Bloom's Taxonomy Tech Tools

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Bloom's taxonomy has been a staple in american classrooms since it's invention and can be even more appropriate with the fast growing technology tools available. Above is a graphic that looks at some technology tools and how they could be applied to each of the different levels of cognition as laid out by Bloom. The different levels of learning can be easily be matched with "associated learning opportunities that emerge from the integration of web 2.0 technologies into the learning environment(Gonzalez & Albright, 2014)." The original goal of these "domains, termed Bloom’s Taxonomy, was to create a more holistic approach to designing learning(Gonzalez & Albright, 2014)." This taxonomy has been re-invented as the years have gone on as you can see by the chart below,  but the goal is still to help teachers develop student activities that enhance student learning.

Successful implementation of these levels of taxonomy can be affected by the configuration of the classroom technology. Some of the basic level of Blooms can be met with the one computer configuration because of the ability for teachers to deliver the information using the computer and the students could take notes on the presentation. The one computer could also be used as a research or “learning station” so that students could rotate in groups and have the opportunity to gather information.("Multimedia in the Classroom," n.d.).  This type of configuration would not be suited for higher level taxonomy because of the time it would take to share a computer to create digital products. A “classroom with with laptops” would be the ideal configuration because it would allow the teacher have the students interact with the technology as “individuals or small groups("Multimedia in the Classroom," n.d.).” Types of digital product that could be created to meet the higher level demands of bloom’s would be “Filming, animating, videocasting, podcasting” or blogging (Gonzalez & Albright, 2014). These types of activities would be best with students having access to the technology because of the time it takes to complete . With more laptops in the classroom, it also allows the teacher to be more free to “facilitate group work and collaboration ("Multimedia in the Classroom," n.d.)”

It was eye-opening to look at the cost of technologies and how difficult it is to make simple decisions on technology without doing your homework. The infrastructure of the school district and the total technology budget are very important to planning. If a school does not have wifi, then it would make no sense to have Chromebooks over computer labs. It was also very difficult to make the argument for a one computer classroom when the goal is to integrate technology. Budgetary reasons would be the only reason one computer classroom configuration would be found in a school over the other configurations. Chromebooks are a viable option if a school has the bandwidth to handle them because of their price and ability to connect to the internet. It was also interesting creating a budget matrix without an actual budget to work from. The types of lessons created would need to be tailored to the option that best fit the technology budget of the school.

Gonzalez, J., & Albright, A. (2014). Appendix D: Using Bloom's Taxonomy. Developing Human Capital PEASE: DEVELOPING HUMAN CAPITAL, 233-235. doi:10.1002/9781118911143.app04

Multimedia in the Classroom. (n.d.). Retrieved from http://fcit.usf.edu/multimedia/deliver/deliverb.html

Gonzalez, J. (n.d.). Bloom's Digital Taxonomy. Retrieved from http://www.dartmouth.edu/~jmajor/blooms/index.html

Technology Teacher 01/27/2016

• Professional Development for Technology Integration

  -The proven benefits of instructional technology highlight the need for its widespread adoption;3 however, professional development opportunities are essential to better train educators in the effective use of technology as an instructional tool. -KEY FINDINGS -Successful professional development programs provide ongoing support through coaching, professional learning communities, and information repositories. - Understanding appropriate pedagogical practices for using technology can be more important to effective instruction than technical mastery of technology, although both elements are essential. - Research suggests that teachers participating in a PD program that includes coaching or mentoring are more likely to implement new instructional methods - Schools that adopt a learner‐centered pedagogy tend to experience greater integration and more effective use of technology in the classroom. - Online information repositories provide teachers continuous and convenient access to relevant teaching resources - Significant and long‐lasting changes occur when a school’s “policies, practices, culture, and funding” are structured to facilitate the integration of educational technology. -Successful PD programs make use of the technologies that teachers will be using PROFESSIONAL DEVELOPMENT - A 2009 report by the State Educational Technology Directors Association (SETDA), which summarizes trends from a six‐year study of educational technology integration initiatives funded by the federal government, found that incorporating technological tools in the classroom led to “positive academic results” and increased technological literacy for students. - four “critical” areas that need to be addressed in order to successfully transform teaching and maximize benefits - Infrastructure – A school must be able to provide the resources students and instructors need, when and where they need them. This includes “adequate broadband connectivity.”  Educator Effectiveness – Professional development resources like collaborative learning environments, education repositories, and teacher coaching must be available to instructors.  Innovative Learning Models – Schools must make use of online and digital content to “create meaningful learning experiences.”  College and Career Preparation – Students should have opportunities to develop competency using technology that may be required in college or a career. -Teachers should have continuous access to resources that will support their teaching activities and professional formation, including:16  Online courses;  Online tutorials;  Personal learning networks;  Relevant content and data;  Educational technology experts; and  Technical assistance providers. -Teachers should have continuous access to resources that will support their teaching activities and professional formation, including:16  Online courses;  Online tutorials;  Personal learning networks;  Relevant content and data;  Educational technology experts; and  Technical assistance providers. -Most importantly, teachers who have the support of a coach or mentor are more likely to make curricular changes and utilize technology in the classroom -ISTE notes that there are three “essential” aspects to effective coaching:23  Context: Coaching practices must be in context with what can be used immediately.  Relevance: Coached information must be highly relevant to the lessons currently being taught.  Ongoing: Coaching support must be provided on a day‐to‐day basis where teachers can practice newly learned skills and ensure the highest potential for success -ISTE highlights three coaching models that can be implemented by programs seeking to meet ISTE coaching standards.25  Cognitive Coaching – This type of coaching is focused on changing the way educators think and problem‐solve.  Instructional Coaching – This type of coaching is focused on practice‐based development for teachers, targeting their ability to integrate technology as well as the areas of:26 o Classroom management, o Content planning, o Instruction, and o Assessment.  Peer Coaching – This type of coaching focuses on training teachers to help their fellow instructors integrate technology into the classroom. -peer coaching model focused on providing both technical hardware and training for teachers who will be using technology‐enhanced classrooms. - PLCs unite their members through a shared vision for improving education through the integration of instructional technology -These online communities empower educators to: 31  Access knowledge – Teachers can access relevant knowledge through the Internet.    Share knowledge – Teachers can share knowledge with each other without being bound by the limits of face‐to‐face interaction. For example, message chains can be developed, saved, and referenced over an extended period of time and at the convenience of the parties involved.  Create knowledge – Like‐minded teachers can work together even though they are geographically distant.    Build professional identity, relationships, and collaboration – Educators’ professional identities become stronger through participation in online communities. Communities provide a sense of place and camaraderie for teachers who may otherwise feel disconnected or alone in their profession. -Online resources and the train‐the‐trainer model of professional development make good use of existing technological infrastructure. - Elevating the use of technology in the classroom from an instructional supplement to a core teaching component requires teachers to shift their pedagogical practices. Such a transition requires teacher support from the district level to facilitate access to the technology and training necessary to engender large‐scale changes - This type of environment provides instructors with a wide variety of pedagogical opportunities. For example, instructors can also open their classrooms to a variety of educational sources that would be difficult or impossible to access otherwise, such as guest lecturers who interact with the class via Skype, virtual tours of museum exhibits, or interactive demonstrations of science experiments -schools that adopt a learner‐centered “constructivist” model see greater integration of technology into the classroom and experience larger gains in student achievement -Constructivist student‐centered pedagogies involve using technology as a medium for experiential learning activities like writing, research, collaboration, and analysis -In the student‐centered model, teachers relinquish some control of topics covered and change their role in the classroom.53 Students may pursue topics of personal interest; however, the teacher still sets specific goals for each student to meet that are content skill‐based - focus on student‐centered teaching pedagogies through the use of technology:58  Technology is deeply integrated into the overall vision, mission, and curriculum of the schools.  Technology is used flexibly across the curriculum as a tool for project‐based learning and to support the pursuit of academic goals.  Technology is also an object of study through courses such as video production, multimedia design or computer science.  The curriculum is designed to foster the development of 21st century skills.  There is an emphasis on using technology in authentic ways (e.g., using digital probes to collect scientific data, using computer assisted design tools for creating blueprints) that mirror how professionals in the workplace use digital tools.  Students are active users and shapers of digital tools, rather than passive recipients of information delivered online.  Schools utilize performance‐based assessments that include technology as a tool and allow teachers to measure, among other things, students’ competence with technology and 21st century skills.  Teachers receive extensive professional development on using technology to support learning and have access to ongoing assistance during the school year. -Many virtual schools augment traditional brick‐and‐mortar schools by providing online instruction and content. Online courses allow students access to an increased variety of course content with flexible scheduling so that students can spend as much or as little time as they need moving through coursework - Within the flipped classroom format, students watch recorded lectures and content online outside of the classroom as “homework.” During classroom time, the teacher can engage students in activities to reinforce the concepts they learned about online. - According to the IDP, teachers most often use educational technologies for routine administrative tasks such as record keeping, lesson planning, and basic Internet searching. -, the IDP suggests that technical mastery of technology, while important, is not as central to effective instruction as understanding appropriate pedagogical practices for using technology. - Digital textbooks and library books have become widely adopted on college campuses but have yet to gain popularity in K‐12 settings. - Teachers can use an Automated Response System (ARS) to poll or quiz students through students’ mobile devices such as cell phones and iPods, with the results instantly displayed for the class - These online submission tools can also facilitate student collaboration, peer review, or resource sharing among students. -

• Modifying Bloom's Taxonomy to Meet 21st Century Pedagogies

  -Churches’ Digital Taxonomy took the revision a step further in 2008 by adding multimedia technology to the taxonomy and the associated learning opportunities that emerge from the integration of web 2.0 technologies into the learning environment. - Remembering: Bullet pointing - This is analogous with listing but in a digital format. Bookmarking or favorating – this is where the students mark for later use web sites, resources and files. Students can then organize these. Highlighting – This is a key element of most productivity suites, encouraging students to pick out and highlight key words and phrases is a techniques for recall. Searching or “googling” - Search engines are now key elements of students’ research. At its simplest for (here) student are just entering a key word or phrase into the basic entry pane of the search engine. Social networking – this is where people develop networks of friends and associates. It forges and creates links between different people. Like social bookmarks (see below) a social network can form a key element of collaborating and networking Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others bookmarks and tags. While higher order thinking skills like, Understanding: Advanced and Boolean Searching - This is a progression from the Remembering domain. Students require a greater depth of understanding to be able to create, modify and refine searches to suit their search needs. This type of search requires an understanding of the keywords, Boolean logic, advanced search features, structuring and refining searches and suitable search engine. Blog Journaling – One of the simplest uses for a blog is where a learner simply “talks” “writes” or “types” a daily or task specific journal. This type of assignment can show a basic understanding of content. Blogs can also develop higher level thinking skills when used for discussion and collaboration. Categorizing & Tagging – digital classification - organizing and classify files, web sites and materials using folders, using Del.ico.us and other similar tools beyond simple bookmarking. This can be organizing, JoAnn Gonzalez-Major & Amanda Albright 2008 structuring and attributing online data, meta-tagging web pages etc. The assumption is that students must be able understand the content of the pages to be able to tag and categorize it properly. Subscribing – Subscription takes bookmarking in its various forms and simple reading one level further. The act of subscription by itself does not show or develop understanding but often the process of reading and revisiting the subscribe feeds leads to greater understanding. Tagging, commenting and annotating – a variety of tools exist that allow learners to comment and annotate on web pages, pdf files and other documents. Learners will develop understanding by simply commenting on the pages. This type of activity is analogous with writing notes on hand outs, but is potentially more powerful as they can link and index these. Applying: Collaborating using electronic tools for sharing, editing and uploading materials. The tools would include products like Elluminate, Adobe Connect, Wimba, and similar products . Assessment of collaboration activities would be based on the learners ability to use appropriately the tool to facilitate the discussion. Editing – With most media's, editing is a process or a procedure that the editor Employs Illustration. Hacking – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective. Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills. Running and operating - the action of initiating a program. This is operating and manipulating hardware and applications to obtain a basic goal or objective. JoAnn Gonzalez-Major & Amanda Albright 2008 Uploading and Sharing - uploading materials to websites and the sharing of materials via sites like flickr, Yahoo Groups, Google Groups, etc. This is a simple form of collaboration, a higher order thinking skill. Tools like: word processors, mind mapper, podcast, vodcast, Audacity, digital recorder, and Skype can be used for interviews then uploaded to a project site. Analyzing: Cracking – cracking requires the cracker to understand and operate the application or system being cracked, analyze its strengths and weaknesses and then exploit the findings. Linking – this is establishing and building links within and outside of documents and web pages. JoAnn Gonzalez-Major & Amanda Albright 2008 Mashing - mashups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis. An example of a mashing is the use of cartographic data from Google Maps to add location information to real-estate data, thereby creating a new and distinct web service that was not originally provided by either source. Reverse-engineering - this is analogous with deconstruction. It is also related to cracking often without the negative implications associated with technique. One way to design this activity is to require learners to develop relationship mind maps: herring or fish bone mind maps, SWOT Analysis, PMI, Venn, or 6 questions. Evaluating: Blog/vlog commenting and reflecting - Constructive criticism and reflective practice is often facilitated by the use of blogs and video blogs (vlog). Moderating – This is high level evaluation, the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness. Tools that can be used for commenting on, and moderating postings are: discussion boards, forums, blog, wiki's, twitter, threaded discussions, bulletin boards, chat rooms. JoAnn Gonzalez-Major & Amanda Albright 2008 Podcasting – podcasting is a creative process involving several different components. A successful podcast must be planned and scripted. It requires care and preparation to record and construct, and requires learners to plan clear and concise messages using a one way communication mechanism. Posting – posting comments to blogs, discussion boards, threaded discussions. These are increasingly common elements of students’ daily practice. Good postings like good comments are not simple one line answers rather they structured and constructed to evaluate the topic or concept. Testing (Alpha and Beta) – Testing of applications, processes and procedures is a key element in the development of any tool. To be effective testers students must have the ability of analyze the purpose of the tool or process, what its correct function should be and what its current function is. Validating – With the wealth of information available to students combined with the lack of authentication of data, students of today and tomorrow must be able to validate the verity of their information sources. To do this they must be able to analyze and evaluate the data sources and make judgments based on these. Key elements of validating the information is reporting the information source, accessing multiple information sources and information types, creating linkages between the information sources and making decisions on the validity of information based on this process. Wikis – Allows learners to show understanding by developing content via paraphrasing and authoring material on a related topic in a wiki environment. The authoring aspect of this type of tool shows application as the learner edits the wiki to a suitable standard. Click here to learn more about using wikis in teaching. Collaborating and networking – Collaboration is an increasing feature of education. In a world increasingly focused on communication, collaboration, leading to collective intelligence is a key aspect. Effective collaboration involves evaluating the strengths and abilities of the participants and evaluating the contribution they make. Networking is a feature of collaboration, contacting and communicating with relevant person via a network of associates. Some of the techniques that can be utilized to illicit collaborative networking are: panel discussions, group projects, and social networking. Creating: Directing and producing – to directing or producing a product, performance or production is a highly creative process. It requires the student to have vision, understand the components and meld these into a coherent product. JoAnn Gonzalez-Major & Amanda Albright 2008 Filming, animating, videocasting, podcasting, mixing and remixing – these relate to the increasing trend to using and availability of multimedia and multimedia editing tools. Students frequently capture, create, mix and remix content to produce unique products. Podcasting or vodcasting can also be used for guided asynchronous debates, and iCam and web meeting tool for debates across distances. Mind mapping tools can be used to define arguments and possible rebuttals. Chatrooms and Instant Messaging (IM) services can be enable synchronous debates across distances. Discussion Boards and email can be used for guided asynchronous debates. Persuasive speeches can be presented across distances with mind map tools used in presentation mode (samples of argument maps can be found at http://www.nu.ac.za/undphil/reason.htm#demarcat). Programming - Whether it is creating their own applications, programming macros or developing games or multimedia applications within structured environments, learners are routinely creating their own programs to suit their needs and goals. Why not harness that creativity and have learners design a functional project that addressed course objectives and outcomes. Publishing – whether via the web or from home computers, publishing in text, media or digital formats are increasing. Again this requires a huge overview of not only the content being published, but the process and product. Related to this concept are also Video blogging – the production of video blogs, blogging and also wiking - creating, adding to and modify content in wikis. Creating or building Mash ups and Digital Storytelling would also fit in this domain.

• 22 Ways to Apply Blooms Taxonomy to Twitter ~ Educational Technology and Mobile Learning

  

• Multimedia in the Classroom

  • Classroom Management and   Configuration
  • possibilities for

  • following configurations:

     
     
    • Classrooms with laptops (individual or small group activities)
     
    • Computer labs with desktop computers (individual or small group   activities)
     
    • One-computer classrooms (learning stations or rotating groups)
     
    • Classrooms with several computers (rotating group activities)
  •  

    Classrooms with   Laptops or iPods

  • Used appropriately,   they can engage students in project-based learning and multimedia   activities, as the students participate in data collection, brainstorming,   or production projects.

  • National Science Teachers   Association listed several advantages for using laptop computers in educational   settings, including:

     
     
    • Portable within the school, outside the classroom
     
    • Portable for field trips and investigations
     
    • Provide immediate data processing and graphic feedback
     
    • Immediate feedback and analysis allows next-step decision making   in the field
     
    • Allow file-sharing
     
    • Facilitate group work and collaboration
     
    • Generate reports and presentations
     
    • Flexible and inventive uses
     
    • Access to expert resources on the Internet or through email
  • Depending on how many laptops you have and the goals of the lesson,   they can be used individually by students, in cooperative groups,   or in large group activities.
  • Unfortunately,   the potential for off-task behavior (such as surfing the net) also   exists.

  • Consider   the following options that have been successfully implemented in   wireless classroom:

     
     
    • Do not tolerate the mis-use of laptops.
     
    • Designate "Think Time" or "Lids Down" time   when students must direct their attention to the teacher or facilitator
     
    • Plan ahead for re-charging batteries.
     
    • Install identical software programs.
     
    • Set up shortcuts to software programs.
     
    • Ask students to save files in a specific directory.

  • Computer Labs

     

    There are both advantages and disadvantages to having computers   in a separate lab environment.

  • he time in a computer lab is generally quite limited. If this is the configuration at your school, you may have to   be more structured in your approach to multimedia activities.
  • just plan ahead (have the students create   storyboards and concept maps in the classroom),
  • One Computer Classrooms
  • Class Presentation Tool. If a projection unit or TV converter   is available, the computer can be used as a presentation tool for   you or the students.
  • Research/Learning Center. One option is to use the computer as   a component in a learning/research center, where students can access   multimedia encyclopedias, the Internet, and application software   (such as spreadsheets, concept mapping tools, and word processors).
  • Development Station. If you are conducting a multimedia activity   in which several small groups must have access to a computer (and   you only have one computer), you'll need to create a rotational   schedule and make sure the students without a computer are engaged   in another facet of the activity.
  • Classrooms with several computers
  • Unlike a computer lab, a classroom with several   computers will have computers available whenever the students need   them, enabling "teachable moments" throughout the day.   In addition, students will be able to leave projects that are "in   progress" on classroom computers, knowing that other classes   will not be using the computers.
  • Many researchers agree that a minimum of three computers in the   classroom is needed to ensure that every students gets some time   at the computer during a single classroom period -- obviously, the   more computers, the better -- especially if the class is large.

Posted from Diigo. The rest of my favorite links are here.

Technology Teacher 01/25/2016

• Free Technology for Teachers: Tech Alternatives for the One Computer Classroom

  • Monday, July 2, 2012

      

       

     

      

     Tech Alternatives for the One Computer Classroom

  • Here are 10 ways you can use your one computer as an  invigorating learning tool.
  • Presentation Tool-  The first (and simplest way) to use your computer is to present notes  or information to your students.
  • This also requires the aid of an LCD  (Liquid Crystal Display) projector.
  • Example- Present a power point on the steps of solving a quadratic equation.
  • Game Show Host-  There are a ton of interactive games, note taking techniques, and  simulation activities on the internet.
  • Example- Go to http://www.schooltimegames.com/  and search for games based a lesson you will be teaching.  Divide  students into groups of 3-4 and allow them to compete against each other  in a game. One student will operate the computer and be the score  keeper
  • Competition Tool-  Play the games or competition listed above (in #2). However, make it a  competition between classes to get the whole class involved
  • Example-  Have students compete to identify the battles of the Civil War of the parts of the body on www.purposegames.com
  • Learning Center-  Setup learning centers in your classroom. Create an activity where  groups of students move through various learning centers with one of the  centers being a computer learning center.
  • Computer as the Peak Activity (Pre-search, Research, Post-search) - Have  a group assignment where students have a before the computer part (or  parts) of the assignment, on the computer part of the assignment, and an  after the computer part(s).
  • xample-  Students prepare to write a debate on abortion by writing a thesis and  creating an outline, get on the computer and research information about  cell phones in school using http://idebate.org/debatabase , and then use the research information to formulate their debate.
  • Jigsaw Puzzle-  By now I’m sure you’ve heard of the jigsaw method. It breaks a lesson  down into parts and groups of students work on different parts of the  lesson. Each part of the lesson will equal one piece of the puzzle. One  of those pieces will be a computer group.
  • Students-Teacher-  Allow students to become a specialist on a particular topic and they  can create a PowerPoint or other activity to teach the rest of the class  about the topic
  • Post Master-Allow  students to work on an activity at their desk. When they get their part  correct, they can go type it into a master list or Power Point  projected on the board.
  • • Example-  This is a great “Get to Know Your Classmates” activity for the  beginning of the year. Have each student come up and make one PowerPoint  slide about themselves and present a master PowerPoint show entitled  “Getting to Mrs./Mr. ___________’s class”
     
     
    1. For fun make it a quiz, where the student puts a weird fact about themselves and the class has to guess who it is.
  • Scavenger Hunt- Have students complete an in class scavenger hunt that allows students to get on the computer for only part of the answers.
  • Tutor-  Use it for struggling students for remediation or enrichment for early  finishers. This is also a great for students who need some extra credit.

• How To Build Powerful Tech-Infused Lesson Plans | Edudemic

  • How To Build Powerful Tech-Infused Lesson Plans
  • Katie Lepi on September 7, 2013
  • But leveraging technology in such a way that it helps your lesson rather than being the focus of your lesson isn’t always easy, especially when you’re using apps that focus on specific topics
  • 21st Century Lesson Plans
  • Creating a 21st century lesson plan should touch on at least one of these (or some offshoot or concept thereof).
  • • Develop proficiency and fluency with the tools of technology;
     
    • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
     
    • Design and share information for global communities to meet a variety of purposes;
     
    • Manage, analyze, and synthesize multiple streams of simultaneous information;
     
    • Create, critique, analyze, and evaluate multimedia texts;
     
    • Attend to the ethical responsibilities required by these complex environments.

  • ISTE-NETS for students, which outline similar learning goals:

     
     
    • Communication and Collaboration
     
    • Creativity and Innovation
     
    • Technology Operations
     
    • Digital Citizenship
     
    • Critical Thinking
     
    • Research and Information
  • Don’t Be Afraid Of Failure
  • Just like in ‘regular’ lesson planning, not every 21st century lesson will be a winner.
  • Sometimes your great ideas will weigh too heavily on the app you selected, or the students won’t bother or won’t need to work collaboratively or use the digital materials you’ve pointed them to.
  • Use What You Have
  • One of the best ways to integrate technology and the aforementioned 21st century skills into your lesson planning is to use the resources you already have
  • Tap Your PLN
  • You can also reach out to your peers (both the kind physically in your school or district, or those in your ‘virtual’ PLN, and ask questions. Maybe someone has a suggestion or can give you some real life feedback on something that you’re thinking about implementing.
  • Familiar Is Better
  • Same goes for your classroom. Don’t rush to bring a new device, web tool, or concept to your classroom without becoming very familiar with it first.
  • Fiddle around with devices, apps, and web tools, and test out the 21st century skills you’re hoping to infuse into your lesson plan before bringing it to class.

• Rethinking Classroom Design Guidelines -- Campus Technology

  • Rethinking Classroom Design Guidelines
  • 06/02/10
  • Basebuilding Infrastructure
  • In almost every case, the guidelines fail to take into account the evolutionary nature of how educational technology is used, updated, and integrated over time.
  • This occurs not because of dramatic paradigm shifts in the equipment itself but because teaching pedagogy is evolving and because younger teachers are more comfortable using complex technology.
  • They know that although there may be severe restrictions placed on funding for equipment for use on day 1, additional funds for equipment may become eventually available, especially over the longer term.
  • This may include power, conduit, and structural support for a second ceiling mounted projector, for wall mounted flat panel displays, for video origination cameras, accommodation for multiple laptop computers, etc.
  • Classroom guidelines should do more than just serve to make more efficient the classroom planning process. They should also serve to foster more detailed discussions of cost benefit, longer term planning, and overall classroom design goals.

• Rethinking Classroom Design Guidelines -- Campus Technology

  • Rethinking Classroom Design Guidelines
  • • By Michael David Leiboff
    • 06/02/10
  • Guidelines generally are based on specific room envelopes and take into account that seating capacities in any given space are contingent on furniture arrangements deployed
  • Traditionally, classroom design guidelines, as a general rule, are based on key assumptions.
  • urniture arrangements consist of rows of movable table arm chairs or long tables and chairs in flat floor rooms, fixed table arm chairs, or fixed tables and chairs in larger sloped or tiered floor rooms
  • The room has an orientation that includes an obvious "front," suggested by the location of the writing and/or projection surface.
  • The instructor's fixed workstation is typically located toward the front of the room.
  • • Elements of educational technology are identified, with varying degrees of guidance about required infrastructure. These include projection screens, ceiling mounted video projectors, voice amplification systems, etc.
    • Often an enhanced classroom type is identified and is equipped with more sophisticated technology, a second video projector, video conferencing for distance learning, etc.
  • Studio Classrooms
  • In this model of problems-based learning, students work in groups, at shared work surfaces, with chairs on wheels.
  • The instructor moves about the room interacting with different groups, offering suggestions and guidance.
  • Perhaps the most important is the fact that these rooms have no formal centralized "front."
  • ach work group has its own visual focal point, with access to a wall-mounted writing surface, and perhaps even a local large screen (flat panel or projection) video display allocated for their use.
  • though there may be a need for a fixed or portable master control panel to control some of the technology in the room.
  • First, visual display must now be distributed around the room. Second, it is likely that the students themselves will need to utilize and control the technology, as much or more than the instructor.

Posted from Diigo. The rest of my favorite links are here.

Technology Teacher 01/21/2016

• Google for Education:

  • If you prefer hands-on support, we have certified partners and trainers who can customize  a training program to match your school's needs
  • This course gives you the training you need to manage a Google Apps domain and  users.

• Reflections on 1:1 Chromebook Implementation | Edutopia

  • Reflections on 1:1 Chromebook Implementation
  • nick-sutton   ,
  • Posted 03/15/2015 3:36PM | Last Commented 04/02/2015 1:45AM
  • # 1 - Create an implementation SMART goal
  • We utilized our building leadership committee to establish targets through collaboration and consensus, and created a SMART goal that included both academic measures and actual teacher implementation goals.
  • we are particularly proud of has been the drastic decrease in student failing grades
  • #2 – Find experts within your staff and empower them – and give them TIME to help others
  • I made was that my teachers simply just needed the time to become comfortable with these new resources and to be allowed differentiation and patience on when this comfort level occurs
  • been utilizing common work times throughout the day built into our current schedules for teachers to collaborate, research, and learn more from each other.
  • professional development with Chromebooks was teacher driven and it was better than anything I ever would have been able to provide individually.  
  • #3 – Address the “one to one perceptions”
  • sometimes “reality” isn’t “reality.” Instead “perceptions” are “reality.” 
  • people think isn’t necessarily accurate, but since what they think is so entrenched within them it becomes something that might as well be true. 
  • Chromebook one to one implementation has been dealing with how well (or not well) students would take care of these machines. 
  • middle school is relatively large and contains almost 500 students and at this point we have had absolutely no one lose or completely destroy their Chromebook.
  • ur largest and most consistent issue with Chromebook infrastructure has been the occasional cracked screen.  At last check this has been fewer than 20 instances and this is a repair that we are able to address and return to the student usually within 24 hours.  
  • #4 – Create an online school presence
  • a. School website – we completely redid our school website and strived to make it as user friendly and informative as possible.
  • b. Zephyr Report – We wanted to establish a consistent, interesting, and entertaining manner in which to communicate with parents on a weekly basi
  • Twitter – There are too many wonderful, positive things that happen here daily to ever advertise them to a point that would do the staff justice.
  • hashtag #wearelombard
  • #5 – A Chomebook is not an instructor or curriculum  – it is a resource
  • If a teacher was awesome before a one to one chromebook implementation, they will still be awesome regardless of their knowledge or lack thereof on technology
  • I have discovered it is imperative that teachers, students, and parents understand that a Chromebook is not, nor will it ever be, a replacement for a caring, passionate, and driven teacher.
  • Great people make great schools – Chromebooks just allow schools to find whole new levels of greatness. 

• ISTE | Plan a successful 1:1 technology initiative

  • Plan a successful 1:1 technology initiative
  • By Carolyn Sykora  6/29/2014
  • Common Core assessments were designed to be taken online,   requiring students to be comfortable with using and navigating digital   resources.
  • ISTE found that 1:1 programs   were already showing educational gains for students in special education as well   as improved reading and writing skills in certain student populations, piquing   the attention of decision makers.
  • hey looked to ISTE to bring   together best practices, resources and expertise to help plan for that   transition. Lead &   Transform is our response to that   need.
  • LAUSD learned that spending too much time and too many   resources on deployment took focus away from teacher professional development.
  • Technology is only effective as a learning tool when educators have the skills   to use it in an instructionally sound and pedagogically effective   way.
  • She advises requiring all students to   take a digital citizenship course before they are issued a device or are allowed   to bring their own devices to school.
  • giving students access to digital   tools throughout the day, across all subject areas. This paradigm shift   challenges teachers to rethink and redesign learning activities to capitalize on   their schools' investment in technology
  • teachers and students are   able to fully leverage technology for learning.

• 5 Steps for Implementing a Successful 1:1 Environment | Edutopia

  • 5 Steps for Implementing a Successful 1:1 Environment

     

      October 21, 2015
  • Andrew Marcinek
  • Step 1: Define the Goals of your 1:1 Program
  • not about devices, it's about access
  • best interest to provide their students with the best access to the most current, scholarly information available
  • no doubt that this idea is embedded in every school's mission statement
  • Step 2: Define the Role of the Device in Your Classroom
  • The device is simply a device. It is not coming to take over your classroom, nor is it replacing your quality teaching.
  • Teachers
  • must understand that this device will give their students a better opportunity to share, connect, and seek out information.
  • Step 3: Model How to Harness the Device's Power
  • find a colleague(s) who understands the device and how it can work for you in your classroom
  • Demand good professional development that not only presents the device's functionality, but displays examples of it in use.
  • professional development should also be tiered by experience level.
  • knowing the basic functionality of any device, whether it be a TI-84 calculator or a piece of chalk, will ease your worries going forward.
  • Step 4: Put It Away When Appropriate
  • 1:1 environment will not always have a device on display
  • students shouldn't become attached to the device, but understand when it should be accessed
  • Allow your teachers some learning and growing time as they begin to integrate the device.
  • The goal should never be to rush technology integration, but segue but creating clear objectives and goals for each teacher.
  • Step 5: Teach, Model and Support Information Literacy
  • Students should understand that a device is an avenue for learning and discovery, but it cannot replace their own ability to think critically and question.
  • evice will give them access to a plethora of information and potential answers, but it will not always give them a clear course to follow.
  • ome of our students could proudly display the badge of "Digital Native," many will need coaching
  • Filtering information and knowing the most efficient route to a solution is an invaluable skill
  • tudents have access to more information than any generation, their ability to filter is much more challenging
  • The ability to call upon key search terms and look beyond Google are two skills every student must learn.
  • our ally in the daily task to provide our students with the best access to information and promote learning

Posted from Diigo. The rest of my favorite links are here.

Using Data to improve Student Learning

Student Assessment Results

Standards

Answers

Zoran B

Zyntar C.

Zup C.

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zhield H.

Zorelda I.

Zamsung K.

Zucy S.

Zon D.

1. M:01:NO:6.2 (S)

C

D

A

C

C

C

A

C

C

C

C

C

C

2. M:02:GM:6.3 (S)

D

B

C

D

D

D

D

D

D

D

D

D

D

3. M:02:GM:6.6 (S)

B

D

D

D

B

B

B

B

C

D

D

B

C

4. M:02:GM:6.7 (S)

C

B

C

C

D

C

B

C

D

C

D

C

C

5. M:03:FA:6.1 (S)

C

D

C

D

D

A

C

C

D

A

B

C

C

6. M:01:NO:6.4 (S)

B

D

A

C

C

A

A

A

D

B

D

A

A

7. M:03:FA:6.2 (S)

B

B

D

B

B

B

B

B

B

B

B

B

B

8. M:03:FA:6.3 (S)

C

C

B

D

C

C

C

C

B

C

B

C

C

9. M:03:FA:6.4 (S)

D

D

D

D

C

D

D

A

C

D

C

D

C

10. M:04:DSP:6.2 (S)

C

C

C

D

C

C

C

C

D

C

A

C

C

Overall Correct

4

4

6

6

8

7

8

3

8

3

9

7

Percentage

40%

40%

60%

60%

80%

70%

80%

30%

80%

30%

90%

70%

Standard for RTI

1. M:01:NO:6.2 (S)

1. M:01:NO:6.2 (S)

3. M:02:GM:6.6 (S)

4. M:02:GM:6.7 (S)

5. M:03:FA:6.1 (S)

1. M:01:NO:6.2 (S)

6. M:01:NO:6.4 (S)

3. M:02:GM:6.6 (S)

3. M:02:GM:6.6 (S)

3. M:02:GM:6.6 (S)

6. M:01:NO:6.4 (S)

3. M:02:GM:6.6 (S)

Standard for RTI

2. M:02:GM:6.3 (S)

2. M:02:GM:6.3 (S)

6. M:01:NO:6.4 (S)

5. M:03:FA:6.1 (S)

6. M:01:NO:6.4 (S)

4. M:02:GM:6.7 (S)

9. M:03:FA:6.4 (S)

4. M:02:GM:6.7 (S)

5. M:03:FA:6.1 (S)

4. M:02:GM:6.7 (S)

6. M:01:NO:6.4 (S)

Standard for RTI

3. M:02:GM:6.6 (S)

3. M:02:GM:6.6 (S)

8. M:03:FA:6.3 (S)

6. M:01:NO:6.4 (S)

6. M:01:NO:6.4 (S)

5. M:03:FA:6.1 (S)

5. M:03:FA:6.1 (S)

9. M:03:FA:6.4 (S)

Standard for RTI

4. M:02:GM:6.7 (S)

6. M:01:NO:6.4 (S)

10. M:04:DSP:6.2 (S)

9. M:03:FA:6.4 (S)

6. M:01:NO:6.4 (S)

6. M:01:NO:6.4 (S)

Standard for RTI

5. M:03:FA:6.1 (S)

7. M:03:FA:6.2 (S)

8. M:03:FA:6.3 (S)

8. M:03:FA:6.3 (S)

Standard for RTI

6. M:01:NO:6.4 (S)

8. M:03:FA:6.3 (S)

9. M:03:FA:6.4 (S)

9. M:03:FA:6.4 (S)

Standard for RTI

10. M:04:DSP:6.2 (S)

10. M:04:DSP:6.2 (S)

Possible Intervention Small Grouping

Group #1

Group#1

Group # 2

Group # 2

Group # 2

Group # 2

Group#3

Group#1

Group#3

Group#1

Group#3

Group#3

Possible Intervention Type needed

Tier 3

Tier 3

Tier 2

Tier 2

Tier 1 Group

Tier 2

Tier 1 Group

Tier 3

Tier 1 Group

Tier 3

Tier 1 Group

Tier 2

Link to Data in https://docs.google.com/spreadsheets/d/1F2NziJuEzECbrj4Fz2_4VmHTPYfibV7fHvCVvoU3RBQ/edit?usp=sharing

             The chart above was made with Google Sheets and the data was taken from an assessment that these students took to inform the teacher on possible interventions based on each question and standards. The class is a heterogeneous classroom and each student has their own differentiated needs. Google sheets is an excellent way for a teacher to organize data and use it to guide instruction. Google Sheets allows the teacher to input the data and easily color code information to  break it down, and let the teacher "dig into it to find meaning that they can use (Logan, 2015)." Looking at the results above, it is easy to see what students did not have correct answers for each of the standards. Using this data, the teacher can create intervention groups to reteach standards that students are not competent in. Adding color to the data makes it easier to identify trends and problem areas. One of the weaknesses of this data collection was that the data was collected by an assessment that was not easily transferred into the Google Sheets. The teacher needed to input the information by hand into the sheet. The strength of an online program like Google Sheets is that it can take data from a Google Form and automatically collect it. This would have produced more data in the form of graphs and summary of results. Google Sheets is also great because of its ability to be cloud based and accessed by the teacher wherever there is internet. The data can also be turned into individual student reports by using mail merge and google doc templates. Google for education has a whole suite of applications to "help monitor and collect data all the time—through everything from homework and quizzes to super-quick exit tickets and in-class spot checks (Logan, 2015)."  

                     This type of Web 2.0 tool functionality can apply to authentic classrooms or school-wide scenarios. Google forms and Google sheets makes it easy to perform school wide assessments and collect data on students. The 2.0 Web nature of the application allows for collaboration and easy sharing of information because of the ability to share sheets online with collaborators at a click of a button. This technology also allows for the data to be "communicated with other teachers across grade levels " and updated in real-time (Logan, 2015). Google Drive and sheets allows for an online database of important student data that can be used to drive real-time instruction and intervention. This leads to a more authentic classroom because assessments can be designed based off of students level of understanding and can be differentiated using data. This type of data collection can reveal "which of your students performed advanced, proficient, basic and below basic (Alber, 2011)." Teachers knowing this information can make data driven decisions based on what their students need and design assessments that allow the teacher to "step away from the podium" and take a "guide on the side" role (Alber, 2011). This type of pedagogy with data driven decisions allows for more authentic learning in the classroom. 

               Based on the student data collected from the class in this document, it is easy to see where students stand in their proficiency each of the standards. Looking at it holistically can give the teacher some insight into the the effectiveness of some of the standard based instruction delivered in the classroom. The data would seem to suggest that the formative assessments for the standard "M:03:FA:6.2 (S)" where successful in preparing students to answer question #7 because only one student in the class answered that question incorrectly. Conversely, the formative assessments used for preparing students for the standard "M:01:NO:6.4 (S)" did not seem effective because only two students provided a proficient answer for number 6. This data determines that the class as a whole does not need re-teaching of the standard "Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change" as over 90 percent of the class answered the question proficiently. The data does suggest that the class may benefit from some more formative assessments for the standard "Accurately solves problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple" because of the number of students who did not provide a response that proves their proficiency with that standard. The rest of the standards will need to be re-assesed by grouping students and developing differentiated instruction based on the student needs of those groups.   

             Using the student data, the teacher of this class could put students in three different groups of four students based on the standards they need intervention on. Group #1 consist of students that need more re-teaching on the first 5 standards assessed in the assessment. Group #2 consists of students needed re-teaching on the middle standards and Group #3 needs re-teaching on the last four standards assessed. The teacher knowing these groupings can now design student centered lessons that cover the competencies needed to be re-assessed. The initial scoring on the assessment can be considered the baseline. Before the interventions can start, it is important that the groups have similar "student’s baseline performances to serve "as an initial marker against which to compare his or her outcome performance at the end of the intervention ("Helping Teachers to Structure Their Classroom (Tier 1) Data Collection," n.d.)." The teacher will use these groups to set goals and create a lesson that will allow them to "monitor the student’s progress formatively during the intervention to judge whether the intervention is successful in helping the student to attain the goal ("Helping Teachers to Structure Their Classroom (Tier 1) Data Collection," n.d.)." 

              Another way to group the students would be their intervention level needed based on their performance on the assessment. Based on the data, four students would need Tier 3 intervention based on the overall number of standards they did not prove proficiency in. These students need to "receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems("Tiered Instruction/Intervention," n.d.). The teacher would need to make a plan with paraprofessionals and work to catch these students up with more intense individual attention and may need to modify some of the students assessments based on their needs. This grouping also may need a conversation with the student or review information "from cumulative files (Alber, 2011). " Sometimes, students are struggling because of non academic issues and this data and lead to conversations that may give the teacher " an opportunity to provide empathy, acknowledge their hardship, and then set some goals together for the child to improve academically." Four other students would need tier 2 interventions, which would require the teacher to provide more scaffolding and slowly increase intensive instruction based on their need. the rest of the students seem to be responding to the tier 1 instruction of the class but may need periodic additional support ("Tiered Instruction/Intervention," n.d.). 

                   Using data in the classroom is a great way to make informed decisions as a teacher to enhance student learning. Teachers need to have a system of collecting data and using technology tools like google can make teachers not be "afraid of the data" collecting(Logan, 2015). Data can be an important tool for creating authentic classroom learning and should be a part of every teacher's curriculum to drive their instruction. 

References

Alber, R. (2011, December 06). 3 Ways Student Data Can Inform Your Teaching. Retrieved from http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Logan, L. (2015). 5 ways to use data to improve your teaching. Retrieved from http://www.amplify.com/viewpoints/5-ways-to-use-data-to-improve-your-teaching

Helping Teachers to Structure Their Classroom (Tier 1) Data Collection. (n.d.). Retrieved from http://www.interventioncentral.org/response_to_intervention_structuring_teacher_data_collection

Tiered Instruction/Intervention. (n.d.). Retrieved from http://www.rtinetwork.org/essential/tieredinstruction