Improving teaching and learning in K-12 education through meaningful technology integration Alliance+ Internet-in-Education Teacher Professional Development

Improving teaching and learning in K-12 Improving teaching and learning in K-12 education through meaningful technology education through meaningful technology

integrationintegration

Alliance+Alliance+Internet-in-Education Teacher Professional Internet-in-Education Teacher Professional

DevelopmentDevelopment

www.k12science.org/alliancewww.k12science.org/alliance

Dr. Edward A. FriedmanDirector, Center for Improved Engineering and Science

Education (CIESE)

[email protected]



3Alliance+Alliance+


Alliance+ OverviewAlliance+ Overview

Unique, complex, multi-state partnership 5 states 53 school systems in 3 states 5 IHE’s 6 preservice institutions Collaborations with 5 regional organizations,

foundations to augment program

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VisionVision

“Engaging, authentic, and curriculum-relevant uses of the Internet by teachers and students that improve student achievement in core subjects, and that promote higher-order thinking, critical analysis, collaboration, and problem-solving”

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StrategiesStrategies

Demonstrate and refine a model for widescale teacher training: the two-tiered turnkey training approach

Increase collaboration, linkages, support between community colleges and local schools

Build local capacity within school buildings

Disseminate acclaimed, standards-based curriculum and training materials

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Key AspectsKey Aspects

Two-tiered turnkey training model Training/curriculum content Implementation and local adaptations

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Program ChangesProgram Changes

Substantial efforts for training materials upgrades for elementary and middle school

More emphasis on local support, increasing classroom implementation

Significant development efforts for DataFeed system

Less emphasis on high school materials, online version

Josh BaronAssociate Director for Instructional Technology, Center

for Improved Engineering and Science Education (CIESE)

[email protected]



10Alliance+Alliance+


Savvy Cyber TeacherSavvy Cyber Teacher®®

30 hour, graduate-level, hands-on program Focus on skill-building in the context of

content-based classroom applications Includes Stevens classroom projects Version 2.0 released (spring ‘01) Elementary and middle school versions Core Concept: Unique and Compelling

Internet Applications



Core ConceptsCore Concepts UniqueUnique and CompellingCompelling Internet

Applications

Real time data – Real world information

Communications tool – Collaboration with students and experts

Publishing student work – Student motivator & tool for authentic assessment

Primary sources– Multidisciplinary

Unique - Cannot be done without the technology

Compelling - Targets authentic real world problem solving & critical thinking

Unique & Compelling Unique & Compelling ProjectsProjects

Let’s jump on the web and see an Let’s jump on the web and see an example….example….

www.k12science.orgwww.k12science.org

CIESECIESEwww.k12science.orgwww.k12science.org



RecognitionRecognition

Recognition of curriculum materials by:



Unique and Compelling Unique and Compelling & Savvy Cyber Teacher& Savvy Cyber Teacher®®

Provide students with real world problem solving and critical thinking experiences

Address national and local standards Help prepare students for profiency exams

(e.g. Ohio Proficiency, FCAT, etc.) Savvy Cyber Teacher® focuses on unique

and compelling applications as well as integration and implementation

Janet BeauchampDirector, Think Tank,

Maricopa Community College

[email protected]





The Model: Priority The Model: Priority AreasAreas

Demonstrate strategy for widescale PD program

Create local capacity Build/strengthen

linkages between CC’s and local schools



The ModelThe Model

Two-tiered turnkey training approach

“Core team” lead trainers train “mentor” teachers who train classroom teachers

“Implementation specialist” support for classroom activities & Project Management Plans

Principals and curriculum developers institutes



Mentor Pairs x10Mentor Pairs x10

Core Trainers

= 20 teachers

The Model: 2 Core Trainers 20 Mentors (10 pairs) 20 Classroom teachers each (200)

20 Classroom teacher x 10 = 200 Classroom + 20 Mentors = 220 Trained



ImplementationImplementation

Variations in each of 3 sites

Basic model adapted to local conditions

Integrated, institutionalized within participating districts’ PD programs



Phoenix & ArizonaPhoenix & Arizona

14 urban districts in Phoenix + 1 in Tucson

23 suburban districts in Phoenix and Tucson

15 rural districts statewide, 3 on reservations

3 core trainers

Initiated “implementation specialist” model

Pete DiehlCore Team Trainer (retired),

Miami Dade Community College

[email protected]





MiamiMiami

Large, (368,000 students) unified school district + Archdiocese

Implementation and staffing Initiated Principals Institutes and Curriculum

Developers Institute Integrated within IBM Learning Village

portal

Geoff AndrewsCo-PI, Fiscal Agent,

Polaris Career Center

[email protected]





ClevelandCleveland

CMSD, East Cleveland, Archdiocese of Cleveland

Implementation and staffing Joyce Integration Workshops



Other Key IssuesOther Key Issues

School system challenges-hardware, connectivity

-competition from other programs (Intel, others)-stable cadre of aware administrative leaders-available time for teacher training

Serving disadvantaged populations (closing the Digital Divide)

Preservice Continuation, expansion and replication

Mario Yepes-BarayaDirector of Science R & D,

Harcourt Educational Measurement

[email protected]





Evaluation Model - #2Evaluation Model - #2

A Logic Model for the Evaluation of Alliance+: Improving Professional Development through Technology

2Alliance+

workshops &curriculum

3 Specific

technologyintegration

models

4Mentoring &

support

6Competentteachers

1Internet

connectivity& access

7Engagedstudents

Improvedability withtechnology

Improved HSgraduation andcollege-going

rates

Improvedability to learn andto use technology

to learn

Improvedacademic

achievement

5StructuralChanges

Inputs1-5

IntermediateGoals

6-7

6

Long-termGoals

Logic Model



Evaluation Results -# 5Evaluation Results -# 5

June 2001(mid-point evaluation -- classroom observations in schools with Internet connection -- advanced teachers)

Competent teachers and engaged students: Daily use of technology as an effective means to attain

standards-based learning goals Frequent use of cooperative and collaborative learning

techniques Greater student involvement in learning, more time on task,

more student-student communication, and more time making decisions about learning goals, media and resources. (“learning communities”)



Evaluation Results - #6Evaluation Results - #6

(Data collected: May 2001 – teacher survey)

Miami (preliminary results)

Sample = Population ~ 600 mentors and mentees

Received = 182 (30% )

Phoenix and Cleveland data collection in Oct. 2001



Subjects Taught -- %

0

5

10

15

20

25

30

35

Science Math SS ELA Elem. Other



Role within Alliance+ -- %

0

10

20

30

40

50

60

70

80

Mentor Mentee Other



Training Experience Evaluation -- %

0

10

20

30

40

50

60

Poor Fair Good Excellent



Applicability of Training to Main Subject Taught -- %

05

101520253035404550

Not Appl. Some. Appl. Appl. Very Appl.



Internet Connection in the Classroom and at Home -- %

0

1020

30

40

5060

70

80

90

No < 1 yr 1 yr 2 yrs 3 yrs @ Home



Technology Skills (% -- intermediate, advanced, or

master)

0102030405060708090

WP

Pre

sent

.

Soft

w.

Cou

rsew

.

E-m

ail

CP

R-t

dat

a



Integrates Technology into Core Subject -- (times per

month) %

0

5

10

15

20

25

30

35

40

Never < 1 1 to 4 5 to 10 10+



Student - Does Research via Internet -- (times per month) %

0

5

10

15

20

25

30

Never <1 1 to 4 5 to 10 10+



Student - Participates in TeleCollaborative Projects --

(times per month) %

0

10

20

30

40

50

60

Never <1 1 to 4 5 to 10 10+



Student - Works with Real-Time Data on Internet -- (times per

month) %

0

10

20

30

40

50

60

Never <1 1 to 4 5 to 10 10+



Student - Contacts Experts on Internet -- (times per month) %

0

10

20

30

40

50

60

Never <1 1 to 4 5 to 10 10+



Do you spend less time Do you spend less time lecturing?lecturing?

05

10

15

20

2530

35

40

Yes No Not YetBut I will

Does notapply

NR



Are you more comfortable w/ Are you more comfortable w/ small group activities?small group activities?

0

10

20

30

40

50

60


Does notapply

NR



Do you use more cooperative Do you use more cooperative learning techniques?learning techniques?

0

10

20

30

40

50

60


Does notapply

NR



Better instruction for Better instruction for different learning styles?different learning styles?

0

10

20

30

40

50

60

70


Does notapply

NR



Are you a better teacher of Are you a better teacher of problem solving skills?problem solving skills?

0

10

20

30

40

50

60


Does notapply

NR



Are you a better able to Are you a better able to present complex materials?present complex materials?

05

101520253035404550


Does notapply

NR



Are you better able to manage Are you better able to manage 1-3 computer classrooms?1-3 computer classrooms?

05

101520253035404550


Does notapply

NR

Beth McGrathDeputy Director, Center for Improved Engineering and

Science Education (CIESE)

[email protected]





Important LessonsImportant Lessons

Reactions, perspectives of educators, students Bridging technology & curriculum domains Promoting classroom implementation (collaborative

projects, implementation web pages) Preservice outreach Community college role in preservice New linkages in each local community and program

continuation Replication in other sites

Improving teaching and learning in K-12 Improving teaching and learning in K-12 education through meaningful technology education through meaningful technology

integrationintegration






Real-Time Data

Primary Source

Publishing Online

Collaboratives Projects

WebQuests

Foreign Newspapers

Voting Records

Research

Online Quizzes

Lesson Plans

Infusing Technology Infusing Technology into the Curriculuminto the Curriculum

Am

oun

t of

Ch

ange

Low

High

Amount of Risk TakingLow High

Traditional

Unique & Compelling

Innovative



Group #3 Report

Need to focus on telling a strong story to the Need to focus on telling a strong story to the right people…right people…



Group #3

Strong Story: Focus on learning, not just technology Create video “case study” that compares “old” classroom

with a SCT classroom Create the “I wish I was a student again” phenomena Closely align Alliance+ with well known research and

reports (CEO Forum, ISTE NETS, g. luc

os others????) Stress strong track record of the past four years Use students in presentations



Group #3

Right People: Need face-to-face interactions where we can

show unique and compelling to leadership Can’t hit everyone so who do we target??

State legislatorsMuseums (Tech museum, exploratorium) – unique PD

optsThose who will be involved in block grant RFP????

How do we get time from these key decision makers?? – leverage partnerships



Group #3

Need to measure impact: Ethnographic study Look for recurring themes Use teams that would visit each site Try and identify the “innovation” that makes us

stand out Schools Online identifying protocol for case

study analysis

Documents

Improving teaching and learning in K-12 education through meaningful technology integration Alliance+ Internet-in-Education Teacher Professional Development