online and on time: supporting technology implementation for all students nyssba convention october...

Online and On Time:Supporting Technology Implementation

for All Students

NYSSBA ConventionOctober 17, 2008

As a result of this presentation, participants will be able to: Learn about online tools Facilitate collaborative instructional technology planning for diverse learners Generate resources supporting technology implementation

Learning Objectives

Introduction to Collaborative Planning Tool-EdTech Locator

Collaborative Planning Introduction to Tech Matrix Introduction to online course,

“Differentiating Instruction”

Agenda

Wonder Why You Feel Like This?

Time of transition Challenging times Individualized instruction Transformation Differentiated instruction Regulations Power of technology Digital materials/curriculum Online learning Disruptive innovation Trusted content Student centered delivery model 21 Century skills Broadband Professional development/learning communities

Key Words From Today

“Most educational technology experts agree that

technology should be integrated, not as a

separate subject or as a once-in-a-while project,

but as a tool to promote and extend student

learning on a daily basis.”

- EducationWorld.com

Technology… Improves student achievement

Improves school efficiency and productivity

Helps teachers meet professional requirements

Improves learning skills

Helps schools meet ALL students’ needs

Promotes equity and access in education

Improves workforce skills

EdTechActionNetwork

Challenges of Implementation

Lack of comfort using technology for teaching and learning

Use of technology is teacher-centered not student-centered

Not enough professional development on integrating technology

What does all this mean for you?

Achieving Objectives,

On-line and On-time:

Learning from Hertz

Neverlost by Hertz

• The First Challenge: Getting you to your objective on time.

Finding your location

Setting your Objective

Choosing a Route

• The First Challenge: Getting you to your destination (objective) on time.

• The Second Challenge: Getting everyone to their destination on time.



• Diversity in starting points



• Diversity in starting points• Diversity in preferences



• Diversity in starting points• Diversity in preferences• Diversity in abilities and disabilities

Hertz’ Solution:

Challenge One: Using the power of on-line technology to reach objectives

Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them

Universal Design for Learning

Basic principles from:Cognitive NeuroscienceBloom’s Educational

TaxonomyVygostky’s Learning

Theory

Universal Design for Learning

1) Use multiple means for representation

2) Use multiple means for action and expression

3) Use multiple means for engagement

Meeting the challenge of Diversity

Differentiation and UDL

Differentiation in how information is presented

Differentiation in how knowledge is expressed

Differentiation in how user is engaged.

Multiple Means of Representation

1) Provide Options for Perception

Multiple Means of RepresentationProvide options for Perception

Provide options for language and symbols

Alternatives for Text

Alternatives for English

Alternatives for Language

Multiple Means of Representation

Provide options for perception

Provide options for language and symbols

Provide options for cognition

Multiple Means of Action and Expression

Motor Options


Motor Options

Skill Options

Options in Media

Options in Tools

Options in Scaffolds



Models and Demos



Models and Demos

Breaking into smaller steps


Embedded prompts and guides.



Models and Demos

Breaking into smaller steps

Immediate Feedback

Multiple Means of Engagment

Options for recruiting interest

Options for sustaining effort and engagement

Options for developing self-regulation

Multiple Means of Engagement

You’ve Arrived!!!

How does Neverlost do Assessment?

• Progress monitoring• Summative Assessment



• The Third Challenge: Education not route finding.

The difference between a curriculum and Neverlost


Best route for learning history


Best route for learning history

Best route for learning math

EdTech Locator: Setting a Team Vision Teachers and Related Service

ProvidersAdministrators Technology Coordinators Professional Development

Coordinators

Early Tech Implementation

Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators.

The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.

Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to-computer ratio of 10-1 and limited access to assistive technology tools.

Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators.

Developing / Advanced Tech Implementation

Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e-newsletters are used to convey information to parents.

The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines.

Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available.

Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators.

Target Tech Implementation

Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents

The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines.

Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity.

Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students.

Adapted from Massachusetts and Texas STaR Chart Initiatives

http://www.cited.org/index.aspx?page_id=110

Service Area #3Evaluation and Scaling-up support

Synthesize data

Create scaling

-

Developevaluation

models

Synthesize data across

sites

Create scaling-upsupport

networks

p. 2-11


Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students.

Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity.

Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines.

Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.


Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators.

Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity.

Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines.

Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents.


Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators.

Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines.

Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators.

Professional Development Coordinators

Technology CoordinatorsAdministratorsTeachers and Related Service Providers

CITEd EdTech Locator SUMMARY CHART

Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools.

Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators.

Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines.

Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.


SA 3.4.1-5

Case StoryYankees Elementary School

935 students9 math teachersNewly renovated and

technology-rich school• Multiple computers and

internet access in each classroom

• Small technology staff

Case Story cont.Teachers

meet monthly to discuss math-related topics for regular and special education students.

know that technology is available, but never have time to learn how to use it.

Administrators adamantly support technology usage to accommodate

all students.are afraid that teachers don’t use technology to its

fullest potential.

Summary Chart Teachers and Related Service


Coordinators



The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c














Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. The use of technology is substantially different for general and special educators.

The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered.

Case Story cont.Tech Coordinator

leads a small tech staff that focuses on solving basic network connection issues.

Rarely procures technology with consideration for universal design principles.

PD Coordinator holds information sessions in which the technology

resources in the school are listed.does not link technology to instructional goals or

student needs.

Summary Chart Teachers and Related Service


Coordinators



The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c














Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate.

Universal design and access issues are considered for a limited number of computers. Internet connectivity is available in most or all classrooms.

Group Activity – Where are you now? Where do you want to go?

Each person at a table fills out an assessment

Add up scores to determine your place on the EdTech Locator

Sustainability

Exploration

Installation

Initial implementation

Full implementation

Innovation

Implementation Stages

(NIRN, 2005)

Requires a team approach and effort

Can take 2 – 6 years

American Institutes for Research

Did we want to define what is meant by 'team' in this context?

Implementation is not

Diffusion/dissemination of information alone

Training by itself

Delivering an edict

Following the money

Keeping the same roles and functions

Factors that can make or break an initiative:• Professional development • Leadership• Organization and school structure• Resources and support

Plan to balance a weakness in one area by intensifying efforts in another to contribute to success and stability.

Supporting Implementation

Center for Implementing Technology in Education (CITEd)

Works with state and local education agencies to develop systems to integrate instructional technology to meet the needs of all students

Provides support through innovative online professional development, research, technical assistance (TA), and extensive web-based resources, tools

www.cited.org

Finding Reading, Math and Writing Technology Tools

TechMatrix

The TechMatrix is a powerful tool

for finding assistive and learning

technology products for students

with special needs.

For more information: http://www.techmatrix.org

The TechMatrix Allows You to Search by Subject and Learning Support

Second grade inclusive classroomSeveral students need additional practice

with basic math factsNeed software that saves data on students

Class Profile Scenario

Finding the Right Math Software

Choose Subject: Math

Choose Learning Support: Provide Practice and reinforcement activities

Search and Find

Compare Products

Compare by Sub-Feature

Compare by Grade Level Range

View Customized List

Compare – Review Products

Find Research

Compare Products

Review available productsUse hide feature to only view products of

interestView products side by side for quick

overviewSelect tools of interest for more in-depth

look at features, price, publisher, etc.

Compare Products

Save and Share

http://www.techmatrix.org/resources/consumerguide.pdf

Consumer Guide for School Administrators and Ed Tech

Vendors

http://www.techmatrix.org/resources/consumerguide.pdf

Elements of the Consumer Guide

Implementation HelpImplementation Getting StartedImplementation Questions to Ask Vendors

Using the Consumer Guide: Implementation Help!

• Selecting the right products for classroom integration can be difficult

• Additionally, staff need to be trained each time new technologies are introduced

Using the Consumer Guide: Implementation Getting Started

• Contact LEA assistive technology (AT) resource center for guidance.• Contact LEA curriculum department for a list of technology products that address state and agency standards.• Request training from your LEA AT resource center to help teachers use devices and integrate them into the existing curriculum.

Using the Consumer Guide: Implementation Questions to Ask Vendors

• type(s) of training offered • type(s) of support • technical assistance

Questions? Comments?

Email us at [email protected]

Submit products or suggestions at

[email protected]

mailto:[email protected]

mailto:[email protected]

Back to our case story…

What route is Yankees Elementary School going to take?

TeachersAdministratorsTech CoordinatorsPD Coordinators

Group Activity – What route are you taking?

Fill out destination roadmapDiscuss priorities with tableDiscuss how you are going to get there

CITEd’s Online Course:

Differentiating Instruction through Technology

http://airlearning.org

See the CITEd Toolkit Online at http://airlearning.org

1. Go to http://airlearning.org2. Click on “CITEd Online Courses”

Login as a guest

Create new account

Differentiating Instruction

By differentiating instruction, we mean the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Teachers can do this most effectively by using a range of technology tools to engage learners at varying levels of readiness in multiple ways and by offering students options for demonstrating their understanding and mastery of the material.

Dimensions of DI

Three teacher-dependent dimensions(1) Content, (2) Process, (3) Products

Three student-dependent dimensions(1) Interest, (2) Profile, and (3) Readiness

Teacher-dependent ways to differentiate

By Content

Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, tape-recorded materials, etc.

By Process

Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.

By Products

Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

Student-dependent ways to differentiate

By Interests

Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement

By Profile Consideration of gender, culture, learning styles, strengths, and weaknesses

By Readiness

Identification of background knowledge/gaps in learning, options in amount of direct instruction, options in amount of practice, options in pace of instruction, options in complexity activities, options in level of analysis/exploration of a topic

Key Practices

• Embrace student differences

• Use assessment data to guide instruction

• Use choice to engage and motivate

• Offer flexible groupings

• Expect a variety of products to demonstrate learning

Embrace Student Differences

Provide assistive and accessible toolsEncourage students to create customized

tools

Technology Resources

Backpack Make pages with to-do lists, notes, files, and images. Also features a Calendar and Reminders that can be sent via email or to your cell phone at predefined times. http://www.backpackit.com

UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up. Select your book to get started!

BookBuilder allows you to create engaging digital books with embedded, customizable strategic hints that build reading skills for students. See also the growing library of books created and shared.

UDL Editions

TextHelp Toolbar

Levels of support

Summary

Activate backgroun

d knowledge

List of characters

Prompts

“Show button”

Coaches

Vocab support

Literary devices

Author’s Craft

BookBuilder Home

Create a Book Builder Account

• Its Free !

Book Components

Text Images

“Coach” support

Multimedia

Glossary

Embedded

Sound

The UDL CoachesPedro engages the

affective and strategic networks

by prompting readers to actively

think about the text

The UDL Coaches Halli engages the strategic network by

providing hints

The UDL Coaches

Monty engages the recognition network

by offering models of expert strategy use and think-alouds

Use Assessment Data to Guide Instruction

Employ progress monitoring and diagnostic tools

Facilitate students in tracking their own progress

Interpret data to guide your future instruction

Technology ResourcesNational Center on Student Progress Monitoring provides you with information on progress monitoring tools to track and to chart student progress over time. See the list of reviewed tools at http://www.studentprogress.org/

Online Grading Allows teachers to create online grade, attendance, or assignment books. Parents and students can see grades online, homework calendars, and progress reports. Free! http://www.engrade.com

Graphing Let the students do the tracking! Teach young children how at http://nces.ed.gov/nceskids/createagraph/

Use Choice to Engage and Motivate

Provide an array of tools that captivate students’ interest

Technology ResourcesPodcasts Search from among thousands of podcasts at the

Apple store. Browse by category, review descriptive summaries, and read ratings and reviews.http://www.apple.com/itunes/store/podcasts.html

Webcams “National Geographic: WildCam Africa” gives your students an up-close look at wildlife gathering at Pete’s Pond in Botswana.www.nationalgeographic.com/ngm/

Gain access to Discovery Education’s rich collection of more than 50,000 video segments from among 5,000 full-length educational videos from Discovery School and other award-winning producers. http://www.unitedstreaming.com/index.cfm

Offer Flexible GroupingsMix whole class orientations with small

group and peer tasksCollaborate with groupings outside of the

classroom

Technology ResourcesOnline projects Rock Our World is a site for music making with global

collaborations that also involve families. http://www.rockourworld.org/

Online projects Post a book review teaser and find a pen pal at Reading Pen Pals.http://www.readingpenpals.com/index.php

Virtual field trips Take your students on Virtual Field Trips from NASA, Discovery and the Weather Channel will give your students unique experiences.http://www.ciconline.org/windward

Expect a Variety of Products

Utilize tools that allow students to express their creativity

Encourage interaction and participation

Technology ResourcesBlogs & wikis Blogger

Learn what a blog is and how to create your own in three easy steps at www.blogger.com.pbwikiGet an ad-free wiki started with pre-made templates, free videos, and lots of help. http://pbwiki.com/

Presentation software

Add voice to presentations, pictures, or text with VoiceThread. www.voicethread.com

Use digital stories to motivate students to share their stories in a unique and creative way. Digital stories can be used as alternatives for projects, summaries, and presentations. http://www.storycenter.org/

Back to our case story…

What is Yankees Elementary School’s next step?

TeachersAdministratorsTech CoordinatorsPD Coordinators

Group Activity – What is your next step?

Identify two next steps to take to get you closer to your destination.

Keys to Technology Implementation

Team of champions Coordinated vision and policy Commitment to including all students Alignment to other mandates and initiatives Ongoing professional development Selected stream of resources and strategies Just in time technical assistance (TA)

Resources per Roles and ResponsibilitiesCustomizable interface at My CenterEdTech Locatorwww.TechMatrix.org

Distance Technical Assistance at www.cited.org Learn Center: Features more than 700 resources

tailored for teachers, administrators, technology coordinators, and PD coordinators

Act Center: Features the EdTech Locator and 9 PD programs and models from our partners

Research Center: Features more than 20 Research in Brief articles on 5 different topics and 5 research publications

My Center: Allows registered users to bookmark resources and build custom toolkits for colleagues

online and on time: supporting technology implementation for all students nyssba convention october...

Documents

technology slide

learning slide

objective slide

hertz slide

disabilities slide

route slide

location slide

instruction agenda slide