online and on time: supporting technology implementation for all students
DESCRIPTION
Online and On Time: Supporting Technology Implementation for All Students. NYSSBA Convention October 17, 2008. As a result of this presentation, participants will be able to: Learn about online tools Facilitate collaborative instructional technology planning for diverse learners - PowerPoint PPT PresentationTRANSCRIPT
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Online and On Time:Supporting Technology Implementation
for All Students
NYSSBA ConventionOctober 17, 2008
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As a result of this presentation, participants will be able to: Learn about online tools Facilitate collaborative instructional technology planning for diverse learners Generate resources supporting technology implementation
Learning Objectives
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Introduction to Collaborative Planning Tool-EdTech Locator
Collaborative Planning Introduction to Tech Matrix Introduction to online course,
“Differentiating Instruction”
Agenda
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Wonder Why You Feel Like This?
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Time of transition Challenging times Individualized instruction Transformation Differentiated instruction Regulations Power of technology Digital materials/curriculum Online learning Disruptive innovation Trusted content Student centered delivery model 21 Century skills Broadband Professional development/learning communities
Key Words From Today
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“Most educational technology experts agree that
technology should be integrated, not as a
separate subject or as a once-in-a-while project,
but as a tool to promote and extend student
learning on a daily basis.”
- EducationWorld.com
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Technology… Improves student achievement
Improves school efficiency and productivity
Helps teachers meet professional requirements
Improves learning skills
Helps schools meet ALL students’ needs
Promotes equity and access in education
Improves workforce skills
EdTechActionNetwork
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Challenges of Implementation
Lack of comfort using technology for teaching and learning
Use of technology is teacher-centered not student-centered
Not enough professional development on integrating technology
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What does all this mean for you?
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Achieving Objectives,
On-line and On-time:
Learning from Hertz
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Neverlost by Hertz
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• The First Challenge: Getting you to your objective on time.
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Finding your location
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Setting your Objective
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Setting your Objective
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Choosing a Route
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Choosing a Route
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• The First Challenge: Getting you to your destination (objective) on time.
• The Second Challenge: Getting everyone to their destination on time.
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• The First Challenge: Getting you to your destination (objective) on time.
• The Second Challenge: Getting everyone to their destination on time.
• Diversity in starting points
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• The First Challenge: Getting you to your destination (objective) on time.
• The Second Challenge: Getting everyone to their destination on time.
• Diversity in starting points• Diversity in preferences
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• The First Challenge: Getting you to your destination (objective) on time.
• The Second Challenge: Getting everyone to their destination on time.
• Diversity in starting points• Diversity in preferences• Diversity in abilities and disabilities
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Hertz’ Solution:
Challenge One: Using the power of on-line technology to reach objectives
Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them
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Universal Design for Learning
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Basic principles from:Cognitive NeuroscienceBloom’s Educational
TaxonomyVygostky’s Learning
Theory
Universal Design for Learning
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1) Use multiple means for representation
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2) Use multiple means for action and expression
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3) Use multiple means for engagement
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Meeting the challenge of Diversity
Differentiation and UDL
Differentiation in how information is presented
Differentiation in how knowledge is expressed
Differentiation in how user is engaged.
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Multiple Means of Representation
1) Provide Options for Perception
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Multiple Means of RepresentationProvide options for Perception
Provide options for language and symbols
Alternatives for Text
Alternatives for English
Alternatives for Language
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Multiple Means of Representation
Provide options for perception
Provide options for language and symbols
Provide options for cognition
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Multiple Means of Action and Expression
Motor Options
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Multiple Means of Action and Expression
Motor Options
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Multiple Means of Action and Expression
Motor Options
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Multiple Means of Action and Expression
Motor Options
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Multiple Means of Action and Expression
Motor Options
Skill Options
Options in Media
Options in Tools
Options in Scaffolds
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Multiple Means of Action and Expression
Options in Scaffolds
Models and Demos
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Multiple Means of Action and Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
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Multiple Means of Action and Expression
Embedded prompts and guides.
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Multiple Means of Action and Expression
Options in Scaffolds
Models and Demos
Breaking into smaller steps
Immediate Feedback
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Multiple Means of Engagment
Options for recruiting interest
Options for sustaining effort and engagement
Options for developing self-regulation
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Multiple Means of Engagement
You’ve Arrived!!!
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How does Neverlost do Assessment?
• Progress monitoring• Summative Assessment
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• The First Challenge: Getting you to your destination (objective) on time.
• The Second Challenge: Getting everyone to their destination on time.
• The Third Challenge: Education not route finding.
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The difference between a curriculum and Neverlost
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The difference between a curriculum and Neverlost
Best route for learning history
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The difference between a curriculum and Neverlost
Best route for learning history
Best route for learning math
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EdTech Locator: Setting a Team Vision Teachers and Related Service
ProvidersAdministrators Technology Coordinators Professional Development
Coordinators
Early Tech Implementation
Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators.
The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.
Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to-computer ratio of 10-1 and limited access to assistive technology tools.
Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators.
Developing / Advanced Tech Implementation
Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e-newsletters are used to convey information to parents.
The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines.
Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available.
Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators.
Target Tech Implementation
Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents
The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines.
Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity.
Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students.
Adapted from Massachusetts and Texas STaR Chart Initiatives
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Service Area #3Evaluation and Scaling-up support
Synthesize data
Create scaling
-
Developevaluation
models
Synthesize data across
sites
Create scaling-upsupport
networks
p. 2-11
Adapted from Massachusetts and Texas STaR Chart Initiatives
Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students.
Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity.
Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines.
Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.
Target Tech Implementation
Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators.
Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity.
Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines.
Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents.
Developing / Advanced Tech Implementation
Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators.
Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines.
Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators.
Professional Development Coordinators
Technology CoordinatorsAdministratorsTeachers and Related Service Providers
CITEd EdTech Locator SUMMARY CHART
Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools.
Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators.
Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines.
Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.
Early Tech Implementation
SA 3.4.1-5
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Case StoryYankees Elementary School
935 students9 math teachersNewly renovated and
technology-rich school• Multiple computers and
internet access in each classroom
• Small technology staff
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Case Story cont.Teachers
meet monthly to discuss math-related topics for regular and special education students.
know that technology is available, but never have time to learn how to use it.
Administrators adamantly support technology usage to accommodate
all students.are afraid that teachers don’t use technology to its
fullest potential.
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Summary Chart Teachers and Related Service
ProvidersAdministrators Technology Coordinators Professional Development
Coordinators
Early Tech Implementation
Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators.
The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c
Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to-computer ratio of 10-1 and limited access to assistive technology tools.
Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators.
Developing / Advanced Tech Implementation
Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e-newsletters are used to convey information to parents.
The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines.
Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available.
Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators.
Target Tech Implementation
Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents
The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines.
Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity.
Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students.
Adapted from Massachusetts and Texas STaR Chart Initiatives
Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. The use of technology is substantially different for general and special educators.
The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered.
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Case Story cont.Tech Coordinator
leads a small tech staff that focuses on solving basic network connection issues.
Rarely procures technology with consideration for universal design principles.
PD Coordinator holds information sessions in which the technology
resources in the school are listed.does not link technology to instructional goals or
student needs.
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Summary Chart Teachers and Related Service
ProvidersAdministrators Technology Coordinators Professional Development
Coordinators
Early Tech Implementation
Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators.
The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c
Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to-computer ratio of 10-1 and limited access to assistive technology tools.
Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators.
Developing / Advanced Tech Implementation
Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e-newsletters are used to convey information to parents.
The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines.
Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available.
Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators.
Target Tech Implementation
Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents
The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines.
Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity.
Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students.
Adapted from Massachusetts and Texas STaR Chart Initiatives
Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate.
Universal design and access issues are considered for a limited number of computers. Internet connectivity is available in most or all classrooms.
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Group Activity – Where are you now? Where do you want to go?
Each person at a table fills out an assessment
Add up scores to determine your place on the EdTech Locator
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Sustainability
Exploration
Installation
Initial implementation
Full implementation
Innovation
Implementation Stages
(NIRN, 2005)
Requires a team approach and effort
Can take 2 – 6 years
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Implementation is not
Diffusion/dissemination of information alone
Training by itself
Delivering an edict
Following the money
Keeping the same roles and functions
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Factors that can make or break an initiative:• Professional development • Leadership• Organization and school structure• Resources and support
Plan to balance a weakness in one area by intensifying efforts in another to contribute to success and stability.
Supporting Implementation
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Center for Implementing Technology in Education (CITEd)
Works with state and local education agencies to develop systems to integrate instructional technology to meet the needs of all students
Provides support through innovative online professional development, research, technical assistance (TA), and extensive web-based resources, tools
www.cited.org
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Finding Reading, Math and Writing Technology Tools
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TechMatrix
The TechMatrix is a powerful tool
for finding assistive and learning
technology products for students
with special needs.
For more information: http://www.techmatrix.org
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The TechMatrix Allows You to Search by Subject and Learning Support
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Second grade inclusive classroomSeveral students need additional practice
with basic math factsNeed software that saves data on students
Class Profile Scenario
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Finding the Right Math Software
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Choose Subject: Math
Choose Learning Support: Provide Practice and reinforcement activities
Search and Find
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Compare Products
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Compare by Sub-Feature
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Compare by Grade Level Range
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View Customized List
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Compare – Review Products
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Find Research
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Compare Products
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Review available productsUse hide feature to only view products of
interestView products side by side for quick
overviewSelect tools of interest for more in-depth
look at features, price, publisher, etc.
Compare Products
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Save and Share
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Save and Share
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http://www.techmatrix.org/resources/consumerguide.pdf
Consumer Guide for School Administrators and Ed Tech
Vendors
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Elements of the Consumer Guide
Implementation HelpImplementation Getting StartedImplementation Questions to Ask Vendors
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Using the Consumer Guide: Implementation Help!
• Selecting the right products for classroom integration can be difficult
• Additionally, staff need to be trained each time new technologies are introduced
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Using the Consumer Guide: Implementation Getting Started
• Contact LEA assistive technology (AT) resource center for guidance.• Contact LEA curriculum department for a list of technology products that address state and agency standards.• Request training from your LEA AT resource center to help teachers use devices and integrate them into the existing curriculum.
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Using the Consumer Guide: Implementation Questions to Ask Vendors
• type(s) of training offered • type(s) of support • technical assistance
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Back to our case story…
What route is Yankees Elementary School going to take?
TeachersAdministratorsTech CoordinatorsPD Coordinators
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Group Activity – What route are you taking?
Fill out destination roadmapDiscuss priorities with tableDiscuss how you are going to get there
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CITEd’s Online Course:
Differentiating Instruction through Technology
http://airlearning.org
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See the CITEd Toolkit Online at http://airlearning.org
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1. Go to http://airlearning.org2. Click on “CITEd Online Courses”
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Login as a guest
Create new account
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Differentiating Instruction
By differentiating instruction, we mean the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Teachers can do this most effectively by using a range of technology tools to engage learners at varying levels of readiness in multiple ways and by offering students options for demonstrating their understanding and mastery of the material.
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Dimensions of DI
Three teacher-dependent dimensions(1) Content, (2) Process, (3) Products
Three student-dependent dimensions(1) Interest, (2) Profile, and (3) Readiness
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Teacher-dependent ways to differentiate
By Content
Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, tape-recorded materials, etc.
By Process
Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc.
By Products
Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations
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Student-dependent ways to differentiate
By Interests
Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement
By Profile Consideration of gender, culture, learning styles, strengths, and weaknesses
By Readiness
Identification of background knowledge/gaps in learning, options in amount of direct instruction, options in amount of practice, options in pace of instruction, options in complexity activities, options in level of analysis/exploration of a topic
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Key Practices
• Embrace student differences
• Use assessment data to guide instruction
• Use choice to engage and motivate
• Offer flexible groupings
• Expect a variety of products to demonstrate learning
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Embrace Student Differences
Provide assistive and accessible toolsEncourage students to create customized
tools
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Technology Resources
Backpack Make pages with to-do lists, notes, files, and images. Also features a Calendar and Reminders that can be sent via email or to your cell phone at predefined times. http://www.backpackit.com
UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up. Select your book to get started!
BookBuilder allows you to create engaging digital books with embedded, customizable strategic hints that build reading skills for students. See also the growing library of books created and shared.
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UDL Editions
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TextHelp Toolbar
Levels of support
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Summary
Activate backgroun
d knowledge
List of characters
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Prompts
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“Show button”
Coaches
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Vocab support
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Literary devices
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Author’s Craft
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BookBuilder Home
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Create a Book Builder Account
• Its Free !
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Book Components
Text Images
“Coach” support
Multimedia
Glossary
Embedded
Sound
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The UDL CoachesPedro engages the
affective and strategic networks
by prompting readers to actively
think about the text
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The UDL Coaches Halli engages the strategic network by
providing hints
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The UDL Coaches
Monty engages the recognition network
by offering models of expert strategy use and think-alouds
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Use Assessment Data to Guide Instruction
Employ progress monitoring and diagnostic tools
Facilitate students in tracking their own progress
Interpret data to guide your future instruction
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Technology ResourcesNational Center on Student Progress Monitoring provides you with information on progress monitoring tools to track and to chart student progress over time. See the list of reviewed tools at http://www.studentprogress.org/
Online Grading Allows teachers to create online grade, attendance, or assignment books. Parents and students can see grades online, homework calendars, and progress reports. Free! http://www.engrade.com
Graphing Let the students do the tracking! Teach young children how at http://nces.ed.gov/nceskids/createagraph/
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Use Choice to Engage and Motivate
Provide an array of tools that captivate students’ interest
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Technology ResourcesPodcasts Search from among thousands of podcasts at the
Apple store. Browse by category, review descriptive summaries, and read ratings and reviews.http://www.apple.com/itunes/store/podcasts.html
Webcams “National Geographic: WildCam Africa” gives your students an up-close look at wildlife gathering at Pete’s Pond in Botswana.www.nationalgeographic.com/ngm/
Gain access to Discovery Education’s rich collection of more than 50,000 video segments from among 5,000 full-length educational videos from Discovery School and other award-winning producers. http://www.unitedstreaming.com/index.cfm
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Offer Flexible GroupingsMix whole class orientations with small
group and peer tasksCollaborate with groupings outside of the
classroom
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Technology ResourcesOnline projects Rock Our World is a site for music making with global
collaborations that also involve families. http://www.rockourworld.org/
Online projects Post a book review teaser and find a pen pal at Reading Pen Pals.http://www.readingpenpals.com/index.php
Virtual field trips Take your students on Virtual Field Trips from NASA, Discovery and the Weather Channel will give your students unique experiences.http://www.ciconline.org/windward
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Expect a Variety of Products
Utilize tools that allow students to express their creativity
Encourage interaction and participation
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Technology ResourcesBlogs & wikis Blogger
Learn what a blog is and how to create your own in three easy steps at www.blogger.com.pbwikiGet an ad-free wiki started with pre-made templates, free videos, and lots of help. http://pbwiki.com/
Presentation software
Add voice to presentations, pictures, or text with VoiceThread. www.voicethread.com
Use digital stories to motivate students to share their stories in a unique and creative way. Digital stories can be used as alternatives for projects, summaries, and presentations. http://www.storycenter.org/
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Back to our case story…
What is Yankees Elementary School’s next step?
TeachersAdministratorsTech CoordinatorsPD Coordinators
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Group Activity – What is your next step?
Identify two next steps to take to get you closer to your destination.
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Keys to Technology Implementation
Team of champions Coordinated vision and policy Commitment to including all students Alignment to other mandates and initiatives Ongoing professional development Selected stream of resources and strategies Just in time technical assistance (TA)
Resources per Roles and ResponsibilitiesCustomizable interface at My CenterEdTech Locatorwww.TechMatrix.org
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Distance Technical Assistance at www.cited.org Learn Center: Features more than 700 resources
tailored for teachers, administrators, technology coordinators, and PD coordinators
Act Center: Features the EdTech Locator and 9 PD programs and models from our partners
Research Center: Features more than 20 Research in Brief articles on 5 different topics and 5 research publications
My Center: Allows registered users to bookmark resources and build custom toolkits for colleagues