1 melti: a model to bridge the k- 12 school digital divide...
TRANSCRIPT
1
MELTI: A Model to Bridge the K-12 School Digital Divide 缩小中小学校数字化距离的模式
C. Candace Chou
Learning Technology Program
University of St. Thomas
2
Digital Divide
数位鸿沟 数字代沟 数位落差 数字化距离
3
What is MELTI 定義
Minnesota Educators and Leaders Technology Initiatives 明尼苏达州中小学教师及教育主管教育科技实行方案
A Professional Development Program for Charter, Private, and Public School Educators
A customized, needs-based technology integration program for a consortium of 20 schools.
A joint effort between University of St.Thomas, University of Minnesota Twin Cities, Minnesota Association of Charter Schools, and vivED
結和大學和企業資源，根据中小学校教師需要所設定進修課程
4
Objectives 目標 Sponsored by the Department of Education
Enhancing Education Through Technology (E2T2) grant for the following purposes:
明尼苏达州教育部以科技提升教育专案赞助 Bridge the digital divide by ensuring that every student
is technologically literate 确定学生懂得使用科技来缩小中小学校数字化距离
Improve student academic achievement through the use of technology 利用科技来改进学习绩效
Encourage the effective integration of technology resources and systems with teacher training and curriculum development 鼓励教师有效整合科技
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
5
MELTI Strands 项目
Strand 1: K-12 educators professional development Three cohorts of Learning Technology Certificate
Program 教育科技整合证书班 Two Metro cohorts and one Duluth cohort
Strand 2: K-12 administrators and leaders professional development 教育领导进修班 Forty seats for the University of Minnesota School
Technology Leadership Initiative (STLI) online courses Strand 3: School wide needs-based on-site coaching
Develop technology plan and staff training on specialized topic 校园教师辅导
6
School Consortium 参与学校 Academia Cesar Chavez Beacon Academy Charter
School DeLaSalle High School El Colegio Excell Academy Harbor City International
Charter School Highland Park Elementary Hope Community Academy Interdistrict Downtown
School Lake Superior High School
Marshall School Metro Deaf Charter School New Spirit Charter School New Visions School North Lakes Academy
Charter School North Shore Community
School Partnership Academy Skills for Tomorrow St. Croix Catholic School The Blake School
7
Needs Assessment 需求调查
Assessment of the MELTI consortium revealed the following weaknesses: Lack of knowledge and skills about
technology standards and methods of incorporating into curriculum 缺乏教育科技整合的知识与技巧
Lack of data-driven decision making software and skills to manage and implement existing technology plan
缺乏根据数据资料为主的决策制定技巧和软件
8
Needs Assessment (cont.)
Lack of external support from community, parents, local business, and other schools 缺乏社区，家长，企业， 和其它学校的支持
Lack of infrastructure such as up-to-date software and technology peripherals to augment the computer technology already in place. 缺乏最新教育科技设备
9
Addressing the Consortium Needs考量应对参与学校需求 Offering training for teachers on practical
uses of technology linked to National Technology Standards (ISTE NETS) and their specific curriculum (MN Grad standards). 根据国家科技教学标准及明州教育部标准提供教育科技应用教学实例
Offering technology decision-making and leadership skills and tools 训练教育主管使用科技软件
Use of Web-based community to increase the communication between participating schools 建立校际联络网络
Coaching and facilitation specifically on technology plan creation and usage. 根据各校所需提供研习营训练
10
Grant Support 奖助项目
Free Learning Technology Certificate Program 免费研究所课程 Forty laptops. 2 projectors, 2 printers, 20 videoconferencing
cameras, 20 digital cameras/camcorders 免费笔记型机算机，印表机，视讯会议摄影机，数位相机。
Free access to 128 MB pen drives 抽取式硬碟机 Up to $200 in Textbooks and Software 购买软件费用 The Dashboard (data-driven decision-making software) One year subscription to AtomicLearning for Web-based vide
tutorials 网络软件学影片 One year subscription to Quia for creating Web-based
interactive activities 网络课程设计网站 University of St. Thomas library and technology support 200 MB Web server space and storage 圣汤姆斯大学网络支持
11
ISTE NETS 美国国家科技教学标准
International Society on Technology for Education has established National Educational Technology Standards for Teachers, Students and Administrators
I. Technology operations and concepts 基本科技运作和概念 II. Planning and designing learning environments and
experiences 计划及设计学习环境和经验 III. Teaching, learning, and the curriculum 教学，学习，课程设计
IV. Assessment and evaluation 评估衡量 V. Productivity and professional practice 生产力和专业实践 VI. Social, ethical, legal, and human issues 社会，道德，法
令和人性议题
12
ISTE NETS Alignment 标准应用 NETS*T I: Educators, through the MELTI project, attend
seminars and engage in online dialogues on the best practices of technology integration. 参与研讨会
NETS*T II: Educators compile instructional resources and design technology integration lesson plans to enrich their students’ learning experiences. 设计科技整合课程
NETS*T III: Educators employ various technological tools and devise learning strategies to engage students in high-order thinking and project-based learning. 运用科技改进教学策略，提高学生思考能力和进行项目学习
13
ISTE NETS Alignment (cont)
NETS*T IV: Educators utilize a variety of computer programs (e.g., Excel) and Web-based tools (e.g., Quia, QuizStar and QuizCenter) to collect and analyze data of student learning. The data are also used as the basis for improving instruction. 运用网络软件来收集学生资料以利分析学生进展
NETS*T V: Educators establish community within the MELTI cohorts and externally with nation-wide professional communities such as TappedIn. They continue professional training through online communities and MELTI workshops. 建立网络社群组
NETS*T VI: ISTE standards are the primary standards instilled in all projects produced in the learning cohorts. Copyright and social issues of technology are constantly discussed by the participants. 提倡合法使用科技媒体
Course Title
ISTE NETS*T
Topics Software Tools/hardware
LHDT525 Introduction to Learning Technology
I-A, II-B, III-A, III-C, IV-A, IV-B, V-C, VI-C
• Constructivist learning and technology
• Circle of learning • Mind tools • Presentation tools • Concept mapping • Data-driven decision-making • Professional portfolio
development • Database
PowerPoint, Excel, Inspiration/ Kidspiration, decision-making tools, Dashboard, NCREL Toolbelt, eFolio Minnesota, Blackboard
LHDT526 Web Site and Software Evaluation
II -A, II -C, II -E, III -A, III -C, III -D, IV-A, IV -B, IV-C, VI-A, VI -B
• Software evaluation • Web site evaluation • Web Design Principles • The Digital Mi llennium
Copyright Act of 1998 • Web site construction • Web resources collection and
management
NVU, educational software programs for each content area at primary and secondary levels, web-based authoring tools (QuizCenter, Rubric Star, Quia, DiscoverySchool, etc.)
LHDT527 Design and Development of Digital Media
II -A, III -A, V-C, V-D, VI-C, VI -D
• Digital camera/camcorder basics Video shooting techniques
• Non-linear editing • Video production • Digital video • Technology resources
EzediaQTI, Photoshop Element 3, iMovie, iPhoto, iTune, MovieMaker on XP
LHDT528 Integrating of Technology into the Classroom
I-B, II-A, IV -A, IV -B, IV-C, V-A, V-B, V-D, V-D, VI -D, VI-E
• Technology Integration Plan • Life-long learning plan • eFolio complation • Video-conferencing tools • Grant writing • Emerging technology • Synchronous and
asynchronous communication systems
• Professional community building
• Project review and revision
Advanced eFolio, DVD authoring, PDA, Whiteboard, TappedIn, Adobe Premiere, Internet Videoconferencing (IVC), iSight, iChatAV, NetMeeting, Instant Messenger (IM)
15
Theoretical Framework 理论架构
Adult learning theory (Knowels,1977; Cross, 1981)
Project-based learning (Bransford & Stein, 1993)
Collaborative learning (Johnson & Johnson, 1994)
Technology for social inclusive (Warschauer, 2002 )
Circle of Learning (Riel, 1997, 2002) Authentic assessment through e-folio
(Barrett, 2001)
16
Objectives of LT Program
Apply technology-enhanced instructional strategies to support diverse learners
Use technology to support learner-centered instruction
Utilize technology for effective assessment and evaluation
Enhance educators’ productivity and professional practice
Prepare leaders in educational change through innovative educational technologies
17
Key Program Features
Cooperative and group learning User-friendly course management
system, student email account and web page hosting
Evening and weekend classes at the state-of-the-art Minneapolis location or at an off-campus cohort program in your area
After-hours and weekend tech support Individualized electronic portfolio for
personal learning and teaching plan
18
Course Topics
Desktop publishing Presentation Tools Web development Digital media Database applications Video production Concept Mapping Information management Data-Driven Decision Making Tools (DDDM) Emerging technologies (Videoconferencing, DVD
authoring, etc.)
19
Capstone Seminar
One half-day seminar Showcase the best practices of
technology leadership and technology integration
Keynote speaker on effective technology integration
Concurrent sessions based on disciplines and grade levels
Educators networking and collaboration Stipends and accommodation for
participants
20
Individual Changes I
Confidence building Allowed me to broaden the
programs in which I use to teach my class... Afforded me with a higher comfort level in the programs I barely knew.
Problem-solving I am more willing to search out
solutions to problems using technology.
21
Individual Changes II
Curriculum Integration I have had my students create their own video
about a typical day in the third grade. We showed our "movie" on Grandparent's Day this past spring, The grandparents loved it and commented on how much they learned about their grandchild's school day.
Technology Readiness I have begun to have more ideas for lecture
aides generated with various programs. In the computer lab I have become a more efficient user of technology.
It has changed the way I look at a unit or lesson plan. I think how can I incorporate technology into my daily class
22
Individual Changes III
Instructional strategies This program has radically changed the way I will
teach in the classroom… Personally, the experience and confidence with technology I have gained through this class has opened so many doors for me.
Yes this training will change the way I teach in the classroom. I have learned some great applications and software programs that I can use with my students during the next year.
Yes, well it certainly will in the upcoming school year. I have already made plans to make a Power Point presentation for parents. And design a web page along with my teaching partner. I also plan to introduce my students to Power Point and to Inspiration for outlining research.
23
Institutional Changes I
Improved communication I communicate better and more
frequently with the member of my staff who were in my st thomas cohort this year. This makes my work environment a more pleasant experience.
In-service training I have been asked to give a
presentation about the Quia website to the other teachers next year as the school may provide the website to all teachers at school.
24
Institutional Changes II
Increased collaboration I have collaborated more with other
teachers in using technology in classroom curriculum.
My school has purchased a mobile laptop cart, and has MELTI cohort participants (three of us) helping other staff members to incorporate this new technology within their classrooms.
Yes. The collegiality between the other members of my school who are in the LT program has increased dramatically.
25
Institutional Changes III
Technology-enriched learning environment Yes, they are offering more
summer courses for classroom teachers. Our school wants to do what they can to help the teachers increase knowledge and comfort level working with technology.
Yes, the teachers that took this program along with myself are now integrating tech. into their curriculum starting with Kindergarten. They are now designing a cross curriculum between grade levels so that students will have prior knowledge that they can build on.
26
Quotes from Participants
I have a greater sense of ability. I am now open and excited for the opportunity to put what I have learned into practice.
I am using multiple quia pages for students/parents to connect to.
I have loved this cohort and the instructors have been great. I liked that it reinfused my teaching.
The topics have been very good so far. I find myself stimulated and excited about new ways to use the material with students.
When I compare my technology skills from fall to spring, I am very pleased with what I have learned. I have incorporated my new skills into the classroom in many ways
27
Suggestions
Provide sufficient laptops for participants to practice at home
Provide challenge tasks for advanced learners and not overwhelm the novice technology learners
More differentiated instruction
28
Student Video Project
http://www.stthomas.edu/education/candi/ltma.html
