No Teacher Left BehindNo Teacher Left Behind

Real Technology Integration Real Technology Integration Tools and SkillsTools and Skills

OverviewOverview

TechnologyIntegration

Educational FrameworkEducational Framework

Technology FrameworkTechnology Framework

Implementation FrameworkImplementation Framework

Session DescriptionSession DescriptionMotivate teachers to integrate Motivate teachers to integrate technology...make work easier technology...make work easier Deliver complete packages Deliver complete packages – Planning toolsPlanning tools– Templates Templates

Open, Modular Formats Open, Modular Formats – Flexible Flexible – Affordable Affordable – Packaged with instructions Packaged with instructions

Mechanisms for sharing Mechanisms for sharing

Modular Design StrategiesModular Design Strategies

Modular Design Strategies Modular Design Strategies – Yearly Planning Yearly Planning – Generic Templates Generic Templates – Replicated Modules Replicated Modules

Teachers Need Different Project Teachers Need Different Project MgmtMgmt– Easy– Just the BasicsEasy– Just the Basics– VisualVisual– At-a-GlanceAt-a-Glance

Thematic Unit TimelineThematic Unit Timeline

Session ExplorationsSession Explorations

Explore Web-based Distribution Explore Web-based Distribution

Explore E-mail based distributionExplore E-mail based distribution

Explore Software SolutionsExplore Software Solutions

ObjectivesObjectivesParticipants will...Participants will...Goal #1:Goal #1:– Discover strategies Discover strategies

Thematic Units Thematic Units Planning Tools Planning Tools Templates Templates

Explore Web-based Distribution Explore Web-based Distribution – Online TutorialsOnline Tutorials

Explore SoftwareExplore Software

Objectives (Cont.)Objectives (Cont.)Participants will...Participants will...– Goal #2:Goal #2:

Examine Planning and Project Management Examine Planning and Project Management Strategies Strategies

Yearly Planning Yearly Planning

Thematic Units Thematic Units

Project Management Tools Project Management Tools

Explore Database Software Explore Database Software MS AccessMS Access(TM)(TM)

The BrainThe Brain(TM)(TM)

InfoSelectInfoSelect(TM)(TM)

Objectives (Cont.)Objectives (Cont.)

Participants will...Participants will...– Goal #3:Goal #3:– Demonstrate Package Delivery Demonstrate Package Delivery

AutoResponders AutoResponders

E-mail E-mail

Web-based Distribution (Download) Web-based Distribution (Download)

– Explore Web-based Distribution Explore Web-based Distribution Software Software

SiteBuildIt(TM) SiteBuildIt(TM)

Objectives (Cont)Objectives (Cont)Participants will...Participants will...Goal #4:Goal #4:– Demonstrate Package Delivery Demonstrate Package Delivery

AutoResponders AutoResponders E-mail E-mail Web-based Distribution (Download) Web-based Distribution (Download)

Explore Web-based Distribution Explore Web-based Distribution Software Software

AutoRespondersAutoRespondersRSS RSS

Access to MaterialsAccess to MaterialsProvide Access to MaterialsProvide Access to MaterialsProvide How-to InformationProvide How-to InformationSamples Samples – Web Download Address: Web Download Address: – Contents of CD Contents of CD – Replicated Modules Replicated Modules

Planning Estimates Planning Estimates – Time Time – Cost Cost – Software Software – Subscriptions Subscriptions – Required SkillsRequired Skills

Connecting with TeachersConnecting with TeachersUse Use Strategic Structuring and Strategic Structuring and TemplatesTemplates

Consistent Module Design:Consistent Module Design:

Modular Design Strategies Modular Design Strategies – Yearly Planning Yearly Planning – Generic Templates Generic Templates – Replicated Modules Replicated Modules

Web-based (Online) DistributionWeb-based (Online) Distribution

E-mail-based DistributionE-mail-based Distribution

Software ToolsSoftware Tools

ExperiencingExperiencingWhat is it like to have "free" time?What is it like to have "free" time?– "Teachers haven't' seen free time in so long that they "Teachers haven't' seen free time in so long that they

wouldn't recognize it if they had it“wouldn't recognize it if they had it“Joseph ChmielewskiJoseph Chmielewski

We can motivate teachers if we show them how to We can motivate teachers if we show them how to get their time backget their time backWe can give teachers their time back, if we show We can give teachers their time back, if we show them how to use technology and work togetherthem how to use technology and work togetherWhat this is not What this is not – Lots of unrelated links to lesson plans Lots of unrelated links to lesson plans – Stuff that makes more work for teachers Stuff that makes more work for teachers – A substitute for good teachers or good teaching A substitute for good teachers or good teaching – Support for management stupidity and hair-brained Support for management stupidity and hair-brained

initiatives initiatives

Teacher Free TimeTeacher Free TimeTeachers won't have free time unless, until...Teachers won't have free time unless, until...– "Teachers can create free time if they work smarter, "Teachers can create free time if they work smarter,

and if they work together”and if they work together”Teachers work smarter by... Teachers work smarter by... – Planning for the year Planning for the year – Automating Automating – Sharing Sharing – Using the same templates and formats Using the same templates and formats – Focusing upon how children learn Focusing upon how children learn

Higher-order thinking questioning Higher-order thinking questioning Multiple Intelligences Multiple Intelligences

– Teaching with Themes... Teaching with Themes... That students like That students like That make sense That make sense That fit together That fit together That are related or interrelated That are related or interrelated

ExploringExploringStrategies for Training Teachers to use Strategies for Training Teachers to use Software...Software...– Ineffective and Limited Return on Investment!Ineffective and Limited Return on Investment!

Teachers don't have the time to practice Teachers don't have the time to practice Teachers can't devise new uses for unfamiliar Teachers can't devise new uses for unfamiliar software software Practice in isolation doesn't work Practice in isolation doesn't work Software features don't generalize to real work Software features don't generalize to real work The challenge of doing all this work alone is The challenge of doing all this work alone is overwhelming overwhelming Teachers don't feel comfortable using what they Teachers don't feel comfortable using what they haven't mastered with students haven't mastered with students

Instead... Instead... – Package the materials in small chunks with their Package the materials in small chunks with their

own embedded tutorialsown embedded tutorials

Exploring What WorksExploring What WorksStructured, small steps and replicated Structured, small steps and replicated models... and teachers sharingmodels... and teachers sharing– Teachers don't have the time to go it alone Teachers don't have the time to go it alone – Several teachers building and sharing Several teachers building and sharing

multiplies the returns for all multiplies the returns for all – Learning specific software features, one at Learning specific software features, one at

a time is manageable a time is manageable – Teachers feel comfortable using structured Teachers feel comfortable using structured

activities with students activities with students Remember... Remember... – Package the materials in small chunks with Package the materials in small chunks with

their own embedded tutorialstheir own embedded tutorials

Exploring Reusable ModulesExploring Reusable ModulesReusable modules are components that teachers Reusable modules are components that teachers train students to use.train students to use.– Students use these over and overStudents use these over and over– Once students understand the modules, the modules Once students understand the modules, the modules

can then be made more complicatedcan then be made more complicatedBenefits of modules include...Benefits of modules include...– Teachers only need to keep one step ahead of the Teachers only need to keep one step ahead of the

students students – Training becomes important, has "Face Validity" Training becomes important, has "Face Validity" – Training can be short, even automated Training can be short, even automated – Modules work well with student group projects Modules work well with student group projects – Teachers can assume coaching, mentoring and Teachers can assume coaching, mentoring and

facilitator roles facilitator roles – Rubrics can be applied to student outcomes Rubrics can be applied to student outcomes – Training can focus upon teachers' real workTraining can focus upon teachers' real work

and the packaged materials can be delivered in small and the packaged materials can be delivered in small timeframestimeframes

Exploring SkepticismExploring SkepticismWon't students get bored with doing the same thing over Won't students get bored with doing the same thing over and over?and over?– When the modules become more complicated, students don't When the modules become more complicated, students don't

see the tasks as the same thingsee the tasks as the same thing– The modules always focus upon the curriculum, not the The modules always focus upon the curriculum, not the

technologytechnology– Modules focus upon products and projectsModules focus upon products and projects

(students like projects) (students like projects) – Modules allow group activity and interaction Modules allow group activity and interaction – Modules supplant the need for so many testsModules supplant the need for so many tests

(students don't like tests) (students don't like tests) – Modules can be multi-disciplinaryModules can be multi-disciplinary

(less preparation for the teacher) (less preparation for the teacher) – Grading rubrics make assessing students' products more Grading rubrics make assessing students' products more

authentic authentic – Teachers can customize modules and share with one anotherTeachers can customize modules and share with one another

(If six teachers each build two modules, all teachers’ work (If six teachers each build two modules, all teachers’ work decreases by 5/6)decreases by 5/6)

Module SamplesModule SamplesAny complex student activity that Any complex student activity that students can be trained to apply can students can be trained to apply can be a modulebe a module– Student Individual and Group Projects Student Individual and Group Projects – Journal Entries Journal Entries – Self-correcting and Teacher Correcting Self-correcting and Teacher Correcting

Center Activities Center Activities – Structured Research Formats Structured Research Formats – Higher-order Thinking/ Multiple Higher-order Thinking/ Multiple

Intelligence's Activities Intelligence's Activities – Simulations Simulations – Keypals/ e-Pals Projects Keypals/ e-Pals Projects

Module SamplesModule SamplesThe Keys to Successful Modules are..The Keys to Successful Modules are..– Successively more difficult skills Successively more difficult skills – Specific learning targets Specific learning targets – Rubrics are used to assess student Rubrics are used to assess student

progress progress – Reusable templates or forms Reusable templates or forms – Usable for multiple content areas Usable for multiple content areas – Standardized, Sharable Standardized, Sharable

The contents of this CD contain many The contents of this CD contain many examples of Reusable Modulesexamples of Reusable Modules

SynthesizingSynthesizingSynthesizing means putting things Synthesizing means putting things together...together...– Developers and teachers have different Developers and teachers have different

rolesroles– Developers and teachers need different Developers and teachers need different

toolstools(P.S. Involve trainers, too)(P.S. Involve trainers, too)

Guess who needs more tools?Guess who needs more tools?

Teachers need More SkillsTeachers need More Skills

Surprise! Teachers need just as Surprise! Teachers need just as many skills...maybe more!many skills...maybe more!

But, when do they have time to But, when do they have time to learn these skills?learn these skills?

How do we Help Teachers?How do we Help Teachers?Technology Integration fails unless we help Technology Integration fails unless we help teachersteachersHelp teachers...Help teachers...– When they need help When they need help – When they want help When they want help – On their own terms On their own terms – Fast enough Fast enough

How do we do this?How do we do this?– Deliver help through...Deliver help through...– Web access and download Web access and download – Intranet access and download Intranet access and download – E-mail E-mail – Autoresponders Autoresponders – RSS RSS

What are these Distribution What are these Distribution Methods?Methods?

Definitions:Definitions:Autoresponders Autoresponders – Requests sent by E-mail automatically return Requests sent by E-mail automatically return

messages, modules, reports, tutorials messages, modules, reports, tutorials

RSS RSS – Information feeds that require an application to Information feeds that require an application to

be installed on the local computer be installed on the local computer – The RSS Application picks up the information as The RSS Application picks up the information as

soon as it is published on the Web server soon as it is published on the Web server

Other methods of content distribution* Other methods of content distribution* – (* not discussed in this presentation) (* not discussed in this presentation) – Streaming Media Streaming Media – Video on demand Video on demand – Shockwave/ Flash Web content Shockwave/ Flash Web content

PersonalizingPersonalizingHow do you apply a "Learn as you go" How do you apply a "Learn as you go" program?program?

What does it take to implement a What does it take to implement a "Just-in-time" program?"Just-in-time" program?

Who has the time and wherewithal to Who has the time and wherewithal to pull this off?pull this off?

What has to happen to make a What has to happen to make a program like this a reality?program like this a reality?

What might a program like this cost?What might a program like this cost?

Learn as You GoLearn as You Go

How do you apply a "Learn as How do you apply a "Learn as you go" program?you go" program?– Plan for the year Plan for the year – Set objective requirements Set objective requirements – Develop a Scope and Sequence Develop a Scope and Sequence – Develop rubrics Develop rubrics – Gradually increase required skills Gradually increase required skills – Deliver "just-in-time" tutorials Deliver "just-in-time" tutorials

Just-in-Time ProgramsJust-in-Time ProgramsJust-in-time Programs...Just-in-time Programs...– Keep tutorials just one step ahead of Keep tutorials just one step ahead of

student requirements student requirements – Keep tutorials short Keep tutorials short – Deliver the tutorials in bite-sized chunks Deliver the tutorials in bite-sized chunks – Match rubrics to these bite-sized chunks Match rubrics to these bite-sized chunks – Package a how-to with each step Package a how-to with each step – Make the requirements slightly more Make the requirements slightly more

difficult each step difficult each step

Summary QuestionsSummary Questions

What does it take to develop a What does it take to develop a program like this?program like this?

Who has the time?Who has the time?

What has to happen?What has to happen?

What are the costs?What are the costs?

For Answers..For Answers..

Visit our Web siteVisit our Web site

http://www.classroomtoolkit.comhttp://www.classroomtoolkit.com

Thank you!Thank you!