2010 nagc tech panel
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TRANSCRIPT
Using Technology in the Classroom to Differentiate for
Gifted Learners
National Association for Gifted Children
2010 – Atlanta, GA
Panelists
Kevin Besnoy, Northern Kentucky University
Brian Housand, East Carolina University
Jann Leppien, University of Great Falls
Del Siegle, University of Connecticut
Elizabeth Shaunessy, University of South Florida—Moderator
Kevin BesnoyNorthern Kentucky University
Teachers
• Technology Competency – ability to work with specific pieces of technology
• Technology Literacy – capacity to understand broader technical world
• Relationship between the two is on a continuum – meaning that students must learn to manipulate technologies in efficient and effective ways
• When left alone – – Kids can develop technology competency – Not sure to what extent they will develop the
necessary technology literacies to compete in a global arena
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5 (Lucy & Grant, 2010)
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Photo-visual literacy ~ interpret visual-graphic information
Reproduction literacy ~ create messages in digital format
Branching literacy ~ navigate information in a nonlinear-based format
Information literacy ~ validate credibility and value of information
Social-emotional literacy ~ use communication tools in a responsible and respectful way
(Eshet-Alkalai & Amichai-Hamburger, 2004)
Technology Literacy Skills
Brian HousandEast Carolina University
You may find yourself…
You may ask yourself…
Well, how did I get here?
1989
2000
3,969
PianosNOT
Stereos
“Every man should have a built-in automatic crap detector
operating inside of him.”
-- Ernest Hemingway
Critical Consumers
ResponsibleProducers
Computers
serve best when they
allow
everything
to change.
Jann LeppienUniversity of Great Falls
Using Technology in the Classroom to Differentiate for Gifted Learners
AudioBooks, E-TextResearch SkillsLiteracy ToolsMath ToolsScience ResourcesSocial Studies ResourcesStudy Skills ToolsGraphic OrganizersText-to-Speech
Differentiated Instruction
is a model of instruction that revolves around the belief that
students learn in many different ways.
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Differentiation Elements
STUDENT TRAITS:
• Readiness• Interest• Learning
Profile
• Affect
CLASSROOM ELEMENTS:
• Content• Process• Product
• Learning Environment
What’s the Point?
Readiness
Growth
InterestLearning Profile
Motivation Efficiency
A differentiated classroom provides multiple options for:
Content...taking in information
Process...making sense of information
Product…expressing what student understands
Differentiated Instruction
• Providing materials and tasks at varied levels of difficulty with varying degrees of scaffolding, through multiple instructional groups.
• Encouraging student success by varying ways in which students work: alone or collaboratively, in auditory or visual modes, or through practical or creative means.
(Tomlinson, 2000)
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High Quality Curriculum & Instruction fresh and surprising seems real (is real) to the student coherent (organized, unified, sensible) to the student rich, deals with profound ideas (concept-based) stretches the student (rigorous) calls on students to use what they learn in interesting
and important ways involves the student in setting goals for their learning
and assessing progress toward those goals
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High Quality Curriculum & Instruction
clearly focused on essential understandings and skills of the discipline that a professional would value (authentic)
mentally and affectively engaging to the learner joyful-or at least satisfying provides guided choices allows meaningful collaboration focuses on products that matter to students connects with students’ lives and world
Making MeaningWhat do the features look like in practice?
Del SiegleUniversity of Connecticut
Technology use in the classroom has progressed through 3 distinct stages.
AutomatedPrint 1
AutomatedPrintProductionTool 2
AutomatedPrintProductionToolData drivenvirtual learning
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Technology presents(a)Extensive sources for access to more advanced
content, as well as communication with experts in the disciplines;
(b)Contexts for developing and applying critical and creative thinking skills; and
(c)Tools for constructing and sharing sophisticated products.
“Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn” Herbert Gerjuoy as reported by Alvin Toffler (1970, p.
414).
“Tomorrow’s illiterate will not be the man [or woman] who can’t read; he [or she] will be the man [or woman] who has not learned how to learn [and to collaborate]”
Bill Gates’ 12th Rule for Business at the Speed of Thought
“Use digital tools to help customers solve problems
for themselves.”
Issues with the
Democratization of Expertise
Empowerment of Selective Learning
Issues with the
Democratization of Expertise
Empowerment of Selective Learning
Issues with the
All of us know more than any one of us. The crowd isn’t always right but neither is the expert.
Issues with the
Ushering in a world in which everyone is an expert in a world devoid of expertise.
Issues with the
Democratization of Expertise
Empowerment of Selective Learning
Issues with the
Input and output are one-way streams.
Issues with the
Competing stimuli for attention.
Issues with the
Democratization of Expertise
Empowerment of Selective Learning
How can technology be utilized to differentiate content for gifted
learners?
?ELECTRONIC BOOKSWhy
Variety of T
itles
Classic in
the Public
DomainSynthesiz
ed Voices
Highlighting and Notes
Self-Publish
ing
Dictionary
Limite
d Space Requirement
Searchable
http://www.microsoft.com/reader/default.aspx
Microsoft offers a free eBook creation software plug in for Word
http://www.microsoft.com/reader/developers/downloads/rmr.aspx
www.skype.com
How can technology be used to differentiate the learning process for gifted learners?
• Collaborative Active Reading Strategy (C.A.R.S)–Create a wiki - post the reading–As students read - they identify unfamiliar
text (terms, concepts, and people)–Research those and embed hyperlinks to
that content
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• Digital Writer’s Notebook: - Ralph Fletcher
–Students record quotations, flesh our story ideas, explore haunting memories, experiment with argument and play with language
• Digital Reader’s Notebook
–Students can write their personal reflections about and responses to what they read. The writing should reflect vibrant, vigorous thinking. It should support thinking about books and help scaffold student to write longer about those books. Students are able to track their thoughts and enable them to participate in whole-class or small-group discussions.
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How can product development be differentiated for gifted learners through technology?
http://www.xtranormal.com/watch/6400659/
http://mesakids.ed.voicethread.com/?#q.b894105.i4764926
http://emskeira.edublogs.org/2010/04/27/th1rteen-r3asons-why-slide-show/
http://animoto.com/play/n33GGqJBS0waB6S2hxbYJw?utm_content=challenger
Technology = Productivity
“Researchers are finding learning benefits
for students w
ho build products with
tools…. Such experiences provide students
with deep insight into whatever domain of
knowledge and whatever tools they use.”
Hank Levin asserts that research from the 90s shows that high productivity, which is currently not a high stakes focus of schools, often determines whether a person succeeds or fails in the workforce.
http://audacity.sourceforge.net/
http://www.musicmasterworks.com
How can teachers use technology to differentiate instructional methodologies?
Asynchronous
Synchronous
If your students can
the answer, then you may be asking the wrong question.
As teachers develop expertise in teaching gifted learners and using technology,
how might they "raise the bar" in their own practice? In other words, how might
we see teachers' practice evolve in harnessing the power of technology to
differentiate instruction?
What is a "critical consideration" in differentiating instruction through technology that you would stress to
educators?
How can teachers of the gifted work with the school or district-level
technology support team to develop differentiated instruction for the gifted?
What is a caution you would give to educators as they differentiate
instruction with technology?
How do you operationalize "technological literacy" for gifted
learners?