“Teaching in a Tech-Rich Environment”
Target Audience : 1:1 Teacher ; dealing with the panic of change
Day 1 –
Introductions and Overview

What I hope you get out of this by the end
  • sign in, hand in (Activity: send a email, submit a document, add to a google doc, sign into blackboard, open a link, etc.)
  • "Pull sticks" (assignments, notes, google jockey, etc.)

Harry Wong and I are your friends...
Are you an optimist or a pessimist in life?
(That will determine how you move forward from this point...)
  • Do you need to see the obstacles in things? Do you need to see the negatives? (You already know the negatives...)
  • Do you need to see the possibilities, look for the opportunities, take time to put yourself at ease?

Advice for new technology and new teachers to technology:
  • Use most comfortable software first
  • “Ask three (students), then me (teacher) ”
  • You are the expert in the content field, not necessarily the equipment /software
  • Breathe and let it go
  • Look it up
  • Education comes first, technology comes when it fits. You are teaching content, not the tool. Use templates, don’t assign extra features of software until the content is in. If the tool isn’t working for one student, make them work without, or with a partner until it is ready
Warning for new technology:
  • All technology uses are not equal: technology needs to accelerate something
  • Blank screens are dangerous: if you take technology away from our kids can we be successful?
    • What learning would be impossible without the laptops? It is not about the stuff, it is how it is used.
    • Enrich curriculum, support standards (aiming for one or two and really hitting it hard!), life-long learners, raise student achievement, integrating,
    • How has your teaching story changed due to the technology?
    • What is changing, improving, and coming in new?
  • Where are you at in your use of technology in the classroom? If most of what you ask the student to do is use it as an document typing device, are you really using it to its full potential?
    • Literacy – everyone had the stuff (tech stuff) and they are just learning the tool
    • Adapting – same stories, and kids as consumers adapting what they did before (They are typing instead of writing with a pencil. They are looking up information on the laptop instead of using the library.)
    • Transforming – kids going beyond consuming to being producers, creating new stories. (They are learning and contributing to the knowledge of the world by: 1.) dealing with tons of data, 2.) communicating with the world and creating a network of contacts of people who know more than we do as individuals, and 3.) use critical thinking and social responsibility to learn more and go beyond knowing the facts.
    • See the laptop learning community for more information: http://laptop.communities.esu10.org/ArticleDetails.aspx?ArticleID=199

Rules in classroom

Activity: in small groups (in less than 3 minutes) make a list of your classroom rules as they are now. Then imagine that eevery student has a laptop - and all that entails - what rules would you add to the list?
  • Discuss current rules and expectations (academic and behavior) in my room (if in the lab, with mobile carts, or 1:1)
  • now translate to using technology (laptops)
  • Put the word ATTENTION on a screen and tell my students that class begins when they turn off their telephones, close their laptops, and shut their eyes for sixty seconds. I asked them to observe for one minute where their minds leap without any external distractions http://www.sfgate.com/cgi-bin/blogs/rheingold/detail?entry_id=38828

Classroom furniture arrangement
Activity: from where you are sitting, how many computer screens can you see in this room? OR how many notebooks can you see what they are writing? Now we will do some moving... just so you can see more

    • projector
    • overhead
    • Discuss how arrangement will facilitate their teaching style and monitoring needs

Classroom monitoring and management


Demonstration Activity: Challenge participant growth by Identifying participants into categories of the Five Stages ( hops ) to technology integration

  • I am a blue book user for lesson plans
  • I type my lesson plans on the computer
  • I have transitioned from “read this page” to “go to this resource”
  • Adding in multimedia sites
  • Using variety of apps and sources
Challenging them to move to another stage

Lesson planning

  • HigherOrderThinking.png HigherOrderThinking1.png
  • Blooms Taxonomy for digital learning
  • Curriculum and standards: What are you teaching?
    • There are new Student Technology Standards from ISTE. They have been simplified and have moved from "learning the tool" to "using the tool." (There are new Technology Standards for Teachersfrom ISTE for you to look at. There are only 5 standards.)
    • Demo a search for a topic
    • show my bookmark folders
    • Do a basic search on a topic you will be teaching the first week
    • Analyze your results
  • Multiple Intelligences can convert to different technologies (give examples)
  • Searching effectively: Search techniques found in a great blog: http://www.infinitethinking.org/2009/07/search-blog-post.html or use Google's tutorials: http://www.google.com/educators/p_websearch.html
  • Searching for a powerpoint using the advanced google search and the file format section.
  • Bookshelf vs. bookmarks (don ’ t discuss social bookmarking yet - delicious or diigo)
    • Demonstration Activity: Find resources on the Internet about "the Odyssey" the first row (web pages), second row (video), third row (blogs), fourth row (wikis), fifth row (gaming), sixth row (journals, magazines, etc.), seventh row (audio/podcasts), eighth row (online experts)
    • Individualized Activity: choose a lesson/unit you will be using in your classroom in the early part of the school year or in the next few weeks. Create a book mark folder and try to find a good example from each "row"
      • making bookmark folders in your browser
      • reorganizing the bookmarks you already have
      • exporting your bookmarks (to move to another computer or share with a friend)
  • Previous Homework and Assignments (what can you use and what needs to be revamped?)
    • ITIP- you still use the same concepts we just adjust them...
      • Learning Objective
      • Anticipatory Set: Motivate instruction by focusing the learning task, its importance, or the prior knowledge/experience of the learners.
      • Lesson objective(s) for the students.
      • Input: Identify and teach main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagrams, and invite active student participation.
      • Check for understanding by observing and interpreting student reactions (active interest, boredom)
      • guided practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems. Give immediate feedback and reteach if necessary.
      • Independent practice to solidify skills and knowledge when students have demonstrated understanding.
    • standard correlation
  • Converting traditional to technology

Activity: go through this traditional to technology list to figure out what "quick changes" you can make to lessons you already teach and trade out the method of production. (
Make a list.)

Discussion Activity: How you ask questions has to change... What types of questions will really show what the students are learning instead of what they can find the answer to on the Internet?

  • Knowledge (memorization)
  • Comprehension (understanding)
  • Application (problem-solving)
  • Analysis (dissection)
  • Synthesis (creation)
  • Evaluation (judgment)
  • Open questions-" Tell us a little about…….."
  • Closed questions - Asked when the interviewer wants specific information, often factual or technical in nature, these questions can frequently be answered with a “yes” or “no”
  • Ask for clarification and elaboration of past experiences.
  • Hypothetical questions-What would you do if…
  • Leading questions- The answer seems logical…
  • Multi-barrelled - two or more questions linked to the same topic
  • Behavioural questions - uses your past experiences to predict future behaviours

Individual Activity: with a worksheet or assignment you are currently using, what questions will the students be able to find on the Internet without thinking for themselves? What questions can you keep? What questions should you add?

Teaching: How are you monitoring the learning ?

  • Angel or teacher web page for distribution (hard drive, public folder, shared space on server, Angel, etc.)
  • Assignments: How much work are you doing and how much work is the student doing? They should be doing the majority...
  • How are you handing it out? (PDF, word doc, powerpoint slides, wiki, blog entry, discussion board, etc.)
  • what are all the items would need? worksheet, links, a scan, a powerpoint, directions
  • How will they hand it in?
    • email
    • drop box
    • print
    • presentation
    • conference with teacher
  • How will you assess /grade it?
    • comments in word
    • online rubric maker
    • homemade rubrics
    • checklist
    • traditional test
    • online quiz/surveys
Activity: send Nicole and email nbadgley@esu10.org of what you want for tomorrow. Survey monkey could have done this but I wanted to be more personal.

Promote the next day's training
and encourage to keep working on finding new resources

Day 2GOOD MORNING NICOLE!!! CAN YOU TELL WHO DID THIS??
Target Audience: New 1:1 Teacher; “I’m over the panic and am ready for more resources ” Help unlock and use the “learning toolbox” they have on their lap.
Introductions, review of yesterday and overview

What I hope you get out of this by the end of the day
  • sign in, hand in (Activity: send a email, submit a document, add to a google doc, sign into blackboard, open a link, etc.)
  • "Pull sticks" (assignments, notes, google jockey, etc.)

Give some variety, that's what makes technology so great. It allows individualization, differentiation, experimentation, and specialization.

  • project list choices
  • uses of different software to demonstrate knowledge

Search tools and finding resources

  • Demonstration Activity: Find resources on the Internet about "lesson plans" the first row (web pages/images), second row (video), third row (blogs/wikis), fourth row (audio/itunes), fifth row (gaming), sixth row (journals, magazines, etc.)
  • Finding available lesson plans
    • NROC in ODIE (Fishing and world history)
    • PowerMedia Plus in ODIE
      • Discovery Ed demonstration (My DE to bookmark and tie things together)
      • free section
    • iTunes U
Assessment tools
Activity:
  • Create a quick poll or survey for a subject in your classroom.

Paid services vs. free web tools

School resources available

Creating your learning community to get ideas:

  • RSS feeds
  • communities (join or create math, science, english, social studies, laptop)
  • twitter (searching by groups, by names, etc.)
  • facebook
  • nings
Create:
  • a free wiki
  • a free blog (book reviews, questions of the month, a variety of uses and lengths)
  • how to download videos for use later
  • a quick podcast
*


ESU resources available
  • ODIE media catalog
  • NROC/power media
  • nettrekker
  • k12 teaching and learning
  • thinkfinity/marcopolo
  • Hippocampus
  • Text book resources

Other Equipment

  • Smartboards
  • Projectors (with a camera, on a white board with dry erase, etc.)
  • Audio/video systems

Closing Advice:
  • Take baby steps (use what you know at first)
  • give choices
  • have a backup plan
  • watch those screens
  • hands off the mouse
  • make friends with your tech support people
  • use the help function
  • look around for something new (you don't always have to recreate the wheel)
  • cut and paste
  • don't over do the computers

Join the laptop community:

Resources
**:
Personal Experience and Feedback from workshop attendees (you can see our 1:1 web site)
1-to-1 Learning: Laptop Programs That Work by Pamela Livingston
I Have Computers In My Classroom, Now What Do I Do? by Bob Johnstone
The New Teacher Survival Central: http://www.discoveryeducation.com/newteachers

Workshop Evaluation http://tr.im/esu10ttre