http://www.uri.edu/hss/education/faculty/coiro.htmlhttp://coirorisenate2013.wikispaces.com

coirorisenate2013.wikispaces.com

What do today’s teachers need to know about technology?

• Technology Basics (access, hardware, personal use)

• Tools for Learning • Tools for Teaching• Tools for Reflection, Collaboration, and Networking • **Effective Practices for Designing Curriculum and

Pedagogy (the “if, when, and how” of technology use)

AACTE Committee on Innovation and Technology (2008)

(American Association of Colleges for Teacher Education)

How is URI preparing pre-service and in-service teachers to teach in a digital world?

• Freshman Courses: – URI 101 and Foundations of Education

• Juniors and Seniors – Secondary Level Methods Courses – Elementary Level Reading Courses

• Graduate Students– Master’s in Reading– Master’s in Special Education– Summer Digital Literacies Institute

Special credit to:

David Byrd Julie CoiroTerry DeeneyKees DeGrootJoanne EichingerJay FoglemanBethany Hamilton-Jones Diane KernAdam MooreMona Neidbala

Pre-Service Education at URI – Freshman Year

• URI 101: Helping URI Freshmen Manage Their Knowledge To Enhance Success Using State-of-the-Art Tools and Strategies– Two sections of URI 101 students (education majors) introduced

to personal knowledge management using their personal computers and smart phones to improve academic performance.

– Technological knowledge and skills: Personal Knowledge Management, Evernote, Livescribe Pens

• Foundations of Education: Writing and Publishing in a Blended Learning Environment to Develop Students’ Scholarly Digital Ethos– Students introduced to scholarly research, interpretation, and writing

using a blended, project-based approach. A wiki-based learning environment was used as a venue for student research, writing, peer editing, and publishing.

– Technological knowledge and skills: Collaborative writing and editing, wikis, online research, and citation management.

Pre-Service Education at URI – Juniors & Seniors

• Using Technology to Engage Adolescents and Build Critical Reading Skills in Content Area Courses – Secondary-level students in content-area literacy course

are introduced to a range of tools and practices for using technology to activate prior knowledge, build online critical evaluation skills, compile diverse text sets, differentiate instruction, and create digital spaces for learning

– Technological knowledge and skills: ipads, Apps, Wikispaces, Blogs, Inspiration concept maps to support argument writing, flip cams, Online research and reading skills, Interactive websites

• Using Technology to Foster Literacy and Inquiry-Based Learning in Elementary School Classrooms – Elementary level pre-service teachers explore tools to support literacy learning

(phonics, fluency, vocabulary, and comprehension) and discuss research-based practices for supporting web-based inquiry in centers

– Technological knowledge and skills: iPads, Apps, wikispaces, Google Safe Search, Read-Write-Think resources, podcasts, Kidspiration

Pre-Service Education at URI – Juniors & Seniors• Student Teachers’ Use of iPads for Planning, Teaching & Reflection

– Secondary level student teachers in ELA, Math, and Science were provided with iPads and encouraged to use them professionally and personally. Patterns in their use and impact, as well as barriers for technology use during student teaching were gathered using surveys from students and their cooperating teachers.

– Technological knowledge and skills: iPads, Apps, Screencasting, Evernote

• Using Web 2.0 to Understand Preservice Science Teachers’ Knowledge, Attitudes, and Beliefs– Students introduced to scholarly research, interpretation, and writing

using a blended, project-based approach. A wiki-based learning environment was used as a venue for student research, writing, peer editing, and publishing.

– Technological knowledge and skills: Collaborative writing and editing, wikis, online research, and citation management.

Graduate Education at URI

• Master’s in Special Education– Students learn how to use software tools and digital interfaces

to support learners with special needs.– Technological knowledge and skills: iPads, Apps, Boardmaker, Text-to-Speech

Software (e.g., Kurzweil Read and Write, Dragon Naturally Speaking)

• Master’s in Reading – Teachers develop reading and writing lessons for students in the Reading Clinic

that integrate the use of ipads, smartboards, assistive technologies, and Internet inquiry. Teachers also use technology to record, share, and reflect on their clinic work throughout the program.

– Technological knowledge and skills: iMovie, iPads, apps, digital notetaking, Camtasia, flip cams, wikis, blogs, assistive technologies, Smartboards

– NEW: Summer Institute in Digital Literacies (July 14-19, 2013) in collaboration with the Harrington School of Communication & Media

• ** Extensive Support from Mona Neidbala and the Curriculum Materials Library (with additional support provided by a Champlin grant for assistive technology)

What’s promising around the state?• $20 Million Technology Infrastructure Capital Bond • RIDE Wireless Classroom Initiative• Learning First Alliance Rhode Island 2013 Conference:

Empowering Practice Through Technologywww.lfari.org

– Elementary Schools• Gara Field: Pleasant View Elementary School in Providence

– Secondary Schools • Katrina Kennett: Thoughtful Approaches to Teaching with iPads• Marc Davis: Using Technology To Support Visualization in

Barrington – Higher Education

• Holly Walsh and Sharon Lee, RIDE – Innovation Powered by Technology and Professional Development

Next Steps: Five Ways Forward1. Celebrate Teachers and Advertise Widely: Great things are

happening in Rhode Island Schools – Direct Education Writers to these exciting events – Provide a Digital Space & Forum to discuss new happenings and build

capacity (e.g., locally developed CCSS curricula) – Hold regular local celebrations to honor teachers and share online

2. Support teachers with regular, high quality PD opportunities– Uphold the recommended spending rule of 30/30/30/10

(Office of Technology Assessment, 1995; NCREL, 2000) 30% Hardware, 30% Software/Apps, 30% PD, and 10% unexpected

– Look to RI colleges and universities for research-based practices and help in providing embedded PD support for teachers

– http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Next Steps: Five Ways Forward3. Build/Strengthen partnerships to design, implement, and

assess efficacy of digital practices for teaching and learning– Classroom teachers, library-media specialists, technology specialists,

community libraries, and researchers in higher education – Purposeful support of students and their families – Opportunities to collect & analyze data to inform instructional decisions

Chariho Regional High School (2012-2013…2014)

• Mary Moen, Library Media Specialist (and URI PhD student) • Mary Manning, Library Media Specialist • Christine Haberek, Science Teacher, Wildlife Management • Kelsey Shobek, Science Teacher, Oceanography• Julie Coiro, Researcher, URI

College Programs in New Literacies Buffalo, NY

Next Steps: Five Ways Forward4. Initiate Statewide Study Groups to examine, disseminate, and

implement models working in other states/countries– Include researchers from RI colleges and universities with expertise in these areas

K-12 ICT LiteracySchool Curricula Manitoba, CA

StatewidePD and Support North Carolina

Next Steps: Five Ways Forward5. Rethink curriculum as authentic inquiry-based experiences

to engage students with the digital literacies of today’s workforce – Reading/Talking to generate quality questions about real problems – Reading efficiently to locate relevant information– Reading closely to critically evaluate validity of claims, author’s

purpose/stance and overall reliability of sources– Reading and writing to integrate and creatively synthesize across

multiple perspectives – Writing/producing to share solutions to real problems

www.orca.uconn.edu

Great things are happening at URI and around the state to prepare pre-service and in-service teachers for a digital age.

Five areas Rhode Island needs to focus on as we journey forward…

1. Celebrate Teachers and Advertise Widely2. Support teachers with regular, high quality PD opportunities3. Build/Strengthen partnerships to design, implement, and assess efficacy of

digital practices for teaching and learning4. Initiate Statewide Study Groups to examine, disseminate, and implement

models working in other states/countries5. Rethink curriculum as authentic inquiry-based experiences to engage K-16

students with the digital literacies of today’s workforce Thank you! Questions/Concerns?

In Summary

Julie Coiro, URI

http://tpack.org/

What is TPACK?

Mishra & Koehler (2006)

7 Pieces of the TPACK Pie• Content [CK]: subject matter to be learned• Technology [TK]: foundational and new technologies• Pedagogy [PK]: purpose, values & methods used to teach and

evaluate learning • PCK: What pedagogical strategies make concepts difficult or

easy to learn? • TCK: How is content represented and transformed by the

application of technology? • TPK: What pedagogical strategies enable you to get the most

out of existing technologies for teaching & evaluating learning?

• TPCK: Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”

Mishra & Koehler (2006)

TPACK as planning & support toolTK

CKPK

Where do you fit? +/-Who can you network with?