LCSC Technology Conference

Jeanne Reed & Don Clausen

3/16/10
 Rationale (Urgency)
 Pedagogy
 Electronic Applications
 Hardware
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communications and Collaboration

 Information Literacy *

 Media Literacy *
 ICT Literacy *
 Life and Career Skills *

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119
  Creativity and Innovation
 Communications and Collaboration
 Research and Information Fluency
 Critical Thinking, Problem Solving and

Decision Making
 Digital Citizenship
 Technology Operations and Concepts

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
 EntryLevel
 Adoption Level
 Adaptation Level
 Appropriation Level
 Invention Level

 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/e7/b3.pdf
Entry Level:

Teachers typically learn the

fundamental aspects of using new
technology, including the basics of
configuring hardware and software.
 Adoption Level:

Teachers concern themselves with

ways to use the technology to support
traditional instruction.
 Adaptation Level:

Teachers integrate technology into

existing classroom activities. The
emphasis is productivity. Students use
word processors, databases, and some
graphics programs to create familiar
products of instruction.
 Appropriation:

Teachers begin to develop new approaches to

teaching and learning that make the most of
the technology available to them. A teacher's
mastery and skill level has developed to allow
the creation of new learning activities not
possible without the technology.
 Innovation:

Teachers no longer try to adapt instruction to

technology but adjust their fundamental
perceptions of instruction. Teachers who
reach this stage reflect on the actual craft of
teaching, and their fundamental teaching
approach may shift. (Dwyer, Ringstaff, and
Sandholtz, 1991)
http://www.comicstriparchive.com/Zits/
 Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
 Identifying similarities and differences
 Summarizing and note taking
 Reinforcing effort and providing recognition
 Homework and practice
 Nonlinguistic representations
 Cooperative learning
 Setting goals and providing feedback
 Generating and testing hypotheses
 Cues, questions, and advanced organizers
http://www.middleweb.com/MWLresources/marzchat1.html
 Linguistic intelligence
 Logical-mathematical intelligence
 Musical intelligence
 Bodily-kinesthetic intelligence
 Spatial intelligence
 Interpersonal intelligence
 Intrapersonal intelligence

http://www.businessballs.com/howardgardnermultipleintelligences.htm
 Identify Desired Results
◦ “What do we want students to know?”
 Determine Acceptable Evidence
◦ “How will we know when they know?”
 Plan Learning Experiences and Instruction
◦ “How will they learn?”

©1998 Grant Wiggins and Jay McTighe

http://iearn.org/civics/may2003workshop/Understanding%20by%20Design%20Teaching%20Ellen%20Meier%20CTSC.pdf
http://kmhs.typepad.com/rigor_relevance/2009/10/index.html
Dr. Mimi Dyer
http://wwwstatic.kern.org/gems/cue/Lemke.pdf
 Cornell Note Template
 WebQuests (Word and PowerPoint)
 Note Cards
 Graphic Organizers (SmartArt)
 KWHL Form
 Inverted T Chart
 Community Clips
 Tables in Word
 Everything in Excel
 NGS Simulation
 Intel (Student)
 WebQuests
 Wordle
 Garrison Site
 California Learning Resource Network
 Moodle
 Ning In Education
 Schoolwires
 Coaching Availability
 Classroom Visits with Follow Up Discussion
 Research Support
 Equipment and Application Troubleshooting