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![Page 1: Improving teaching and learning in K-12 education through meaningful technology integration Alliance+ Internet-in-Education Teacher Professional Development.](https://reader035.fdocuments.us/reader035/viewer/2022070400/56649e615503460f94b5c285/html5/thumbnails/1.jpg)
Improving teaching and learning in K-12 Improving teaching and learning in K-12 education through meaningful technology education through meaningful technology
integrationintegration
Alliance+Alliance+Internet-in-Education Teacher Professional Internet-in-Education Teacher Professional
DevelopmentDevelopment
www.k12science.org/alliancewww.k12science.org/alliance
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Dr. Edward A. FriedmanDirector, Center for Improved Engineering and Science
Education (CIESE)
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Alliance+ OverviewAlliance+ Overview
Unique, complex, multi-state partnership 5 states 53 school systems in 3 states 5 IHE’s 6 preservice institutions Collaborations with 5 regional organizations,
foundations to augment program
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VisionVision
“Engaging, authentic, and curriculum-relevant uses of the Internet by teachers and students that improve student achievement in core subjects, and that promote higher-order thinking, critical analysis, collaboration, and problem-solving”
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StrategiesStrategies
Demonstrate and refine a model for widescale teacher training: the two-tiered turnkey training approach
Increase collaboration, linkages, support between community colleges and local schools
Build local capacity within school buildings
Disseminate acclaimed, standards-based curriculum and training materials
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Key AspectsKey Aspects
Two-tiered turnkey training model Training/curriculum content Implementation and local adaptations
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Program ChangesProgram Changes
Substantial efforts for training materials upgrades for elementary and middle school
More emphasis on local support, increasing classroom implementation
Significant development efforts for DataFeed system
Less emphasis on high school materials, online version
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Josh BaronAssociate Director for Instructional Technology, Center
for Improved Engineering and Science Education (CIESE)
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Savvy Cyber TeacherSavvy Cyber Teacher®®
30 hour, graduate-level, hands-on program Focus on skill-building in the context of
content-based classroom applications Includes Stevens classroom projects Version 2.0 released (spring ‘01) Elementary and middle school versions Core Concept: Unique and Compelling
Internet Applications
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Core ConceptsCore Concepts UniqueUnique and CompellingCompelling Internet
Applications
Real time data – Real world information
Communications tool – Collaboration with students and experts
Publishing student work – Student motivator & tool for authentic assessment
Primary sources– Multidisciplinary
Unique - Cannot be done without the technology
Compelling - Targets authentic real world problem solving & critical thinking
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Unique & Compelling Unique & Compelling ProjectsProjects
Let’s jump on the web and see an Let’s jump on the web and see an example….example….
www.k12science.orgwww.k12science.org
CIESECIESEwww.k12science.orgwww.k12science.org
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RecognitionRecognition
Recognition of curriculum materials by:
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Unique and Compelling Unique and Compelling & Savvy Cyber Teacher& Savvy Cyber Teacher®®
Provide students with real world problem solving and critical thinking experiences
Address national and local standards Help prepare students for profiency exams
(e.g. Ohio Proficiency, FCAT, etc.) Savvy Cyber Teacher® focuses on unique
and compelling applications as well as integration and implementation
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Janet BeauchampDirector, Think Tank,
Maricopa Community College
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The Model: Priority The Model: Priority AreasAreas
Demonstrate strategy for widescale PD program
Create local capacity Build/strengthen
linkages between CC’s and local schools
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The ModelThe Model
Two-tiered turnkey training approach
“Core team” lead trainers train “mentor” teachers who train classroom teachers
“Implementation specialist” support for classroom activities & Project Management Plans
Principals and curriculum developers institutes
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Mentor Pairs x10Mentor Pairs x10
Core Trainers
= 20 teachers
The Model: 2 Core Trainers 20 Mentors (10 pairs) 20 Classroom teachers each (200)
20 Classroom teacher x 10 = 200 Classroom + 20 Mentors = 220 Trained
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ImplementationImplementation
Variations in each of 3 sites
Basic model adapted to local conditions
Integrated, institutionalized within participating districts’ PD programs
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Phoenix & ArizonaPhoenix & Arizona
14 urban districts in Phoenix + 1 in Tucson
23 suburban districts in Phoenix and Tucson
15 rural districts statewide, 3 on reservations
3 core trainers
Initiated “implementation specialist” model
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Pete DiehlCore Team Trainer (retired),
Miami Dade Community College
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MiamiMiami
Large, (368,000 students) unified school district + Archdiocese
Implementation and staffing Initiated Principals Institutes and Curriculum
Developers Institute Integrated within IBM Learning Village
portal
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Geoff AndrewsCo-PI, Fiscal Agent,
Polaris Career Center
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ClevelandCleveland
CMSD, East Cleveland, Archdiocese of Cleveland
Implementation and staffing Joyce Integration Workshops
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Other Key IssuesOther Key Issues
School system challenges-hardware, connectivity
-competition from other programs (Intel, others)-stable cadre of aware administrative leaders-available time for teacher training
Serving disadvantaged populations (closing the Digital Divide)
Preservice Continuation, expansion and replication
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Mario Yepes-BarayaDirector of Science R & D,
Harcourt Educational Measurement
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Evaluation Model - #2Evaluation Model - #2
A Logic Model for the Evaluation of Alliance+: Improving Professional Development through Technology
2Alliance+
workshops &curriculum
3 Specific
technologyintegration
models
4Mentoring &
support
6Competentteachers
1Internet
connectivity& access
7Engagedstudents
Improvedability withtechnology
Improved HSgraduation andcollege-going
rates
Improvedability to learn andto use technology
to learn
Improvedacademic
achievement
5StructuralChanges
Inputs1-5
IntermediateGoals
6-7
6
Long-termGoals
Logic Model
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Evaluation Results -# 5Evaluation Results -# 5
June 2001(mid-point evaluation -- classroom observations in schools with Internet connection -- advanced teachers)
Competent teachers and engaged students: Daily use of technology as an effective means to attain
standards-based learning goals Frequent use of cooperative and collaborative learning
techniques Greater student involvement in learning, more time on task,
more student-student communication, and more time making decisions about learning goals, media and resources. (“learning communities”)
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Evaluation Results - #6Evaluation Results - #6
(Data collected: May 2001 – teacher survey)
Miami (preliminary results)
Sample = Population ~ 600 mentors and mentees
Received = 182 (30% )
Phoenix and Cleveland data collection in Oct. 2001
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Subjects Taught -- %
0
5
10
15
20
25
30
35
Science Math SS ELA Elem. Other
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Role within Alliance+ -- %
0
10
20
30
40
50
60
70
80
Mentor Mentee Other
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Training Experience Evaluation -- %
0
10
20
30
40
50
60
Poor Fair Good Excellent
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Applicability of Training to Main Subject Taught -- %
05
101520253035404550
Not Appl. Some. Appl. Appl. Very Appl.
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Internet Connection in the Classroom and at Home -- %
0
1020
30
40
5060
70
80
90
No < 1 yr 1 yr 2 yrs 3 yrs @ Home
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Technology Skills (% -- intermediate, advanced, or
master)
0102030405060708090
WP
Pre
sent
.
Soft
w.
Cou
rsew
.
E-m
ail
CP
R-t
dat
a
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Integrates Technology into Core Subject -- (times per
month) %
0
5
10
15
20
25
30
35
40
Never < 1 1 to 4 5 to 10 10+
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Student - Does Research via Internet -- (times per month) %
0
5
10
15
20
25
30
Never <1 1 to 4 5 to 10 10+
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Student - Participates in TeleCollaborative Projects --
(times per month) %
0
10
20
30
40
50
60
Never <1 1 to 4 5 to 10 10+
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Student - Works with Real-Time Data on Internet -- (times per
month) %
0
10
20
30
40
50
60
Never <1 1 to 4 5 to 10 10+
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Student - Contacts Experts on Internet -- (times per month) %
0
10
20
30
40
50
60
Never <1 1 to 4 5 to 10 10+
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Do you spend less time Do you spend less time lecturing?lecturing?
05
10
15
20
2530
35
40
Yes No Not YetBut I will
Does notapply
NR
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Are you more comfortable w/ Are you more comfortable w/ small group activities?small group activities?
0
10
20
30
40
50
60
Yes No Not YetBut I will
Does notapply
NR
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Do you use more cooperative Do you use more cooperative learning techniques?learning techniques?
0
10
20
30
40
50
60
Yes No Not YetBut I will
Does notapply
NR
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Better instruction for Better instruction for different learning styles?different learning styles?
0
10
20
30
40
50
60
70
Yes No Not YetBut I will
Does notapply
NR
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Are you a better teacher of Are you a better teacher of problem solving skills?problem solving skills?
0
10
20
30
40
50
60
Yes No Not YetBut I will
Does notapply
NR
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Are you a better able to Are you a better able to present complex materials?present complex materials?
05
101520253035404550
Yes No Not YetBut I will
Does notapply
NR
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Are you better able to manage Are you better able to manage 1-3 computer classrooms?1-3 computer classrooms?
05
101520253035404550
Yes No Not YetBut I will
Does notapply
NR
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Beth McGrathDeputy Director, Center for Improved Engineering and
Science Education (CIESE)
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Important LessonsImportant Lessons
Reactions, perspectives of educators, students Bridging technology & curriculum domains Promoting classroom implementation (collaborative
projects, implementation web pages) Preservice outreach Community college role in preservice New linkages in each local community and program
continuation Replication in other sites
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Improving teaching and learning in K-12 Improving teaching and learning in K-12 education through meaningful technology education through meaningful technology
integrationintegration
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DevelopmentDevelopment
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Real-Time Data
Primary Source
Publishing Online
Collaboratives Projects
WebQuests
Foreign Newspapers
Voting Records
Research
Online Quizzes
Lesson Plans
Infusing Technology Infusing Technology into the Curriculuminto the Curriculum
Am
oun
t of
Ch
ange
Low
High
Amount of Risk TakingLow High
Traditional
Unique & Compelling
Innovative
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52Alliance+Alliance+
www.k12science.org/alliancewww.k12science.org/alliance
Group #3 Report
Need to focus on telling a strong story to the Need to focus on telling a strong story to the right people…right people…
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53Alliance+Alliance+
www.k12science.org/alliancewww.k12science.org/alliance
Group #3
Strong Story: Focus on learning, not just technology Create video “case study” that compares “old” classroom
with a SCT classroom Create the “I wish I was a student again” phenomena Closely align Alliance+ with well known research and
reports (CEO Forum, ISTE NETS, g. luc
os others????) Stress strong track record of the past four years Use students in presentations
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54Alliance+Alliance+
www.k12science.org/alliancewww.k12science.org/alliance
Group #3
Right People: Need face-to-face interactions where we can
show unique and compelling to leadership Can’t hit everyone so who do we target??
State legislatorsMuseums (Tech museum, exploratorium) – unique PD
optsThose who will be involved in block grant RFP????
How do we get time from these key decision makers?? – leverage partnerships
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55Alliance+Alliance+
www.k12science.org/alliancewww.k12science.org/alliance
Group #3
Need to measure impact: Ethnographic study Look for recurring themes Use teams that would visit each site Try and identify the “innovation” that makes us
stand out Schools Online identifying protocol for case
study analysis