Group items tagged

The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum

A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)

teachers need access to follow-up discussion and collegial activities

The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.

An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,

teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas

The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.

he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.

consists of three types: preformative evaluation, formative evaluation, and summative evaluation.

Preformative evaluation

formative evaluation,

summative evaluation,

Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.

School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.

re-order

order in which the four modules may be used is not critical

ocus and emphasis on the types of texts

What changes

is the

analytic reading

examining its meaning

read and reread deliberately.

understand the central ideas

supporting details

entails the careful gathering of observations

overall understanding and judgment

omparison and synthesis of ideas

drawing on relevant prior knowledge

suggests that educators select a minimum number of grade-level-appropriate short texts

as well as one extended text

in lower grades, chosen texts should include content from across the disciplines.

upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines

present their analyses in writing and speaking

all students need access to a wide range of materials on a variety of topics and genres

students improve both their reading comprehension and their writing skills when writing in response to texts.

notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]

hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.

narrative story and narrative description

creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies

include writing under time constraints

writing over multiple drafts

generate writing pieces in response to teacher-provided prompts and to their own prompts

For reading and writing in each module

Understand and apply grammar:

Cite evidence and analyze content

Understand and apply vocabulary

Conduct discussions and report findings:

grades 3-5

two standards progression charts for each grade level

Writing

peaking and Listening

Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.

suggests both the number and types

Students

offer one way of organizing the standards

quarterly modules

reflects the integrated nature

four sections

to express an opinion/make an argument or to inform/explain

write

citing evidence

analyzing

grammar

vocabulary

discussions

reporting

Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching

Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change.  With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms.  In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program.  EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology

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