Mobile laptop grant project for Lansingburgh CSD

1. Mobile Laptop Project
Kelly Schermerhorn
November 30, 2010

2. Essential Question of the Day
What changes did your classroom
“make” from last year to this
year’s classroom?

3. Recap from August 2010
• Review of TPACK -Technological Pedagogical Content Knowledge
• SCALE –Student Centered Active Learning Environment
• Mobile Laptop Carts-10 Macs in a Cart (COW) with an airport
• We discussed over five days: TPACK, SCALE, Web 2.0
tools, BrainPop, NetTrekker
• Other topics to be discussed per the grant: lesson design
w/ TPACK, promising practices, Coaching/mentoring,
how to use laptops for identified subgroups
• What have you been up to?

4. What have you been up to?
• Scheduled time to share with group on
what you have been working on.

5. What has worked for you?
• Share your thoughts here on what has
worked for you in the classroom.

6. Issues? Concerns?
• What are the issues you are facing?
• What concerns do you have with going
forward from here?
• Is there anything you need from me right
now that I can give you that would help-
let’s make a list and share with Kathy, Ed
Kelly, etc.

7. Where are we headed?
• Where do you want to go now?

8. Review of TPACK
• Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of
the essential qualities of knowledge required by teachers for technology integration in
their teaching, while addressing the complex, multifaceted and situated nature of
teacher knowledge. At the heart of the TPACK framework, is the complex interplay of
three primary forms of knowledge: Content (CK), Pedagogy (PK), and
Technology (TK). See Figure above. As must be clear, the TPACK framework builds
on Shulman's idea of Pedagogical Content Knowledge. *tpack.org.
• True technology integration is understanding and negotiating the
relationships between these three components of knowledge. A
teacher capable of negotiating these relationships represents a form
of expertise different from, and greater than, the knowledge of a
disciplinary expert (say a mathematician or a historian), a
technology expert (a computer scientist) and a pedagogical expert
(an experienced educator). Effective technology integration for
pedagogy around specific subject matter requires developing
sensitivity to the dynamic, [transactional] relationship between all
three components .*tpack.org

9. In your own words…
• Put that last slide in your own words. Turn
to a partner (s) now and turn those
definitions from tpack.org into something
you could explain to a colleague.

10. SCALE
• In a student-centered classroom, students are encouraged to
participate actively in learning the material as it is presented rather
than being passive and perhaps taking notes quietly. Students are
involved throughout the class time in activities that help them
construct their understanding of the material that is presented. The
instructor no longer delivers a vast amount of information, but uses
a variety of hands-on activities to promote learning.
Students working in groups As I learned more about student-
centered learning environments, I began to alter the way I taught my
chemistry classes. I have now developed a group of learning
strategies that I call LecturePLUS to promote Participation,
Learning, Understanding, and Success. *http://www.karentimberlake.com/student-centered_classoom.htm

11. SCALE (continued)
• Using the definition from Karen Timberlake, a
Chemistry teacher from Los Angeles Valley
College, please take what you have read, use
her definition and write a small description on
what you are doing now.
• Are your thoughts similar to hers or do you think that
SCALE looks different?
• Remember that this version is from a “college”
perspective, as most of the research for this is geared
towards.

12. Game Break
• 15 minutes

13. One of the topics to discuss:
Identified subgroups (defined)
Identified: recognize as being; establish the identity of someone or something;
"She identified the man on the 'wanted' poster"
Subgroup: A well-defined group of students. It is important in this context
because the requirements of No Child Left Behind. No Child Left Behind
identifies the following specific subgroups that must achieve Adequate Yearly
Progress: students of racial or ethnic minority, students with disabilities,
gender, limited-English-proficient (LEP) students, and economically
disadvantaged students.
In your own words, what does it mean as a teacher to work with an “identified
subgroup?” Who “identified” the “subgroup?”

14. Assistive Technology explained
• Some assistive technologies that could be
used
• Microsoft's list of Assistive Technologies

15. Enhancing the TPACK model with
Assistive Technology
• Assistive technology
training has been
traditionally viewed as an
add-on specialization for
special education
teachers (Edyburn &
Gardner, 1999). A
representation of this in
relation to the TPACK
model is presented in
Figure 1.

16. This is possible for us…
• AT and IT should be taught as a
symbiotic construct throughout the
teacher education process, so that
teachers can explicitly identify the
beneficial features of the
technology interface in a manner
that informs their active
participation in the assistive
technology consideration process.
A visual representation of our
enhanced TPACK model with the
inclusion of assistive technology is
represented in Figure 2.
• *Of critical note in Figure 2 is the notion that
assistive technology does not fully eclipse
technology in the model.

17. However…
• Assistive technology for students with learning
disabilities are devices meant to scaffold students'
cognitive processes in order to enhance each individual
student's unique processing abilities and maximize
learning outcomes. Examples include screen readers,
speech-to-text software, and technology-based
scaffolds, such as digital outlines of text or question
prompts embedded in technology-based interfaces.
Unfortunately, the goals associated with the appropriate
selection, adoption, implementation, and assessment of
assistive technology have not been realized (Anderson &
Petch-Hogan, 2001; Jackson, 2003; West & Jones,
2007; Zorfass & Rivero, 2005).

18. Using the laptops in class
• Since receiving your laptops…
• Are you using them to their fullest
potential?
• What is holding you back?
• Dean Groom's 23 things about classroom
laptops

19. TPACK lesson plan designs
• Lesson Plan template
• 1st grade lesson plan
• Examples of posted 2nd grade lessons
• 6th grade Microorganism lesson-Utah
• ASSURE model-Instructional Systems Design

20. Suggested sample activity types
taxonomy
(scroll from pages 4-6 for examples)
• Activities to use for TPACK lessons

21. Build a lesson today!
• Please begin to develop a new lesson
today using the TPACK template shared in
the previous slide. I would like you to
create it in the same format. Let’s discuss
how you can post it for the group.

22. Resources
• Pictures from Google images
• Tpack.org
• SCALE-McGill Teaching and Learning Service, Montreal, Quebec
• Serc.carleton.edu-scaleup
• Docs.google.com-Lindsey Bush
• BYU-lesson plan template
• Karen Timberlake-Los Angeles County Valley College-SCALE
• Wikipedia.com-definitions for “identified”, “subgroups”
• Dean Groom’s blog- 23 things about classroom laptops
• http://www.citejournal.org/vol9/iss2/general/article1.cfm
• Learning Disability Association of NYS