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Jill Bergeron

How to Integrate Tech When It Keeps Changing | Edutopia - 0 views

www.edutopia.org/...ech-keeps-changing-todd-finley

tech tools tech integration edutopia edtech

shared by Jill Bergeron on 03 Sep 14 - No Cached
  • Meanwhile, those of us whose skills in tech integration are not quite Olympic class may find the SAMR model (Substitution, Augmentation, Modification, and Redefinition) more helpful for locating ourselves along the continuum of maximizing the transformational impact of technology. What won't work is waiting for technological change to stabilize.
  • You'll never keep abreast of every technology innovation, so allow yourself to be a curious learner that doesn't know it all.
  • Give yourself 30 minutes every couple of weeks to learn a new tech tool from Tammy's Technology Tips, Edudemic, Monica Burns' ClassTechTips, Kathy Schrock's Guide to Everything, Cybraryman's Teacher Tools, or Richard Byrne's Favorite Resources. Happy clicking!
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  • top education technology bloggers and ask their advice on social media
  • "The time I spend helping my students to edit and refine their writing as they write is exponentially more valuable for them than the final comments I leave on their essays."
  • For even more information on this topic, visit Edutopia’s Resources for Technology Integration.
  • Jill Bergeron on 03 Sep 14
     
    This article contains a number of resources to help teachers better familiarize themselves with the myriad of tools and ways in which they can be integrated.
Jill Bergeron

Why Integrate Technology into the Curriculum?: The Reasons Are Many | Edutopia - 0 views

www.edutopia.org/ology-integration-introduction

technology_integration edutopia technology integration

shared by Jill Bergeron on 22 Jan 13 - Cached
  • Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.
  • Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.
  • Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.
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  • And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.
  • Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.
  • Jill Bergeron on 04 Nov 15
     
    This article extolls the benefits of tech integration to both students and teachers.
Jill Bergeron

Use Arts Integration to Enhance Common Core | Edutopia - 0 views

www.edutopia.org/...s-arts-integration-susan-riley

art art integration

shared by Jill Bergeron on 05 Dec 13 - No Cached
  • From the students, integration demands creativity, problem-solving, perseverance, collaboration and the ability to work through the rigorous demands of multiple ideas and concepts woven together to create a final product. Integration is not simply combining two or more contents together
  • By weaving the arts into and through our content in naturally aligned ways, we are providing relevance to student learning, and giving them an opportunity to connect their world to our classrooms
  • The keys to using Arts Integration successfully are: Collaboration between arts and classroom teachers to find naturally-aligned objectives Using an arts area in which the classroom teacher is comfortable (for many, this starts with visual arts) Creating a lesson that truly teaches to both standards Assessing both areas equitably
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  • Sample Arts Integration Lesson Seeds
Jill Bergeron

How to Integrate Technology | Edutopia - 0 views

www.edutopia.org/tegration-guide-implementation

technology integration edtech techintegration edutopia

shared by Jill Bergeron on 07 Oct 13 - No Cached
  • Jill Bergeron on 07 Oct 13
     
    Great suggestions for how to integrate technology depending upon your resources and your own comfort level with technology.
Jill Bergeron

What research says about technology integration - 0 views

smartblogs.com/...ays-about-classroom-technology

research technology literacy tech integration

shared by Jill Bergeron on 12 Jan 16 - No Cached
  • Technology is tempting to embed in the classroom en masse. It piques kids’ interests and it is fun to explore. But does it lead to achievement and help students grow as learners? We need to ask ourselves these types of questions if we want to realize the impact that connected education can have on students
  • Sherry Turkle, a scientist from MIT, found that empathy can be reduced by up to 40% in college students when they prioritize online relationships over in person conversations (Turkle, 2015).
  • Reasons include more distractions on a screen, such as multimedia enhancements and advertisements, and the “difficulty to see any one passage in the context of the entire text” (Jabr, 2013). These factors can lead to decreased comprehension and understanding.
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  • dedicated e-readers with e-ink technology are equivalent to print, as far as the mind is concerned. “
  • So should reading on tablets and laptops be avoided in classrooms? Not if a digital reading experience offers options for learners who need more support.
  • social media isn’t just for the kids. Educators can leverage these connections to their advantage.
  • In a recent study, teenagers originally from Mexico living in the US saw improvement in acquiring English skills through interacting within Facebook communities (Stewart, 2014). These adolescents also felt more supported and connected when they were able to communicate with others using their native language.
  • When words are on a screen, we tend to not stick with content as long as we might when compared to paper.
  • What we allow at school needs to be balanced with an awareness of the often unrestricted access students have at home and the community.
  • Integrating digital devices into the classroom tends to accentuate current instruction but does not improve poor practice (Toyoma, 2015)
  • college students who do not use a digital device during class show better understanding of the content taught compared to students who did (Shirkey, 2014)
  • In fact, the mere presence of a laptop or tablet was distracting to those around the student using technology.
  • Keep it simple. If the digital devices lack a natural point for integration, don’t shoehorn it in for the sake of making instruction “connected.” Pedagogy trumps technology.
  • Use technology. Not too much, at home and school. Mostly for learning.
Jill Bergeron

The Marshall Memo Admin - Issues - 2 views

www.marshallmemo.com/issue.php

PBL differentiation effective teams tech integration teacher retention science learning gap' meetings teacher mentorship mentors

shared by Jill Bergeron on 10 Mar 16 - No Cached
  • 1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
  • Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
  • The ‘who’ part of the equation didn’t seem to matter.”
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  • Then Project Aristotle began looking at group norms – the culture of unwritten rules that guide people when they collaborate – and hit pay dirt. It turned out that two group norms were shared by virtually all of Google’s most effective teams: -   Equal air time – In teams that got the best results, members participated roughly the same amount during meetings. “As long as everyone got a chance to talk, the team did well,” said Google researcher Anita Woolley. “But if only one person or a small group spoke all the time, the collective intelligence declined.” -   Interpersonal sensitivity – Effective team members had the ability to intuit how colleagues felt by their tone of voice, facial expressions, and other nonverbal cues. The members of less-effective teams were less tuned in to their teammates’ feelings.
  • The behaviors that create psychological safety – conversational turn-taking and empathy – are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond. And those human bonds matter as much at work as anywhere else. In fact, they sometimes matter more.”
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.”
  • He believes there are two “ubiquitous features of conventional school environments” that trigger and reinforce the psychological factors noted above, augment the disadvantages with which minority students enter school, and feed the peer pressures to disengage from schooling – all of which creates a self-reinforcing downward spiral of achievement. The two features are: -   Students being given work that is too difficult for their current academic level; -   Students getting low grades on their work rather than frequent, individualized, objective feedback.
  • “The hypothesis,” say Yeh, “is that the conventional school system is inadvertently structured in a way that fosters disengagement, thereby reducing effort, which depresses achievement and grades, causing demoralization, which further reduces engagement and achievement.” The process kicks in around third grade, when struggling students begin to view themselves as intellectually inferior because their grades are lower than their classmates’, contributing to decreased self-efficacy and increasing passivity; it accelerates in middle school, at which point low grades strongly correlate with eventually dropping out.
  • What is to be done? Yeh’s theory is that by flipping the two pernicious factors, schools can turn the downward spiral into a virtuous upward cycle of achievement. That involves: -   Adjusting task difficulty for low-performing students to an appropriate level of challenge so that if they apply effective effort, they will be successful. -   Rapid performance feedback with respect to a standard, not other students.
  • He cites positive research on two programs using this approach – Reading Assessment and Math Assessment – and reports on a systematic study comparing different interventions aimed at closing the achievement gap – charter schools, voucher programs, an additional year of school, various high-quality pre-school programs, full-day kindergarten, class size reduction, value-added assessment, summer school, teacher salary incentives, teacher experience, teacher PD, longer school day, computer instruction, tutoring, and school reform. Rapid assessment is dramatically more successful at raising student achievement than any of the others.
  • by far the most powerful and cost-effective intervention is to adjust task difficulty and provide students with prompt, objective feedback on their efforts.
  • “When students engage in project-based learning over the course of their time in school,” says John Larmer (Buck Institute for Education) in this article in Educational Leadership, “there’s an accumulating effect. They feel empowered. They see that they can make a difference.” In addition, they’re more likely to acquire the skills, knowledge, and dispositions needed for college and career success.
  • the key elements of project-based learning, carefully planned and skillfully managed by the teacher:
  • A challenging problem or question
  • Sustained inquiry
  • Student voice and choice
  • Authenticity
  • Reflection
  • Critique and revision
  • Public product
  • four ways that project-based learning can go off the rails and not fulfill its potential: -   Mistake #1: Using materials that aren’t truly project-based; beware of PBL-lite! -   Mistake #2: Providing inadequate training and support for teachers; one-shot workshops are not enough. -   Mistake #3: Over-using projects in the curriculum; basic skills can still be taught in a more conventional format. -   Mistake #4: Implementing project-based learning on an ad hoc basis; to get the long-term effect, students need to engage in high-quality projects on a regular basis through their school years.
  • AltSchools encourage students to dive into topics they’re passionate about, with teachers tracking everything they do using classroom video cameras and elaborate K-8 databases. The schools make a point of shaping diverse student bodies by giving scholarships to students whose parents can’t afford the $30,000-a-year tuition.
  • We are raising a generation that will have the sum of human knowledge at their fingertips, for every minute of their life, so clearly education needs to change to accommodate that.”
  • “Basically, what we have told teachers is we have hired you for your creative teacher brains, and anytime you are doing something that doesn’t require your creative teacher brain that a computer could be doing as well as or better than you, then a computer should do it.”
  • To a computer measuring keystrokes, a student zoning out because he’s bored is indistinguishable from one who is moved by her book to imagine a world of her own.”
  • “People are very focused on the algorithm. But equally important is the quality of the materials” – the clarity of the math questions and the worthiness of the readings being presented on students’ computer screens. Willingham also notes that teachers in high-tech classrooms often have to prepare two lesson plans – one that uses the technology and one for when the technology breaks down.
  • Hire capable, well-matched teachers. Detailed advertisements and postings are important to giving candidates a clear idea of each position, says Clement. She also recommends longer interviews with more candidates, enlisting experienced teachers to take part in interviews, and gathering information on candidates from multiple sources.
  • Provide continuous professional development. This should include induction that eases new teachers into the demands of the full job – orientation before classes begin, well-matched mentors through the first five years, and ongoing PD specific to rookies’ needs.
  • Use colleagues to provide feedback. Traditional “gotcha” teacher evaluation has rarely been helpful in supporting new teachers, says Clement. Trained mentors can provide non-evaluative feedback that really makes a difference, perhaps with a firewall between their observations and the formal evaluation process. Of course it’s important that incoming teachers know the district’s criteria for effective teaching and are familiar with how administrators will assess their work.
  • Understand millennials. “This generation of teachers wants to network and have input,” says Clement. Most have a strong preference for electronic interaction, and administrators and colleagues should meet young teachers where they are tech-wise and provide strong online resources.
  • • Provide leadership opportunities. “While many new teachers are just surviving, others actively seek an avenue to truly make a difference,” says Clement. To find fulfillment in teaching and stay in the profession, they need to get involved in meaningful roles outside their classrooms. Some possibilities: speaking at induction ceremonies and serving on a welcome committee for the newest hires; leading book study groups; taking part in social service organizations on campus; and serving on curriculum committees
  • students who read about scientists’ struggles, whether intellectual or personal, got better grades in science after reading the texts. The positive effect was most pronounced among students whose science grades were low before the experiment.
  • Another finding: both before and after reading the texts, students who had a “growth” mindset (effort, not innate talent, determines success) tended to do better in science classes than students with a “fixed” mindset.
  • Jill Bergeron on 10 Mar 16
     
    This week's articles cover PBL, differentiation, effective teams, tech integration, teacher retention and science teaching and learning.
Jill Bergeron

What Keeps Students Motivated to Learn? | MindShift - 0 views

blogs.kqed.org/...udents-them-motivated-to-learn

motivation PBL engagement

shared by Jill Bergeron on 17 Mar 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 17 Mar 14
       
      Comments on what it takes to collaborate in MS.
  • “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.
  • Every student on the panel had a story of big failure on an important class project. But because the culture of their schools encourage them to learn from mistakes, they can clearly articulate what they’d do differently next time and even laugh about it.
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  • Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.
  • When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,”
  • Students want projects to be integrated across subjects, not separated by discipline.
  • High Tech Middle Chula Vista seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics.
  • Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.
  • “I love when projects are integrated so you can find so many different aspects,”
  • “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”
  • Authentic choice is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research.
  • “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.
  • “Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at City Arts and Tech, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers.
  • Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track.
Jill Bergeron

Philadelphia Museum of Art - School & Teachers : Teacher Resources - 0 views

www.philamuseum.org/...resources.html

art lesson plans art integration math social studies English science

shared by Jill Bergeron on 06 Feb 15 - No Cached
  • Jill Bergeron on 06 Feb 15
     
    Art integration lessons for every discipline.
Jill Bergeron

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 0 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

SAMR technology integration

shared by Jill Bergeron on 27 Oct 15 - No Cached
  • Enhancement (Substitution and Augmentation) – technology is used just to enhance a task – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • Jill Bergeron on 27 Oct 15
     
    Examples in here of what an assignment would look like at each stage in the SAMR Model for tech integration.
Jill Bergeron

"Focus on Kids, Not Ourselves": Guiding Principle At Design 39 Campus | The Future of K... - 3 views

www.grantlichtman.com/-principle-at-design-39-campus

design thinking innovation collaboration silos

shared by Jill Bergeron on 26 Feb 16 - No Cached
stephawesomie liked it
  • Mornings are for “Integrated Learning Time”; no rigid boundaries of subject, time, or space.  The pod teachers decide when and how the students will move, and the teams focus relentlessly on how students will learn content through big, cross-disciplinary themes.  The afternoons are split between “Deep Dives”, physical activity-based “Minds in Motion”, “Exploration” opportunities for students to follow their passions,  and some dedicated time for mathematics in the upper grade levels.  Within each of these broad areas, the teachers are expected to amplify the process of inquiry and to embed the skills of design thinking.
  • How might we further dissolve rigidity by allowing students to re-arrange classroom furniture on a very frequent (more than daily) basis to meet the learning objectives of the moment? How often can we get students up to the writing walls to collaborate on work rather than taking individual notes or keying into their individual devices? How might we constantly defuse the “teacher-centrism” of the room?  If the teacher is not using a fixed projector or other device that requires a “front of the room”, why set the podium there, or stand there? How might we empower students to ask the questions that guide discussion? How might we allow students to find the best ways to interact within learning teams, rather than giving them a strict methodology to follow?  When have we given them enough instruction on how to learn, and when is it best for them to find this out for themselves and with their peers?
  • Jill Bergeron on 26 Feb 16
     
    This article showcases a school that focuses on integrated learning, interdisciplinary studies, collaboration and design thinking...all at the elementary school level.
  • smontevirgen on 27 Feb 16
     
    Love this article thinking about the UCLA school that mounts the projector to the ceiling projecting onto the floor as an alternative. Students sit around the projection instead of at desks
Gayle Cole

Technology Integration Professional Development Guide | Edutopia - 0 views

www.edutopia.org/technology-integration-guide

edutopia PD professional development CATIE

shared by Gayle Cole on 07 Dec 12 - No Cached
  • Gayle Cole on 07 Dec 12
     
    BEST PD resources
Gayle Cole

An Introduction to Technology Integration | Edutopia - 0 views

www.edutopia.org/integration-introduction-video

techintegration technology_integration edutopia PD videos

shared by Gayle Cole on 22 Jan 13 - Cached
  • Gayle Cole on 22 Jan 13
     
    Good for workshops
Jill Bergeron

3 Excellent Google Drive Apps to Remotely Present to Your Students ~ Educational Techno... - 0 views

www.educatorstechnology.com/...lent-google-drive-apps-to.html

tech tools presentation google slides

shared by Jill Bergeron on 15 Oct 15 - No Cached
  • Jill Bergeron on 15 Oct 15
     
    These tools integrate with Google slides and other presentation tools.
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