Beyond the EU: DORA and NIS 2 Directive's Global Impact
The importance of staff development in technology integration 2
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7. Instruction Construction Classroom activity Teacher-centered didactic Learner-centered interactive Teacher Role Fact teller Always expert Collaborative Sometimes learner Student Role Listener Always learner Collaborator Sometimes expert Instructional emphasis Facts Memorization Relationships Inquiry and Investigation Concept of knowledge Accumulation of facts Transformation of facts Demonstration of success Quantity Quality of understanding Assessment Norm-referenced Criterion-referenced Portfolios and performances Technology Use Drill and practice Communication, collaboration, information access, expression
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Survival These teachers do not feel comfortable with technology, struggle with getting it to work, only use it for direct instruction when instructed to do so, think technology by itself is the answer to improved student performance. Mastery A teacher at this stage can troubleshoot and solve some of the problems with hardware and software and is beginning to find more uses for the technology. Impact These teachers regularly incorporate new ideas, balance instruction and construction, they are rarely frightened by technology and they create technology rich instructional units. Innovation These teachers modify their classroom environments to use technology for curriculum and learning environments.
Technology Coordinator offers 3-5 two hours sessions from 4:00-6:00 on topics of teacher interest – podcasting, moviemaking, United Steaming, Activboard/Interwrite, Photoshop, webpage design using Google, etc. – A lot of teachers do not take advantage of this because it is after hours on your own time. Early Outs sometimes focus on what we have for technology and what we can do with it. Time for teachers to collaborate and help each other with troubleshooting and sharing lesson plan ideas. – Sometimes hard to make it appropriate for everyone due to the fact we only have 24 teachers and only one person per grade and subject. Doesn’t occur consistently every month Time with technology coordinator – Teachers can put in a request to spend part of a day working one-on-one with the tech coordinator with the technology they have in their classroom. Very effective, but not very many teachers take advantage of it, don’t like planning for sub. Atomic Learning – Teachers can go online and watch short videos to learn more about a variety of topics – I have used it to learn about creating formulas in excel and how to add animation to a power point presentation – I am not sure how many people use this because it is done by individually and usually on your own time. Summer Workshops – Expensive, not very effective if done before the middle of August, difficult to get teachers to give their time in the summer.
Tutorial * Drill and practice games, Integrated Learning Systems and computer based training and testing Application * Microsoft Office Package, Spreadsheets, TImeliner, KidPix Studio Deluxe , Power Point (multimedia packages)Multimedia encyclopedias, and WWW and student research Exploratory * Simulations such as SimCity and Sim Earth, Life and physical science simulations, Simulated journeys such as Oregon Trail, Role-playing, group problem-solving packages, Multimedia encyclopedias, and WWW searching and student research Communication * Email, Collaborative, online projects, such as The Journey North or those found at EnviroNet, Teleconferencing, WWW searching and student research, students publishing on WWW
Instruction is really the old way of teaching and construction is the new paradigm. With this change comes tension and resistance as there is with any change. Some accept and embrace change long before others. The ones who do not accept change are usually the most vocal. With that said, staff development is extremely important to keep everyone up to date and to be there to provide ongoing encouragement and support.
Self Explanatory – Enough information provided on the slide.
Not the answer – educators need to focus on innovative ways to make the use of technology foster learning to get results. Standards and objectives – technology generally improves performance when the application directly supports the curriculum standards being assessed Teacher’s role – especially so when doing activities involving technology tools Collaborative activities – that accompany effective technology implementation
Administrative Uses: JMC to keep family information, attendance, and grades Teachers and administrators can view testing data within hours of completing computer-based tests and can use that data to plan instruction Spreadsheets and programs can be used to plan and track expenses Lunch accounts Requisitions Census Information Instructional Uses: Drill and Practice – Everyday Math, Keyboarding, some apps for IPad and Ipod Instructional Aids – E-Instruction, Promethean World, Interactive Board and Interwrite Pads to extend lessons, United Streaming for short videos to compliment lessons Facebook – Have each student in the class pick a character from a certain time period or theme and then create facebook pages for their character and have a social network in character. The students would have to do a lot of research to know their character well and it would be so much more appealing than writing a report. Students can create portfolios for jobs, college, or an assignment Note taking – If students have access to laptops in class, great college prep piece to teach them about online note-taking programs and how to effectively take notes in a lecture type class. This was one area where I struggled when I went to college. Presentations – PP, Prezi (I wish I had more time to work with this program to show an example as it can be so eye catching) Assessments – Online testing that can guide instruction immediately but also the daily assessments that can be done using the clickers – With or without the use of whiteboards and mobis.
For teachers to be effective – One expert suggests that organizations should spend 30 % of their budget on equipment and 70% on the “human infrastructure” to support ongoing training and technical assistance (The Learning Return on our Educational Technology Investment). Without training and supporting the teachers, the technology can end up being a waste of money if it is not being used. After reading all of the research it is clear that teachers who have adequate, appropriate, and ongoing training are much more likely to use technology in a meaningful way with students. Meaningful meaning that students are using higher-order thinking skills, collaborating with others, both locally and globally, and are able to take the knowledge they have and apply it to different situations.
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