technology implementation: getting to where you want to be january 13, 2009
TRANSCRIPT
The 3 principles of Universal Design for Learning (UDL)
Introduction to Collaborative Planning Tool-EdTech Locator
Introduction to online professional development course, “Differentiating Instruction”
Webinar Overview
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
The First Challenge: Getting you to your destination (objective) on time.
The Second Challenge: Getting everyone to their destination on time.
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
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 RepresentationProvide options for Perception
Provide options for language and symbols
Alternatives for Text
Alternatives for English
Alternatives for Language
Multiple Means of RepresentationProvide options for perception
Provide options for language and
symbols
Provide options for cognition
Multiple Means of Action and Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
Multiple Means of Action and Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
Immediate Feedback
EdTech Locator: Setting a Team Vision Teachers and Related Service Providers Administrators 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 29
Service Area #3Evaluation and Scaling-up support
Synthesize data
Create scaling
-
Developevaluation
models
Synthesize data across
sites
Create scaling-upsupport
networks
p. 2-11
Adapted from Massachusetts and Texas STaR Chart Initiatives
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.
Target Tech Implementation
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.
Developing / Advanced Tech Implementation
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 for learning, accommodating diverse needs of all learners. Technology is consistently and appropriately used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.
Early Tech Implementation
30
Case StoryYankees Elementary School
935 students9 language arts teachersNewly renovated and
technology-rich school• Multiple computers and
internet access in each classroom
• Small technology staff31
Case Story cont.Teachers
meet monthly to discuss ELA-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.
32
Summary Chart 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.c
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
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.
33
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.
34
Summary Chart 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.c
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
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.
35
Teacher Chart Plan and Deliver Content Provide
Technologies/tools for Student Action & Expression
Promote Student Engagement
Early Tech Implementation
Teacher primarily uses one format/technology to present content.
Teacher provides no technology or only word processing for my students to use to demonstrate what they have learned.
Teacher offers technology mainly as a reward not connected to learning goals.
Developing / Advanced Tech Implementation
Teacher recognizes the need to present content in multiple formats, but typically relies on two to three technologies for most lessons.
Teacher provides the same technology/tools to every student for a given task but tries to vary these technologies/tools over the course of the year.
Teacher chooses the same technology to motivate all students to achieve their learning goals.
Target Tech Implementation
Teacher selects from an array of technologies to present content in multiple formats to address the diversity of students.
Teacher offers a choice of technology/tools that students can use to demonstrate their understanding and communicate their ideas.
Teacher offers students a choice from a variety of technologies in order to motivate them to achieve learning goals.
Adapted from Massachusetts and Texas STaR Chart Initiatives
36
Key Practices
Embrace student differencesUse assessment data to guide
instructionUse choice to engage and motivateOffer flexible groupingsExpect a variety of products to
demonstrate learning42
Embrace Student Differences
Provide assistive and accessible toolsEncourage students to create customized
tools
43
Technology Resources
The TechMatrix allows you to search by subject, learning support, feature and/or product list in order to identify tools for your students and your setting. Customize your matrix results, and share your search with colleagues.
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 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!
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Key Practices
Embrace student differencesUse assessment data to guide
instructionUse choice to engage and motivateOffer flexible groupingsExpect a variety of products to
demonstrate learning54
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
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
Helpful Links from Today’s Webinar TechMatrix Webinar: Learn to use the TechMatrix to
find technology tools that best address students’ needs
EdTech Locator: Evaluate where you stand in the technology integration continuum
Differentiating Instruction Through Technology: Take this free, online professional development course