staff Development PlanLong range plansSite based plans

106

Pi3 g 6-5-6111



kt-

TECHNOLOGY STAFF DEVELOPMENT OPPORTUNITIES 1995-96

WORKSHOP DESCRIPTION. ... .. . :.. ..

DATE.

PLACE TIME COST

Introductionto DOS

Internal/External Commands, Pathing, ExpLmationof ca., bat. & co= Res, Boot Disk Creation, FileStructure. Three two hours sessions.***

2/6, 2/13,2/20

WMS 3:30 PMbl5:30 PM

No Cost*

AdvancedDOS

Batch file Croxition, Pathing, MemoryManagement, Compression Utilities, Hard DiskManagement, Generic Utilities. Three two hoursessions.***

Spring '96Dates to beannounced

WMS 3:30 PMtit530 PM

No Cost

Introductionto Windows

Sizing Wmdows, Use of Menu Bars, Tool Bars,Dialog Boxes, Scroll Bars, File Manager. One 4hour sorsion.

UponRequest

WMS, PHSor THS

UponRequest

No Cost

Children'sWriting andPublishing

General Use (letters, newsletters, simple desktoppubliching), Lesson Plans & Integration Ideas forgrades 2-5. One 2 hour session.

UponRequest

On Site UponRequest

_

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Ward Processing Basics, Lesson Plans, IntegrationIdeas, File Creation and Distribution on theNetwork for E-mail use in grades 1-5.

UponRequest

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No Cost

MicrosoftWorks/DOS

Basic Word Processing, Lesson Plans & IntegrationIdeas customized for grades 3-12. One 3 hoursession.

UponRequest

On Site UponRequest

No Cost

IntroductiontoWordPerfectfor Windows

(Preq. Basic Windows & Word Processing Skills)General Use, Haywood County Schools TemplatesCreation (Work Orders, P O's, etc.) MditionalForm Creation, Tables and Graphic& Three 2 hr.

Sessipns'

Winter '96Dates to beAnnounced

THS, ORPHS

3:30 PMtil5:30 PM

$120.00Total CostforInstructor

Introductionto MicrosoftWorks/DOS

Nacilbsszias-(2 hrs.)Word Processing Basics,File management in MSW.DatABLIs (2 hrs.) Introduction to DatabaseCreation, Simple Search and Sort Commands,Lesson Plans & Ideas. Grades 3-8Szgastkeel, (2 hrs.) Introduction to SpreadsheetCreation, Developing Charts & Graphs, LessonPlans & Integration Ideas

UponRequest

On Site UponRequest

.

No Cost

Introductionto MicrosoftWorks/Win

Efd21387S2A138(2 hrs.)Word Processing Basics,File management in MSW.Data Base (2 hrs.) Introduction to Database .

UponRequest

THS, PHS,CMS,BMSWMS

UponRequest

No Cost

Creation, Simple Search and Sort Commands,Lesson Plans & Ideas. Grades 3-8SasAilisd, (2 hrs.) Introduction to SpreadsheetCreation, Developing Charts & Graphs, LessonPlans & Integration Ideas. Prereq. Introduction toWindows or windova user.

12

107



WORKSHOP - ... DESCRIPTION .. . DATE.

PLACE TIME COST

Introductionto the Internet

Hands on expesience accessing the Internet usingNetscape Browser. Class is limited to 20participants.** Administrative Personnel havepriority to this session. (This class will be offeredseveral times during the year however times anddates depend on scheduling at HCC. Principalswill be notified of availability.)

11/07/95 High TechCenter

8AM til10AM

No Cost

GeneralInstallations,Maintenance,& Peripherals

in this class you will learn how to setup and moveequipment , printer self-test, trouble shooting andrepair. Computer Systems, Modem , CD ROMand Sound Card Setups. Two 1&1 /2 hour .

sessions.***

01/11n6and01118/96

WMS 330 PMbi5:00 PM

No Cost

Introductionto the BulletinBoard System

Basics of logging on and using the menu system ofthe Haywood Community College Bulletin Board.Included procedures for

downloaluag and uploading liles, live chats,confer:acing, and acceptable use policy. One 1

hour session!**

UponRequest

On Site UponRequest

No Cost

New TeacherWorkshops

Them werkahnPa will familiarize new teacherswith networked labs, the Integrade Program,Mcrosoft Works, technology lesson plans and willprovide suggestions for integration of technologyinto the curriculum.

As scheduledby Staff

,Det.....el°Pment

'''''''"'"43r

Asscheduled

Asscheduled

No Cost

EmergingTechnologies

These workshops are designed to elevate theclassroom teacher's understanding of and comfortin a variety of "newer" technologies, as well asillustrate how these technologies can enhance thecurricula. These workshops are also recommendedfor those teacher who are participating in the trainthe trainer program.See pages 16 & 17 for additional information.***

Elementary10/30, 11/611113

11/27,12/4Middle1111,

11/8,11/15,11129, 12/6

IMC 3:30 PMtil5:30 PM

No Cost

Level IAssessment

Administration of Level I Computer Proficiencyassessment This includes setting up a class on theIBM network, assigning students to the class andsetting up the software menu. Then accessing thesoftware to create, edit, save, and delete tiles.Administration. (Must be administered bycomputer coordinator or computer resourceteacher.)

UponRequest

On Site UponRequest

No Cost

Level 11Review inPreparationforAssessment

Review of 8.6crosoft Works (word processing,database, spreadsheet) Telecomputing, Ethical UsePolicy, Keyboarcfmg, Terms and Societal Impact(see Attachment)

UponRequest

On Site Upon

Request

No Cost

13

10 8e 7 -61111



WORKSHOP

. .

DESCRIPTION DATE PLACE TIME COST

Level 11Testing(MultipleChoicePortion)

Administration of 50 multiple choice questions. Upto 30 participants. (Must be administered bycomputer coordinator or computer resource

teacher.)

Uponrequest

On Site Allow Ihour fortesting.

No Cost

Level IITesting(PerformancePortion)

Administration of performance portion including:Keyboarcfing Techniques-10 minword Proccssing Editing-10minDatabase Use...25 MkSpreadsheet Use...15 toinBecause of the nature of test administration the=aim= number of participants is 20.***

UponRequest

On SiteWhenPossible

Allow Iand 14hours fortesting.

No Cost

Introductionto LinkwayLive!

Introchiction to Multi Media authoring using IBM'svery popular Linkway Program. This is auseful

tool for teachers and student& Students can usc itfor electronic presentation of research projects, ratand graphic design, and presentations using text,audio and video medium. Teachers can desigalesson plans wid presentations. Really easy wayto gct into multimedia authoring. This workshoptakes a minimum of 4 hrs. with a 2 hr. follow-upsession.***

UponRequest

WMS,BMSCMS, THS

UponRequest

No Cost

LANSCHOOL

Learn to use the electronic chalkboard available toteachers in all middle and high schools on theEDLAN network& Excellent teaching tool forprojecting teacher screen during instruction. One,l& 14 hr. session. (Excellent teacher tooL)

UponRequest

CHHS,CMS,BMSWMS, THSPHS

UponRequest

No Cost

IBM BasicNetworkTraining

Basic use of the network labs, including: setting upclasses, use of class management tools, reportingoptiOns and introduction to available software.

Ongoing UponRequest

UponRequest

No Cost

IBMIntermediateNetworkTraining

Build on basic skills and learn how to &tribute

fifes' use templates, change log in screens,and

learn about network directories and pathing.

Ongoing On site UponRequest

No Cost

Third GradeKeyboardingReview

Review goals and objectives of the keyboardingcurriculum. Third, fourth, and fifth grade

To beannounced

To beannounced

keyboarding assessments will be evaluated as totheir significance. A high school keyboarcfingteacher will discuss concems and share somekeyboarding techniques. Ncw software correlatedto the PAWS typing program will be introduced.

Star DistanceLearningWorkshops

This is continuation of the Emerging TechnologiesWorkshops for Elementary and brEddle Schoolteachers. See attached brochure. These workshopsare being offered through TI-IN.'"

SeeBrochure

IMC 3.30 til5:30 PM

No Cost

109

14

ag-e

>,*



.:°;

WORKSHOP . DESCRIPTION DATE PLACE TIME COST

Train the in this workshop teachers will learn how to providestaff development to other teachers. This

11/17195 WMS 8:30 AMhl

$50.00Per

Trainer workshop includes information on adult learningstyles that ean be applied in figure sessions.

3:30 PM participant

DOS/Windows Basics and Word Processing willbe used in this day long worlahop. This workshopis highly recommended for all certified personnelwho are participating in the train-the-trainerprograms in the elementary and middle schools.(Limited to 24 participants.) ***

The "T" The "T' Project or "Teachers Training TeachersTo Teach Technology", consists of two, four day

Summer1996

IMC, HCC,and WCU

4 days8:30 AM

No CostPartici-

Project worlohops. One devoted to the organizing and (Dates to be til pants will

development of elementary lesson plans for use byK-5 teachers to integrate technology into classroominstruction throughout the curriculum Emphasiswill be placed on integrated units at all grade levels.

announced) 3:30 PM be paidstipends.

The second workshop will be devoted to organizingand developing middle school lesson plans. Specialemphasis will be place on integrated units forgrades 6, 7, and 8 with special focus on theincorporation of telecommunications and the use ofthe Internet These workshops will involve train-the-trainer teachers from each elementary andmiddle school in the system. The lessonsdeveloped will be used by the trainers to in turntrain teachers at each site. (Hopefully this willinvolve collaboration with Western CarolinaUniversity School of Education facultymembers)" "Prereq. Level II status and participation inStar Schools, "Using Technology Effectively inthe Classroom

'No Cost assumes that you me using Central Office Staff and/or schoolsite staff members during planning or workdays. However,

if you are using your staff trainers after school hours it has been agreed that they should be paid S20.00 per hour from school

technology staff development funds. (Because of the amount and nature of technology staff development fiinds, stipends

cannot be paid to teachers for taking training.) Whenever possible on site trainers should be utilized. Fmdings show that teachers

respond well to training from colleagues. Teacher-trainers share curriculumintegration ideas and strategies and are familiar with

classroom resources. But to do the job right, they must have support and be provided with ongoing opportunities to update their

knowledge trad slalls. System level personnel will be available for assistance in this area.State teclmology staff dewlopment funds haw been earmarked for elementary schools; therefore, middle and high school

teclutology staff development costs will be paid through local technology staffdevelopment funds.

"Unless otherwise indicated the maximum number of participants should be kept to 15, this is especially true when working with

beginner level students.

"These workshops are recommended for those teachers who will be participating in the train-the trainer program

"" Final plans aad dates for these workshops will be announced in the Spring of '96.

Additional Workshop availability will be posted in the Green Sheet

15

11 0

a-ge

Distance Laming ConsortiumRota. Nhois New Marko

North Caroana Texas

presents .

A Renewal Credit Opportunityvia Satellitesponsored by

North CarolinaDepartment of Public Instruction

Instructional Technology

"Emerging Technologies"October 30 - December 6, 1995

Reference #: 95080110

"Case Studies and Application?'January 15 - April 15, 1996

Reference #: 95080112

Renewal Credit information will beannounced in registration materials.

iii



Emerging TechnologiesOctober 30 - December 6, 1995

ElementaryMondays

3:30 - 5:30 p.m. ET

OCLOber 30

November 6

Introduction to PlanningTelecommunicuicesData Collection throughPortable Tools andSoftware

November 13 Data Collection throughVisual Tools;Grantsmanship

November 27 Puning It All Together:Hypermedia

December 4 Planning & 22nd CenturyTeam:talon,

Hddle SchoolWednesdays

3:30 :5:30 p.m. ET

Novanba 1 Inuoductice to PlanningTeleconammications

November S Data Collection throughPortable Tools andSoftware

Novanba 15 Data Collo:dal throughVisual Tools;Grantsmanship

November 29 Putting It All TogetherHypermedia

Decanber 6 Pluming & 22nd CenturyTed:no/cm,

16

Case Studies &ApplicationsJanuary 15 - April 15

ElementaryMondays

4:00 - 6:00 p.m.ET

January 15 Telecommunications

January 22 Video Production

January 29 Lasa Disa & CD ROM

Febmary 12 Hypermedia Authoring

February 19 Classroom Management

Middle SchoolMondays

4:00 - 6:00 p.m. ET

February 26 Telecommunications

March 11 Video Productice

Mirth 25 Laser Discs & CD ROM

Apri/ 1 Hypermedia Authoring

April 15 Classroom Management

REST COPY AVAlILA I.

OW

4 4-,



Using Technology Effectively in the Classroom

The North Carolina satellite broadcast series, "Using Technology Effectively in the Classroom" began last spring with

"Integrating Computers with Math and Science". The series resumes this fall with programs two and three to be

broadcast during the 1995-1996 school year.

The first broadcast strand focused on the integration of one of the most basicschool technologiesthe computer.Hands-on activities prepared teachers to integrate the computer as an educational tool into their classroom.

In upcoming program strands, the focus progresses to include newer technologies being used in the classroom.

Participants will also receive an in-depth look at how technology is being used effectively in our schools. "EmergingTechnologies" and "Case Studies and Applications" will prove to be a valuable resource toward the technological

development of elementary and middle school math and science teachers.

Each series will provide one renewal credit hour for participants. Make plans to be a part of these special educational

opportunities.

Emerging Technologies

"Emerging Technologies" is designed to elevate the classroom teacher's understanding of and comfort in a variety of

"newer" technologies, as well as illustrate how these technologies can enhance theircurricula. In addition, programs

will illustrate the range of technologies and costs to show how schools with even the smallest of technology budgets can

begin incorporating these educational tools into the classroom. This series benefits all levels of technology experience.

The novice will become aware of the many tools readily available to enhance daily lessons, while the technology experts

will recognize additional means for further expanding their school's technology inventoryand vision.

What you'll see: Internet, Desktop Videoconferencing, Portable Digital Devices (Keyboards, Notebooks, Assessment

Tools), Probeware, Virtual Reality, Digital Cameras, CD_ROM, Laser Disc Players, Geographic Information System,

Authoring Software& Hot Buttons, and Hypermedia.

Series one provided hands-on computer activities and a detailed lesson plan to complement classroom instruction.

The second series introduces teachers to more innovative or "emerging" technologies and their uses, while series

three brings it all together and shows how many North Carolina teachers successfully utilize technology in their

classroom.

Case Studies and Applications

The three-part series concludes with a study on the philosophy and actual use of educationaltechnology. How teachers

are really using technology in their classrooms and how a teacher can replicate it, are just a few of the pressing questions

which will be addressed. By taking an in-depth look at what some teachers have successfully integrated into their

elementary and middle school math and science classrooms, participants can visualize the many ways technology canenhance their lessons too. In addition, "Case Studies and Applications" goes beyond actual lessons and highlights the

outcomes of student learning, such as confidence in their ability to learn; teamwork/collaboration skills; and skills in

testing, organizing and synthesizing information. Case studies, applications and hands-on activities are effectively

integrated into the broadcast series to provide a well-rounded view of technology as a versatile classroom tool.

(The information on pages 16 & 17 are taken directly from the Star Learning brochure which introduces this series.)

-17-

112

Attachment BRowan-Salisbury Schools

(one page excerpt)

i,NalataSkatalag9ASZWRO:,...,...Atelk5

Rowan-Salisbury Schools

MISSION POSSIBLE. YOUR MISSION: (should you choose to accept It). As agroup, a team, to develop a comprehensive training packet for thetechnology competency strand assigned to your group. The following stepswill aid in this packet development:

Overview of the Competency Skills BreakdownDetermine the sequence of skillsGroup or cluster the skills into modules (1-2 hours)Determine the prerequistes, terms, etc. for each module.Develop activities (or lessons) for the modules.Determine materials needed.Determine assessment (knowledge and/or performance)Follow-up Planning for materials development, outline, etc.

MODULE DELIVERY PLANNERSTRAND: Setup, Maintenance, TS MODULE: TroubleshootingCOMPETENCY NUMBER: 2.5Group Names: Sharon Horton, A I Pozyck, DJ Brice

COMPETENCY DESCRIPTION: Use self help resources to diagnose and correcthardware/printing problems.

SKILL TO BE TAUGHT: Using manuals; utilities, hot lines to companies (hardware-software), keeping records of all maintenance/problems & source; TIPS sheet

PRE-REQUISITE TERMS/SKILLS: Hardware, printer

TERMS TO BE TAUGHT: Utility software; logs; hot line; TIPS

ACTIVITY/LESSON: 1) analogy of putting together a bicycle on Christmas eve,2) simulation using a m'anual - something specific, 3) explanations of guidesand handouts for MAC and IBM, 4) Use Norton Utilities, 5) discuss logs" andimportance of keeping good records.

MATERIALS NEEDED: (describe graphics, etc.): Examples of TIPS, "Do's andDon'ts", computer lab log, SAMS troubleshooting manuals (IBM and MAC),"Troubleshooting the Mac" handout, "Keeping Your Mac Smiling" handout.

ASSESSMENT: Develop a "problem log" for your school; demonstrate use ofutility software, simulation of type of problem (Ex. blank screen)

113

Needs AssessmentForm: A Sample

115

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Note: See Attachment A for complete list of competencies

BASIC TECHNOLOGY COMPETENCIESFOR EDUCATORS

0

SELF-ASSESSMENT TOOL

Developed byE.T.C.* Work Group

This document contains a sample assessment tool for the newBasic Technology Comptencies for educators. This is a multi-purpose document. It dissects the knowledge and skills, bothessential and expanded, into easily assessed subsets. Thisdocument additionally aligns these Technology Competencieswith the student Computer Skills and Information SkillsCurriculum K-12. It can also serve as a personal record foreducators, documenting the way skills are acquired andcompletion date of acquistion.

This document 'was developed for your convenience and use. Youmay choose to adapt it in any way to meet the special needs ofyour LEA or school.

[SAMPLE]

* Educator Technology GroupDJ. Brice, ChairBrenda Nowell

Joye LattaSue Spencer

Cindy Deal Peggy DouglasAngela Hodges Jean WhiteMary Lou Howe

Suzanne Griffin Karen CreechMargaret BinghamAlin ChapmanSue Rogers

Peggy LaffertyFran SittonJudy LeCroy

11 7

School TechnologyInventory: An Example

118

EST COPY AVM LE

Attachment D

School Technology Inventory: An Example(one page)

School Technology Scavenger Hunt

In the boxes on the left, check the statements that apply to the capacities, tools, and

resources that are present in your school. As you conduct your search for information,

use the opportunity to ask questions and learn more from the principal, media

coordinator, janitor, fellow teachers, and anyone else who knows about the technology

capacity and resources in your school.

V The School Wiring Closet

0 Copper Cable0 Coaxial Cable0 Fiber Optic Cable

0 TV Antenna0 Satellite Dish

Circle one: Movable Fixed

VFindgreatest

Computer Capabilities

the computer in your school with thememory capacity and record here:

Type of computer:4

Memory size: megabytes

Built-In Modem? Circle one: Yes No

V Internet Access V Emerging Technologies

1. Do you have Internet access?0 Portable Keyboards

Circle one: Yes No 0 Personal Digital Assistants

If you circled yes: 0 Probeware

2. Who is your provider?0 Digital camera0 CD ROM players and discs

3. How do you get to your provider? 0 Laser video discsCircle one: Modem, Router, Network 0 Multimedia authoring software

4. Do you have software (such as 0 Bar code readersNetscape or Mosaic) that enablesyou to "surf" the Net? Circle one: 0 Geological Information SurveyYes No software

0 .Virtual Reality software

V E-Mail Software

1. Do you have E-mail software? 0 Yes 0 No 2. Which software?

119

61 1

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',4 m4

UNC Educational Consortia

Attachment EUNC Educational Consortia

(one page)

Appalachian State UniversityElizabeth Long, Public School Partnership, Phone (704) 262-6108; FAX (704)262-2128; [email protected]

East Carolina UniversityEastern North Carolina Consortium for Assistance and Research in Education(ENCCARE) Emmett M. Floyd, Director, Phone (919) 328-6208; FAX (919) 328-4153; [email protected]

North Carolina Central UniversityCentral Carolina Consortium, Lawrence C. Walker, Director, Phone (919) 560-3222; FAX (919) 560-3302; [email protected]

University of North Carolina at Chapel HillCenter for Educational Leadership (CEL), Robert C. Kanoy, Director, Phone(919) 966-8000; FAX (919) 962-1533; [email protected]

University of North Carolina at CharlotteUNC Charlotte Educational Consortium, Office of Education Outreach, DonnaPrendergast, Coordinator, Phone (704) 547-2760; FAX (704) 547-4705;[email protected]

University of North Carolina at GreensboroPiedmont Triad Horizons Alliance Education Consortium, Frances Jones,Director, Phone (910) 334-3487; FAX (910) 334-4093; [email protected]

University of North Carolina at WilmingtonConsortium for the Advancement of Public Education (CAPE), Dr. Edwin L. West,Jr., Director, Phone (910) 962-3873; FAX (910) 962-4081; westel@unccwiledu

Western Carolina UniversityAlliance of Business Leaders and Educators (ABLE), Phil Monk, Phone (704) 227-7415; FAX (704) 227-7388; [email protected]

121 lietalMait8

Regional EducationService Alliances/Consortia

122

EST COPY MAMA Itits

Attachment FRegional Education Service Alliances/Consortia

(one page)

1,sot.`;<4;,`WitWMAMta,*, ANNV .A44107,:n0SNIU*SSAWM

Northeast Region EducationService AllianceJeanne Meiggs, DirectorPost Office Box 33Shawboro, North Carolina 27973(919) 232-3035FAX: (919) 232-2257

Northwest Region EducationService AllianceLarry Ivey, Director201 Curtis Bridge RoadWilkesboro, North Carolina 28697(910) 667-2191FAX: (910) 667-0503

Central Carolina CenterLawrence Walker, Director2807-R Bainbridge DriveDurham, North Carolina 27713(919) 560-3222FAX: (919) 560-3302VOICE MAIL: (919) 544-7683

SoutheastLinda Lowe,Dixon MiddlePost OfficeJacksonville,0910(910) 938-1FAX: (910)

Education AllianceDirectorSchool

Box 910North Carolina

751938-3879

28541-

Roanoke River Valley ConsortiumShirley Turnage, Director1249 Northside RoadElizabeth City, North Carolina 27909(919) 771-3033FAX: (919) 771-3033

Sandhi !is Region EducationConsortiumBill McMillan, DirectorEducation CenterDowd StreetCarthage, North Carolina 28327(910) 947-2342FAX: (910) 947-5584

Southwest Education AllianceMolly Sloan, DirectorUNC-Charlotte9201 University City BoulevardCharlotte, North Carolina 28223-0001(704) 547-2101FAX: (704) 547-2110

Western Region EducationService AllianceRoger Metcalf, Director118 Main StreetCanton, North Carolina 28716-4489(704) 648-9424FAX: (704) 648-9429

Piedmont Triad Horizons Ed.ConsortiumFrances Jones, Executive DirectorUniversity of North Carolina atGreensboro245 Ferguson BuildingGreensboro, North Carolina 27412(910) 334-3487FAX: (910) 334-4093

123 6 kV

,

.e

Internet Access Options

Attachment GInternet Access Options

(one page)

Connecting to the Internet

Type of

-00 M

cn

Hardware & SoftwareConnection Speeds Requirements

2400 baudor faster

DIalup Text(Shell or MenuDriven)

Dlalup SLIP/PPP connection

56K LeasedLine

Frame Relay

ISDNConnection

T1 Line

NCIH Data

14.4Kbs,or testi:1'6,

Most any Macintosh orMS-DOS computer with amodem, phoneline, andcommunications software.

Mac or Windows computerwith 8Mb memory, 4Mbavailable disk space,68040 (Mac) or 486 (PC)

rocessor, high speeddem (14.4Kbs

urn), and Internetare.

56Kbs"

56Kbs and'-

Networked Mac orWindows computerwith 8Mb memory,4Mb available diskspace, and 68040(Mac), or 486 (PC)processor. A routerand associated boxesfor connecting the 'leased line to the local

ea network will alsoessary.

64Kbs Or128Kbi

1.i.4M6s

1.54M.bs

1.25

Operation Services

Command119eor. menu-interface,keoperarea.

t,roperated

L-'5point

-Or iclick.

In

, sound, ande downloaded to

ow) and vieweditional software.

xt and graphics (slow) can beetrieved in real-time. Large

graphic files, sound, and videocan be downloaded to disk (slow)and viewed with additionalsoftware.

Text, graphics, sound, and videofiles can be retrieved inreal-time. Any properlyconfigured computer on the localarea network can access theInternet. Two-way videoconferencing also possible.

Text, graphics, sound,and video files can beretrieved in real-time.Any properly configuredcomputer on the localarea network can accessthe Internet. At speedsgreater than 100Kbstwo-way audio andvideo teleconferencingare possible.

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Summary Description ofEisenhower Year Eight Projects

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SUMMARY DESCRIPTION OF EISENHOWER YEAR EIGHT PROJECTS

05. Appalachian State University. The Science of Mapping Institute: Grades 4-8 Teachers from the Mountains to the CoastalPlain. Dr. James Young, Project Director. $29,808. Project Service Area: Watauga, McDowell, Alexander, Alleghany, Ashe,Avery, Burke, Caldwell, Catawba, Davie, IredelL

The Science of Mapping Institute is based on the premise that young learners are capable of acquiring an awareness of theirphysical and cultural environment and can develop strategies for studying and solving those challenges. Maps are one of the mostimportant tools in the study of spatial relationships between phenomena and are valuable tools for many disciplines. Many teacherslack the fonnal training to help their students learn about physical and cultural environments. To help address this lack of mappingskills, twenty-four grade 4-8 teachers will attend an intensive two week institute to be held in June 1997. These teachers will acquirethe content, teaching strategies, and materials needed to use maps as tools of scientific and geographic inquiry. Teachers will alsodevelop computer skills that can be used in the classroom. Teachers can earn five recertification credits during the institute plus oneadditional credit at the follow-up sessions.

Appalachian State University. Bridging Elementary School Mathematics to Science and Other Disciplines through Statistics.Dr. Steven E. Dyche, Project Director. $27,861. Project Service Area: Burke, Catawba, Iredell Counties; Newton-Conover,Hickory, Lexington, Thomasville City Schools.

The NC Standard Course of Study as well as the NCTM Curriculum Standards call for the inclusion of data collection and/orprobability and statistics in the elethentary school mathematics curriculum. Additionally, students need to learn about the connectionsbetween mathematics, science, and social studies. North Carolina has a cadre of elementary teachers trained in the use of basicstatistics through an earlier NSF grant, Teach-Stat. However, only two such teachers can be found in the LEAs targeted in thisproject. Therefore, twenty-four elementary teachers from these LEAs will spend eight weekends at the Catawba Science Center andfour days at ASU studying basic statistics, data collection, and interpretation. The weekends in Hickory will be spread over theacademic year; the four days on campus will be consecutive days during summer 1997. Teachers will participate in a myriad ofactivities which they can use to collect and analyze data. Lessons designed for the institute will be in-line with the NC StandardCourse of Study and will also have a technology base. Participants will develop their own grade-appropriate lessons showingconnections between mathematics, science, and social studies; they will use data collection and basic statistics as the unifying theme.

East Carolina University. Using Videodisk Technology to Facilitate Teachers' Instructional Strategies for Teaching CoreMathematics Concepts to At-Risk Students in Grades 3-5. Dr. Michael R. Vitale, Dr. Barbara Scott, Project Co-Directors.$29,982. Project Service Area: Wilson County.

The design of this project evolved through a collaborative project focusing on math and reading at Elvie Street School andthe Laboratory for Applied School Research at East Carolina University. Through that process, teachers were able to explorevideodisk mathematics programs focusing on fractions, decimals/percents, and a variety of word problems. The resulting rationale ofthe project that was developed consists of three parts. The first uses segments of the videodisk materials to enhance teachers' ownintuitive understanding of mathematics concepts and problem solving strategies and to model key questioning skills in mathematicsinstruction. The second enhances teachers' skills in applying the intuitive understanding gained through the videodisk technology toclassroom practice. Procedures to be used include: stating instructional objectives; demonstrating learning examples; usingquestioning strategies; and assessing student mastery. The third includes teacher collaboration strategies for peer coaching.Implementation of the professional development project will consist of a total of seventy-two direct contact hours.

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East Carolina University. (EQMATH: Raising the Power of Mathematics in Edgecombe County. Dr. Karen R. Dawkins,Project Director. $29,998. Project Service Area: Edgecombe County.

Edgecombe County Schools show scores below the NC average in end-of-grade and end-of-course tests in all four of thecriteria for determining low-performing schools these scores indicate a compelling need for assistance with instruction. Specifically,the percentage of students in grades 3-8 scoring at or above grade level in mathematics was fifth from the bottom among all NorthCarolina counties. The rationale for the project is the assumption that exemplary instruction which incorporates appropriatetechnologies in mathematics classrooms can improve student achievement, especially as it is related to problem-solving and criticalthinking.

Through this course middle and high school will enhance their abilities to integrate technology into their classrooms inappropriate ways. High school teachers will receive 66 hours of professional development instruction during the 1996-97 school yearand a week-long summer workshop, both of which will specifically connect technologies to state curriculum objectives. Under theleadership of high school teachers, the middle school teachers will receive instruction in integrating technology into the 6-8 mathcurriculum in a summer workshop and will continue their focus on real-world problem-solving with a week-long workshop in theConnected Math curriculum program. Counting the eighteen-hours of professional development which the middle grades mathteachers will receive (not funded by this grant) as a foundation for the technology ivorkshop, they will receive a total of 60 hours ofprofessional development with at least ten hours of follow up. It is expected that participants will increase their knowledge ofmathematics content and their skills in using technology.

East Carolina University. Improving Mathematical Thinking Skills in the Context of Scientific Problem-Solving. Dr. Karen R.Dawkins, Project Director. $30,000. Project Service Area: Hertford County.

In the development of their school improvement plans, Hertford County teachers indicated mathematics and science ascontent areas in which they felt they had weaknesses and in which their students were performing below average. Targeting the entirefaculties of both schools, this project will focus intensively on the needs indicated by these teachers. The course will focus on:increasing teacher knowledge in the life science, earth science, and physical science stands of the K-5 curriculum (Standard Courseof Study); modeling exemplary astructional methodologies; identifying points in the science content where mathematical Mulls canbe applied; using technologies already present in the two schools for science and mathematics instruction; facilitating improvedinstructional practices which incorporate sound content knowledge, exemplary instruction, and appropriate technologies; and (5)providing assistance in the development of assessments which equitably and authentically measure student achievement inmathematics and science.

Content experts from the fields of biology, chemistry, earth science, physics, and mathematics will provide coordinatedinstruction; instruction will tke at the school sites, on field trips to the Outer Banks, or in a five-day intensive summer workshop.After receiving instruction in peer coaching and with assistance from the project director and principals, participants will assist eachother in implementing the kinds of instructional practices addressed in the workshop.

East Carolina University. Physical Science and Process Skills for Elementary Teachers. Dr. Scott Watson, Project Director.529,136. Project Service Area: Nash-Rocky Mount.

The Physical Science and Process Skills for Elementary Teachers project will provide teachers from the Nash-Rocky Mountschool system with extensive training in use of the science process skills in teaching physical science to elementary students. The ten-day workshop and two follow-up sessions will be devoted to: (1) using process skills and hands-on activities appropriate for youngchildren; (2) offering strategies for using computers in gathering resources for science instruction; and (3) integrating science withother subject areas.

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East Carolina University. Coastal Plains Environmental Education Institute. Dr. Michael Slattery and Dr. Paul Gares, ProjectCo-Directors. $29,999. Project Service Area: Pitt, Greene, Lenoir, Jones, Wilson, Beaufort, Wayne, Martin, EdgecombeCounties.

This project will support a summer workshop for middle grade teachers that focuses on the physical characteristics of theeastern NC coastal plan; moreover, it will allow time for participant to examine regional environmental issues. The institute is basedon the premise that young learners are capable of acquiring environmental education concepts and that the solution of environmentalproblems begins with an awareness of these problems at a very young age. Unfortunately, many of the schools in eastern NC havelittle, if any, science materials other than a text to educate students about environmental problems and frequently teachers are ill-prepared to teach science. An intensive two-week institute will therefore be held for 25 teachers from eastern NC. Participants willbe presented with information about the physical systems of the eastern coastal plain (i.e., climate, soils, hydrologic, estuarine andcoastal systems) and about contemporary environmental problems associated with those systems; they will develop teaching strategiesand materials designed to convey this information to their students in an enthusiastic manner, and they will be better able to use theirlocal environment as a laboratory in which students will make observations, analyze phenomena, and develop a greater understandingof their environment A major focus of the institute will be technology, in particular, how to make effective use of technology as atool for enhancing science education.

Fayetteville State University. Preparing K-S Mathematics and Science Teachers to Teach Mathematics and Science to LearningDisabled Students. Dr. Frederick Smith, Project Director. $27,451. Project Service Area: Sampson County.

The need for providing activities for learning-disabled students is supported by the fact that 4.6 percent of NC public schoolchildren are diagnosed as specific learning disabled. In Sampson County 350 K-5.students were identified as such and receivedservices in regular mathematics and science classes. This course will therefore: increase participants' knowledge of learningdisabilities and instructional strategies in mathematics and science for addressing the needs of these students; enhance the confidenceand skills of teachers in working students with learning disabilities through the use of hands-on mathematics and science activiteis;increase participants' knowledge of the NC Standard Course of Study in mathematics and science; and model demonstrations forteachers in math and science and have them conduct demonstrations. Fifteen K-5 teachers who are presently teaching students withlearning disabilities will participate in this program and will receive ninety contact hours of instruction.

Fayetteville State University. Elementary Intech Project. Dr. Leo Edwards, Project Director. $29,602. Project Service Area:Bladen, Hoke, Robeson, Harnett, Sampson Counties.

Twenty-four K-6 teachers from southeastern NC will receive instruction in the use and integration of technology in theclassroom. They will then assist in the replication of such technology workshops throughout this region. This model is based on anNSF-funded professional development program in technology which has been designed and disseminated by the Miami Museum ofScience. Workshops will focus on six math/science/technology modules promoting hands-on/minds-on cooperative experiences forteachers and students.

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North Carolina State University. Evloring Geometry with Technology For Teachers of grades 4-8. Dr. Sarah Berenson,Project Director. $29,999. Project Service Area: Wake County.

In the "MSEN Middle Grades Assessment" (1993) it was found that more than half of the 446 middle grade math teacherssurveyed had never taken a university geometry course. Additionally 35% of the teachers were interested in a course in usingcomputers and calculators to teach math. In respond to this need, the NCSU Center for Research in Mathematics and ScienceEducation developed a course that will provide a minimum of 60 hours of professional development for up to 15 teachers in grades 4-8 in using technology to teach geometry. Two follow-up days of instruction will be provided by the center. Through this courseteachers will: (1) review geometry concepts including angle, area, volume, transformations, congruence, similarity;(2) learn to useGeometer's sketchpad, draw programs, spreadsheets, graphing, calculators, and software to produce multimedia slide shows; (3)develop curriculum materials for student investigators that engage students in using appropriate technologies.

North Carolina State University: The Science House. Using CBL and MBL to Measure the World. Dr. David G. Haase,Project Director. $30,000. Project Service Area: Caldwell County.

In the initial phase of what will become a county-wide training program, Caldwell Connty PublicSchools and the Science

House of NCSU will develop an integrated curriculum enhancement program and provide a twelve-day trainingexperience for twenty

teachers. The participants in the program will learn to use MBL and CBL equipment for their science and mathematics classes; they

will explore how to use this technology in learning activities that integrate mathematics and science; and from their explorations they

will author learning modules that will be used in their own classrooms. The learning modules will be tested by the group of teachersand used as a base for future teacher training programs. The present program will be the base of a more comprehensive programwhich has already been planned and for which funding is being sought.

University of North Carolina at Chapel Hill. Using Plants to Teach Science (UPS). Ms. Lin Frye, Project Director. $30,000.

Project Service Area: Durham County Schools.

Using Plants to Teach Science is a joint project of the University's math and science center and the National GardeningAssociation and will follow the National Garden Association's Growing Science Inquiry Project. Twenty-four K-5 teachers from sixschools in Durham County will participate in this project which will consist of a five-day summer institute plus five instruction daysand two follow-up workshops to be held during the school year. The course will focus on science content and inquiry process skillsthrough the implementation of science gardens in schools; these science gardens will then function as living laboratories. Theemphasis of the program will be life-science concepts and process skills; and, since the program materials are interdisciplinary andbecause the program is designed to support the state's new ABC Plan, the project will also integrate and model writing, reading,

mathematics content, and social studies. Participants will use the activity guides A Growing Classroom and Grow Lab which model

inquiry and process skills. All activities will be correlated to the NC Standard Course of Study content areas and the requirements of

the National Science Standards.Through the course participants are expected to deepen their knowledge of life and plant science, increase their use of

inquiry and process skills, and create interdisciplinaryunits combining science with mathematics, reading, writing and social studies.

Participants will be able to use the learning cycle model, apply current educational pedagogies such as constructivism, and create

appropriate assessment tools to measure their students' progress. Finally, each participating school will have a viable indoor/outdoor

garden as a living laboratory.

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University of North Carolina at Chapel Bill Project MASTT: Mathematics and Science Technology Tools. Dr. PatriciaBowers, Project Director. $30,000. Project Service Area: Alamance, Chatham, and Granville County Schools.

The school systems targeted by this project have the common need of meeting the technology competencies developed bythe State Board of Education and improving the achievement of minority students. More specifically, teachers in these LEAs need tolearn to use technology as a tool for instruction in science and mathematics, and they need to develop strategies to overcome bias ininstruction. This course is designed to develop participants' abilities to use technology as a tool for instruction in student-centeredscience and mathematics classrooms and.to decrease the bias of teachers in the classroom, therein leading to increased achievement offemales and minority students. Participants will learn how to incorporate technologies such as desktop publishing, databases,spreadsheets, CD ROMS, laser discs, electronic mail, the World Wide Web, video cameras, probeware, and multimedia presentationsinto classroom instruction. They will also learn how to incorporate strategies that have been shown to decrease bias in instruction intotheir instruction. The focus is on active involvement of the participants at all stages of the course.

University of North Carolina at Chapel Hill. Engaging Students by Linking Earth and Science Investigations with CurrentEvents. Dr. Cynthia Copolo, Project Director. $29,783. Project Service Area: Cumberland, Hoke, Robeson, Sampson,Scotland Counties.

This project will assist teachers in using current events to make scientific inquiry relevant and interesting to secondary schoolstudents. This instructional approach will link basic skills and process skills to events that have recently had an impact on students.Fifteen teachers will attend a 2-week summer workshop in which they will construct instruments and investigate water-quality at localsampling sites,; they will then relate the results to the local drainage basin, the major rivers, the estuaries and the North Carolina coast.The BSCS inquiry-based approach will be used to design activities which meetNC DPI science objectives. Teachers will develop anAction Plan for their classroom which includes student-led investigations. One-day fall and spring follow-up meetings will also beheld. These follow-up meetings will provide teachers with the opportunity to revisit their Action Plans, share developed lessons, and

gain additional skills and knowledge.

University of North Carolina at Chapel Hill Integrating the ABCs Through Science jor the Early Grades. Dr. Gail Jones,Project Director. $30,000. Project Service Area: Bertie, Halifax, Hertford, Northampton.

Developed by teachers and administrators from Bettie, Halifax, Hertford and Northampton Counties, this project addressesthree areas of immediate concern: (1) implementation of the ABC Plan at the primary level; (2) general improvement of scienceinstruction; and (3) the use of technology in the primary classroom. A two-week summer institute will improve primary teachers'science content knowledge as well as provide them with inquiry-centered science and technology activities they can use with theirstudents. The institute will be centered on two major themes: (1) Changes and Measurement, and (2) Questions, Patterns andPredictions. Teachers will also learn how to use networking software to access the Internet for resources and to communicate withoutside professionals and other teachers. Science teaching materials and resources will be provided throughout the institute and willhelp motivate participants to increase the amount of time science is used to teach other content areas. The twenty participating K-3teachers will draw on these experiences to design and plan lessons integrating concepts and teaching strategies with mathematics,reading, writing and technology. These plans will be disseminated to other interested teachers within participating schools andcounties.

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University of North Carolina at Chapel HilL Exploring Biological Change. Dr. Jean DeSaix, Project Director. $30,000.Project Service Area: Chatham and Caswell Counties.

During the two-week summer workshop teachers will explore organismal topics through inquiry investigations. Forexample, teachers will make trips to the NC Zoological Park, the NC Botanical (larden, and fossil localities of NC to do field studiesof structure-function adaptations. Each day will include at least seven hours of activities.

The first week of the project will emphasize organic variation as the basis of adaptations through biological change fromgeneration to generation. The second will concentrate on evidence of change as seen in the fossil record. The evidence for evolutionwill be contrasted with theories about how evolution has proceeded. It is anticipated that participants will understand that organismalbiology is not strictly observational in nature, but rather that hypothesis testing is appropriate and is used by professionals in thediscipline to develop theories about biological change. Further, teachers are expected to have a rational, defensible foundation fortheir own curricular decisions regarding controversial organisrnal topics such as dissection, organic change and adaptation. Teacherswill know how to use instructional methods which reduce anxiety about dealing with differing perspectives on these issues and whichuse technology to access information in the arena.

University of North Carolina at Chapel HilL Operation Primary Physical Science. Dr. Gail Jones, Project Director. 30,000.Project Service Area: Columbus, Bladen, and Robeson Counties.

Operation Primary Physical Science is designed to help teachers of grades K-3 in Bladen, Columbus and Robeson Countiesteach physical science. The intensive two-week summer institute will be followed by two days of follow-up held during the followingacademic year and will be taught by a three-person leadership team composed of a university science educator, an early childhoodscience educator, and a master elementary teacher.

The project will assist teachers in developing science instruction around four organizing themes: 1) Properties and Behavior,i.e., students will develop skills in being able to identify and describe the characteristics of various physical objects both quantitativelyand qualitatively; 2) Constancy and Change, i.e., most things undergo predictable patterns or cycles of change, although the rate orscale of change may vary; 3) Interactions, i.e., a few simple physical laws can be used to explain a wide variety of interactions; and 4)Systems, i.e., the components of a system are interdependent. A spiral approach will underpin the structure of the institute; i.e., majorphysical science topics are periodically revisited in varying contexts and depths in the different theme investigations.

As a result of this project, twenty teachers of grades K-3 will be more knowledgeable about physical science concepts, willbe able to design effective science lessons that are developmentally appropriate, inquiry-based, and use science as a platform forintegrating mathematics, reading, and writing. Teachers will also be able to use science process skills in teaching and assessingscience with their students. Finally, teachers will be able to use strategies that have been shown to be effective for teaching girls,

minorities, and rural, and low socioeconomic students.

The University of North Carolina at Chapel Hill. Middle Grades Mathematics Tools and Technology Project. Ms. PatriciaKernodle and Dr. Russell Rowlett, Project Directors. $30,000. Project Service Area: Durham County.

This project represents Durham Public Schools' response to recent reforms made in mathematics teaching at the middlegrades level by the NCTM Standards for Curriculum and Evaluation and the NC Department of Public Instruction. It seeks to addressthe current shift in mathematics teaching from rote memorization toward more meaningful and active student involvement through theuse of interactive mathematical tools and technology. The goal of the project is to provide material resources, instructional strategies

and support during implementation for twenty middle grades mathematics teachers within previously determined low-performingschools. The project begins with an intensive two-week institute scheduled during summer 1997 and will include two formal days offollow-up. Daily activities will include: (1) hands-on experiences using concrete manipulatives from middle grades mathematicskits;

(2) interactive computer sessions in the use of the Internet, Geometer's Sketchpad, database spreadsheets and statistical packages; (3)interactive experiences with calculators; (4) examinations of state and national mathematics standards; (5) pedagogy; (6) alternativeassessmen4 and (7) common planning time. Additional follow-up will include classroom observations, journal reflections, teacher

interviews, surveys, postcard check-ins, and a mathematics attitude survey.

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University of North Carolina at Chapel HilL Vance County Mathematics Program. Dr. Carol E. Malloy, Program Director.$28,437. Project Service Area: Vance County.

The goals of the Vance County Mathematics Program (VCMP) are to provide mathematics teachers in grades 7 through 9with: (a) student-centered mathematics pedagogy and materials to help increase the achievement of Vance Count students, and (b)structures that will enable collaboration in planning and classroom instruction, will begin with a three hour awareness session to

familiarize teachers with the goals of the workshop, the need for reflection, equity projects, and the processes that will be used in*VCMP. Summer classes will run five hours a day over a two week period. During the academic year and the following summer theteachers will participate in six, three-hour follow-up sessions on Saturdays. The instructors will also visit participants' classrooms tosupport the changes to pedagogy. VCMP will address teacher beliefs, mathematics, pedagogy, instructional materials (includingtechnology), and equity. Throughout the program, teachers will use a collaborativf process.

University of North Carolina at Charlotte. Interactive Physics Through the Internet for Middle and Secondary Teachers. Dr.Yildirim Aktas and Dr. Josephine Wallace, Project Directors. $29,996. Project Service Area: Anson County, Charlotte-Mecldenburg, Cleveland County, Kings Mountain, Gaston, Richmond, and Rowan-Salisbury County Schools.

This course is designed to strengthen participants' science content knowledge and teaching skills in physics. IT will focusmost particularly on internet and multimedia tools that use discovery, tutorial, problem-solving, data analysis, simulations, and reviewapproaches. Teacher participants will learn how to: use email; access internet resources; and develop and use physics simulations toexamine physical quantities such as velocity, acceleration, momentum, angular momentum, kinetic energy, and friction force. Aninstructional team comprised of a physics faculty member, a science education faculty member, and master teacher will provideinstruction correlated to the NC Standard Course of Study and use the Learning Cycle Approach to teaching and learning. Teacherswill learn how to use the Interactive Pirysics Program, a program that combines simple user interface with a powerful engine thatsimulates the fundamentals of Newtonian Mechanics. They will also use Astound software to create their own lessons, simulations,and exercises for students. The Classroom Applications they develop will be available to other teachers via hard-copy and on theinternet at the local, regional, state and national levels. Twenty teachers will be selected to participate based on MSEN selectioncriteria guidelines. A team of teachers will be selected from each of the seven participating school districts.

University of North Carolina at Charlotte. Super Science Connections: Internet Workshop for Teachers. Dr. Cheryl B.Dammann and Dr. Josephine D. Wallace, Project Directors. $29,372. Project Service Area: Anson, Cleveland, Gaston,Richmond, Union, Stanly, Rowan-Salisbury Counties.

Twenty teachers from southwest NC will participate in this project which will focus on the integration of physical scienceand science process skills at the K-3 leveL In collaboration with the UNC-C Chemistry Department, the Math/Science EducationCenter, and ICE, trained lead teachers will present the following physical science themes: (1) color and ligh (2) insulation; (3)matter and its forms; and (4) states/properties of water. An introduction to the Internet will include the use of e-mail, web basics,using search engines, and downloading software. At the workshop's conclusion, participating teachers should be able to : (1)demonstrate increased understanding of physical science themes; (2) relate science activities to the revised NC science curriculumprogram goals; (3) utilize and integrate hands-on science instruction with K-3 subject areas; (4) learn how to use e-mail and accessinformation from the Interne4 (5) use the learning cycle approach in science teaching; and (6) learn about laboratory safety andsources from which to obtain supplies. In order to reinforce the concepts learned, teachers will make presentations at the fall 1997NCSTA meeting.

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University of North Carolina at Charlotte. Cabarrus-STAT. Dr. Mary Kim Prichard, Project Director. $29,999. ProjectService Area: Cabarrus County.

Thirty elementary teachers from Cabarrus County will be selected to participate in this project two teachers from each ofthe public schools in Cabarnis County and at most three teams of teachers from private schools. An after-school workshop will beheld by the project director and will focus on recommendations from the NCTM Standards documents related to statistics instruction.It will also give teachers an overview of the process of statistical investigation. A two-week summer institute will be held in CabarrusCounty in July 1997. The workshop will use an investigative approach to help teachers develop their knowledge of statistics; it willalso focus on the processes of statistical investigation, methods for teaching statistics, and ways to integrate statistics throughout theelementary curriculum. Follow-up meetings will be held several times through the 97-98 academic year. Participants will organizeand plan Family STAT-Night activities that will be presented during March 1998.

University of North Carolina at Greensboro. Technology Tools for Science and Mathematics Learning. Dr. Gerald Meisnerand Dr. Harol Hoffman, Project Co-Directors. $29,999. Project Service Area: Thomasville City Schools.

As indicated by a needs assessment, Thomasville teachers lack the professional preparation they need in order to implementappropriate applications of technology; this need is directly addressed by the TechTools professional development training program.

The Thomasville improvement plan calls for staff development activities which prepare teachers to use technologies that can enablestudents to engage in the scientific endeavors of formulating hypotheses, gathering and analyzing data, and communicating results.Through this course, participants will increase their technological knowledge base, increase their ability and desire to use technologyin the classroom; increase their understanding of science concept; increase their understanding of the nature and process of scienceand of scientific tools; achieve greater autonomy in the classroom as a result of increased access to information; increase their contactwith scientists, educators, and other experts through World Wide Web participati6n; and improve support systems that promote thedevelopment ofjoint projects among teachers and between schools and that alleviate classroom teachers' feelings of isolation andstress.

University of North Carolina at Greensboro. Technology Tools for Elementary Sdence and Mathematics. Dr. Harol Hoffmanand Dr. Gerald Meisner, Project Directors. $30,000. Project Service Area: Rockingham County.

The Rockingham County School System has identified a major gap in their teachers' professional preparation in the area oftechnology knowledge and appropriate applications. Technology Tools will make use of readily available, inexpensive softwareswhich will complement and enhance the existing school curriculum for grades 3-5. Instructors will design the workshop to promotethe following outcomes. Educators will: increase their knowledge and familiarity with instructional resources for technologyintegration; (2) increase their ability and desire to use technology in the classroom; (3) increase their understanding of scienceconcepts; (4) increase their understanding of the process of science and scientific tools; (5) achieve greater autonomy in the classroomas a result of increased access to information; (6) increase contact with scientists, educators, and other experts via the Interne4 and (7)increase support systems in order to allow development ofjoint projects among teachers and between schools. Upon their return tothe classroom, participants will conduct staff development activities and mentor two additional teachers within their home school.

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University of North Carolina at Greensboro. Teaching Problem Solving Based on Children's Thinking: Cognitively GuidedInstruction. Dr. Nancy Nesbitt Vacc, Project Director. $30,000. Project Service Am: Thomasville.

An assessment survey of teachers from Thomasville Primary School indicated mathematics, particularly problem-solving, tobe an area of need for professional development. In response to this need, a series of in-service workshops will be conducted inspring and summer 1997. All workshops will focus on cognitively guided instruction (CGI) in mathematics education and willinclude problem-solving computer software and calculators. Classroom sets of calculators and overhead calculators have alreadybeen donated for use. The program is expected to: (1) allow teachers to implement CGI during mathematics instruction; (2) increaseteacher expertise in planning instruction based on children's mathematical thinking; (3) assist teachers in the integration of computergenerated problem-solving; and (4) encourage the use of calculators during instruction. Two follow-up sessions are planned for Fall

1997. Additionally, experienced CGI teachers will act as peer mentors for all new participants implementing CGI in the classroom.University of North Carolina at Pembroke. Expansion of NRTS at ECSU/UNCP Services to Include Purnell Swett High SchooL

Dr. Jose D'Arruda, Project Director. $30,000. Project Service Area: Robeson County.

This proposal aims to expand the partnerships and activities of the Network Resources and Training Site (NRTS) to include

the staff and students of Purnell Swett High School in Robeson County. In summer 1997 fifteen staff members will participate in a

two-week workshop promoting the integration of the Internet into classroom activities. Various field tips and visiting lecturers will

be incorporated into the workshop.

University of North Carolina at Wilmington. Mathematics Teacher Professional Development Using the World Wide Web. Dr.Paul G. Shotsberger, Project Director. $28,281. Project Service Area: Brunswick, New Hanover, Pender Counties.

The three primary goals of this project include: strengthening the mathematics instruction of high school teachers in public

and private schools in Brunswick, New Hanover, and Pender Counties; assisting teachers in meeting state-mandated technological

competency goals; and providing support for teacher change through the use of the World Wide Web. Schools that already possess aWWW connection will nominate a total of twenty-one teachers to attend four days of face-to-face naining during summer 1997. The

summer instructional phase will focus on navigating the WWW, publishing Web-pages, and employing computercollaborative tools.

Participants will then engage in thirty hours of distance training using the WWW during Fall 1997. The latter portion of theproject

will focus on teacher training in and application of the principles of the NCTM Professional Standards in their classes. Ten hours of

follow-up will be conducted over two days, one to be held in Fall 1997 and one to be held in Spring 1998.

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Wake Forest University; Bowman Gray School of Medicine. The Problem-Based Learning Initiative: Building TeacherPartnerships in Math and Science Education. Dr. Liza Cariago-Lo, Project Director. $29,873. Project Service Area: Winston-

Salem/Forsyth, Yadkin, Stokes Counties.

Twenty math and science teachers from Vrmston-Salem/Fo.rsyth, Yadkin:and Stokes County School Districts will berecruited to participate in The Problem-Based Learning Initiative (PBL). This sustained and intensive professional developmentprogram will provide these middle and high school teachers with the opportunity to get hands-on training in PBL case developmentand teaching strategies, introduce teachers to the many uses of technology in PBL, provide information regarding implementation andevaluation of PBL, and make resources and materials available for teachers using PBL instruction. The teachers in the PBL projectwill (1) attend two 5-hour workshops in November 1996 and March 1997 to introduce them to the philosophy of PBL and its utility inmath and science classrooms; (2) attend a week-long Summer Institute in July 1997 for further training; and (3) attend five 2-hourfollow-up meetings held between September 1997 through March 1998 to foster networking among teachers and to build on their

PBL skills. Four mentor teachers (previously trained with PBL) will serve as partners throughout the year and will continue to serve

as resources for the newly-trained teachers. PBL trainers from Bowman Gray will conduct classroom visits with teachers to monitor

their use of PBL.

Western Carolina University. Graphical and Numerical Meaning In AP Statistics. Dr. J. Ralph Devane, Project Director.$29,749. Project Service Area: all counties in the western service region.

Beginning in May 1997 an AP Nomination in Statistics.will be administered by the Educational Testing Service. Thecontent of the course requires a prerequisite no higher than Algebra II. Thus, collegiate-level study in mathematics is accessible to a

much wider audience of high school students. Moreover, because the number of students enrolling in majors that use statistics, such

as psychology, business, health science, sociology, and engineering,has grown dramatically in recent years, the AP statistics courseaddresses a practical need while affording high school students an intellectually challenging experience. Therefore a course in APstatistics will be offered to seventeen teachers in the western region of NC. The course will consist of ten five-hour in-servicesessions. Because the AP examination requires the use of a graphics calculator and interpretation of computer output, a graphic

calculator and a computer with appropriate software will be used extensively through the course. Teachers will then be able to teach a

course in statistics that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from

data. Teachers will be able to: explore data, plan a study, anticipate patterns in advance, and make statistical inferences. As a result,

more students will take a fourth year of mathematics; more students will be able to gain access to college-level study; students will be

offered a practical tool for contemporary applications; and the course will make effective use of technology.

Western Carolina University. Enhancing Mathematics with Technology. Ms. Deborah Britt and Dr. Ralph DeVane, ProjectCo-Directors. $29,640. Project Service Area: All Counties in Western Education Region.

This course, open to all middle and high school teachers in the western education region, will focus on the graphical,analytical and numerical meaning of algebra, geometry and statistics; the course will also emphasize the appropriate uses of graphicscalculators and computers in the classroom in relation to the content area. Participants will have the opportunity to use material from

several curriculum reform groups. Through the course participants and their students will: understand math better, increase their

abilities to solve problems and reason mathematically; increase their confidence to do mathematics; and understand the role oftechnology in mathematics and problem-solving through real-world applications. Through the course, participants will: become

skilled in the use of graphics calculators and computers; provide them with an experience which broadens their depth of mathematical

knowledge; incorporate the use of applicable statistical applications into all courses through the use of technology; and allow students

the opportunity to explore business and industry applications.

13651.,\LRE,.gardijaircili,,t0

Featured Sites and Teachers inStar Schools Series: "CaseStudies and AppliCatiOrle

13'7

IVEsT COPY AVMLA

Attachment ISchool Sites and Teachers Featured on

the Star Schools Series Telecasts"Case Studies and Applications"

(three pages)

Program One GuestsTelecommunications

Elizabeth City/PasquotankBonnie O'Neal, teacher, H.L. Trigg Elementary School

Wake CountyCaroline McCullen, Computer Lab InstructorLigon Middle School

N.C. 1995-96 Teacher of the Year

Vernestine Taylor

Program Two GuestsVideo Production

New Hanover Count,Michael Zentmeyer, PrincipalWrightsboro Elementary School

Harnett CountyMade Salmon, Media CoordinatorCoats Elementary School

138

Charlotte/MecklenburgAugie Beasley, Media Coordinator

Charlotte/Mecklenburg High SchoolKaren Moore, Media Coordinator

Olde Providence Elementary School

Attachment ISchool Sites and Teachers Featured on


(three pages)

"

Program Three GuestsLaser Discs and CD ROMsSeptember 16, 1996

Charlotte-Mecklenberq Tom Snyder Productions

Sandra Andrews, Media Coordinator Hedrick Ellis, Director of Program Development

Oak lawn Elementary School

Wilkes CountyPinky Bumgamer, Media CoordinatorWoodward Middle School

Program Four GuestsMulti-Media Authoring Systems

Orange County/Chapel Hill Char lotte-Mecklenburq

Stephanie Hebdon, Teacher Janice Tate, Media Coordinator

Frank Porter Graham Elementary Piedmont Open School

139

AttachmentSchool Sites and Teachers Featured on


(three pages)

Program Five GuestsClassroom Management

Watauga County Schools

Lynn Coulthard, First Grade Teacher

Green Valley Elementary SchoolGail Richards, Technology Specialist

Green Valley Elementary School

Horizon Research. Inc.

Chapel Hill, North Carolina

Ruth Pershing, Consultant

Chapel Hill-Carrboro

Shelly Heath, Science TeacherCharles and Lucille McDougle Middle School

Bob Stocking, Technology SpecialistCharles and Lucille McDougle Middle School

140 -31

,

North Carolina TechnologyProfessional DevelopmentPrograms: Some Examples

141

1:;EST COPY AVAHABLE

Attachment JNorth Carolina Technology Professional

Development Programs: Some Examples(three pages)

Several technology professional development programs are currently operating

within the state whose expressed purpose is to improve the use of technologywithin public school classrooms. The following list is by no means acomprehensive nor all-inclusive list of existing technology professional

development programs. However, this partial list does offer a starting pointfor each regional coordination structure as they begin matching assessededucators' needs to possible resources.

Programs currently offering Technology Professional Development:

Community Colleges Most community colleges across North Carolina offertechnology professional training on computer operating systems as well as atleast two levels of training using word processing, spreadsheet and database

programs. Many community colleges presently offer renewal credit courses forteachers in technology, while other community colleges have contractagreements with specific local school districts to provide technologyprofessional development. For more information dontact the community college

continuing education office.

EastNet - EastNet, operated by East Carolina University's educationalconsortium, ENCCARE, is a free dialup access to the internet that wasdeveloped specifically for inservice teachers and administrators in NortheasternNorth Carolina. EastNet, serving public school, community college and universitypersonnel, provides an interface and access to the internet and email service.For more information contact: Emmett Floyd ([email protected])

FIBERNET PROJECT - CAPE (Consortium for the Advancement of PublicEducation) in collaboration with University of North Carolina at Wilmington, CapeFear Community College, New Hanover Regional Hospital, Hoggard High School,and New Hanover High School have developed a fiber optic network whichallows real-time simultaneous video and audio interactions among the five sites.The network utilizes state of the art technology as an instructional tool toexpand and integrate classroom instruction. For more information contact:Molly Sloan ([email protected])

Local Education Agencies (LEA's) - Across North Carolina local schoolsystems offer extensive technology professional development- for teachers andadministrators within their school districts. Many LEA's hire experiencedteachers from their district to provide basic and advanced technology staffdevelopment. Other LEA's have contracted with private vendors, community

142



Miatk\m&w\-\

colleges or universities to provide technology professional development for theirpersonnel. For more information contact the LEA's central office.

MATHLINE MATHLINE is a discipline-based educational service offered byPublic Broadcasting Service (PBS). MATHLINE will offer professionaldevelopment opportunities via distance learning courses, video conferences, andelectronic learning forums. Currently, MATHLINE offers the PBS Middle GradesMath Project which gives participants videos of actual classroom teachersmodeling effective practice, an electronic learning community with on-linecoaching and biannual interactive teleconferences. For more informationcontact: [email protected]

North Carolina School of Science and Math - The North Carolina Schoolof Science and Math provides professional development opportunities throughinteractive video coursework for high school students in fourteen counties. TheSchool of Science and Math also provides courses for teachers to use a widerange of technologies for classroom instruction. Additional outreach offeringswill be available to more teachers when the construction of a new state-of-the-art facility is completed on campus. For more information contact: JohnFriedrick (internet: [email protected])

North Carolina Teacher Technology Academy - Developed by the NorthCarolina Teacher Academy, the Technology Academy provides state-widetechnology professional development to create student-centered classrooms.Teams of teachers around the state participate in staff development whichgives teachers hands-on experience with telecommunications and multimediatools. For more information contact: Julia Kron ([email protected])

SCOUT (Students Constructing their Own Understandings with Technology)Camp - SCOUT Camp is a collaborative technology staff development summerinstitute for teachers from Chapel Hill-Carrboro School System and UNC-ChapelHill teacher education faculty. Participants use a wide range of technologies astools for thinking, collaborating and communicating within a project-basedworkshop format to improve the use of technology in classrooms. For moreinformation contact: Marjorie DeWert ([email protected]) or Sheila Cory([email protected])

Southeastern Regional Visions for Education (SERVE) - SERVE is thefederally funded educational laboratory serving Alabama, Florida, Georgia,Mississippi, North Carolina, and South Carolina. SERVE provides two servicesfor educators that utilize and promote the effective use of technology inschools. The first service is called DISC which is a free computerized

143 \ft ,..3416Rilinfs .4t0



AMENT'S%C.W1MICANIMMIUM"Vr\INC .-gilavnallon

information search and retrieval service available to all educators in thesoutheast region. DISC staff conduct searches of computer databases andprovides analyses of research topics. The second service available is SERVE-Line which is an on-line information system that educators use to access andexchange information. For more information contact: Don Holznagle at 1-800-659-3204.

TEAM - The TEAM Project provides seven counties in the Appalachian StateUniversity/Public School Partnership staff development tailored to the needs ofeach county in classroom applications using databases and spreadsheets.TEAM Project members also have access to the ASU computer network and

internet connectivity. For more information contact: Marrion Ward([email protected])

Technology Tools For Science and Mathematics Learning - TechToolsis a four-year instructional technologies project that will establish ten universitytraining sites (four currently operate) across North Carolina, eaCh of which willoffer professional development programs for middle and high school scienceand mathematics teachers. TechTools trains inservice teachers to usetechnology to enhance active student learning; it develops modules in biology,chemistry and physics for integrating technologies into the teaching andlearning process; and it uses an electronic information management systemCURIE which brokers internet information useful to science and teachers. Formore information contact: Jerry Meisner ([email protected]) or Harol Hoffman([email protected])

144mkss.WW.`As$

Wk*Va: -

145

DPI Videotape LoanLibrary: Request Form

1FST COPY AVAIRAB E

Attachment K

DPI Videotape Loan Library: VHS Loan Form(one page)

Instructional Video Programming

VHS LOAN FORM

NAME

SCHOOL

ADDRESS(LJPS)

SCHOOLSYTEM

TELEPHONE

_

-

I. Of

1

:31,

Program Titles 1st Choice 2nd Choice

BEST COPY AVAILABLE

NOIf titles listed above are not available on any of thepreferred dates, do you want them shipped when available?

1411

age

Guidelines for Developing aProfessional Collection

147

a

Attachment LGuidelines for Developing a Professional Collection

(two pages)

PROFESSIONAL COLLEMON.:.GETTING STARTED.:.

Involve teachers and/or administrators in the selection process. Survey your potentialreadership to see what their interests and needs are.

Place the professional collection in a convenient location; consider branch collections in suchplaces as the teacher's lounge or departmental offices.

Assist your clientele in using the professional collection. Be prepared to help them with theirresearch.

. Publish lists of new acquisitions with brief annotations.

Arrange for periodic reviews of books and other materials by local experts, i.e., teachers andadministrators.

. Arrange for available and adequate time for use of the facility--extended hours.

. Devise a system of routing new materials to staff members (see below, "Using the JournalCollection.")

4.USIING THE JOURNAL COLLIECTION.:.

Simply collecting the best or most well-known journals for the professional collection does notguarantee that they will be read and used. Use of the professional collection by all staff memberscan be increased by a system of notification to individuals about recent acquisitions. ACURRENT AWARENESS system to keep staff apprised can take one of several forms: theJournal Approach or the Subject Approach.

.:.The Journal Approach.:.

. Publish and circulate a list of subscription titles with a "choice form" so that staff can indicatetheir journals. of interest. As the new journals arrive, copies of the Tables of Contents aresent to staff members.

After patrons have indicated their interest in individual articles on the Table of Contents pages,either check out the journal to them or make a copy of the article(s) requested and send.

. If time or funds are a problem, a copy of the Table of Contents can be posted on the bulletinboard in the media center, outside the central office, in the lounge, etc.

148

Attachment LGuidelines for Developing a Professional Collection

(two pages)

......... .NAN ',\A

.:.The Subject Approach.:.

Solicit education topics of interest from professional staff members or use a pre-selected list

of topics that are likely to be covered in the subscriptions in the collection. Assign code

numbers to the topics. Circulate the "choice sheet" of topics to the staff.

Review the joumals and other materials as they are received and assign the designated code

number to individual articles.

If a database management system is available, patrons' names and subject choices can bematched to the subject code of the articles and an individualized bibliography for each

subscriber generated at monthly (or other) intervals.

If a computer management system is not an option, a simple card file by subject notingindividuals who have chosen that particular topic can be maintained and used. Send a brief

notice to patrons as articles are coded.

THE PROFESS.IONAL COLLECZION.:.

Collect all recent examination copies of textbooks, or copies of textbooks no longer adopted

by the state, to be used as supplemental curriculum materials.

Buy inexpensive pamphlets (e.g., Phi Delta Kappan Fastbacks).

Place all professional education books and materials together.

Ask local organizations and civic groups to furnish appropriate materials and/or financial

assistance.

. Use faculty/administrators as best sources of information: if they are taking graduate coursesask them to supply bibliographies, syllabi, etc., that might help in selecting new materials or

reference materials.

Process education materials ordered by individual faculty/administrators centrally so thatborrowing locally becomes a possibility.

Ask all professional staff to participate in a "journal exchange": if they subscribe to aprofessional journal(s), perhaps they would like to share with others or donate to theprofessional collection when they have finished reading.

Use the new book list in the December issue of the American School Board Journal.

Write to the Department of Education for lists and free publications.

Check the riublications lists from the Deparunent of Public lnstniction.

150

Technology TrainingProgram EvaluationForm: Local Sample

BEST COPY AVAILABLE

ArracnmentTechnology Training Program Evaluation Form: Local Sample

(one page)

Haywood County Consolidated Schools Instructional Technology Plan

Evaluation Matrix

Goals Strategies Evaluation/Monitoring I Person/Responsibility I Time line

System-Wide Goals andObjectives for TeacherCompetencies

I. All teachers to meet systemcomputer competency levels andmeet specific criteria toaccomplish these levelsincluding performance basedazessments.

System-Wide Strategies to ReachGoals

I. Provide access to technology for all teachers

and adinnnanatcas.

2. Provide in service training for computertechnologies and applications specific to teacherrequirements in the classroom to meet studentobjectives.

I. Implementation of TechnologyPlan, completion of equipmentinstallations by school.

I. Computer CompetencyAssessments for Teachers.

2. Completion tracking throughIIRMS.

I. FACT Committee,Computer Coordinator,Principal, Superintendent

I. Computer In-serviceInstructor

t.

I. Report to the Boardof Education Annually

2. Effective Teacher Training

00incorporating technologyI" the tools used by

c ive teachers,

I. Integrate technology classroom applicationsand methods into Ell' as part of the standard in-service requirements for teachers, studentteachers and assistant teachers.

I. Lesson Plans reviewed byPersonnel in-Service Evaluator

I. Computer In-serviceInstructor


.

3. Include technology goals inall School Improvement Plans

I. Promote policy to require technology goalsintegrated throughout School Improvement Plans.

I. Curriculum and InstructionCommittee annual review of SIPS

I. Associatesuperintendent ofCurriculum

I. Report to the Bondof Education Annually

4. Effective manage andcommunicate student data andgruel= to parents and studentsvia the usc of technology.

I. Promote the purchase and use of Integrade andon-line SIMS access for teachers.

2. Provide in-serviee for the use of these datamanagement programs.

I. Implementation of TechnologyPlan, completion of equipmentinstallations by school.

I. Principal,SIMS/ComputerCoordinator. Computer In-service Instructor


151

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

ERIC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

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