Strategies for Integrating Instructional Technology into the Classroom: Best Practices for PreK-12 Educators

__________________________________________________________________________________________Dr. Sara Rutledge, Associate Professor of Education, Mount Aloysius College

2012 Student Pennsylvania State Education Association Conference and ConventionThe Penn Stater Conference Center, Penn State University, State College, PA

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I. IntroductionII. Case StudiesIII. Communication

A. Synchronous Communication1. Virtual Conferencing and Skype2. Example- Elluminate Live!3. Chats on Blackboard, Moodle, Desire2Learn, Online4. iPhone Face Time

B. Asynchronous Communication1. Email2. Discussion Boards on Blackboard, Moodle, Desire2Learn, online 3. Blogs4. Teacher Web Pages5. Classroom Newsletters

C. Social Networks1. Facebook2. Linked In3. Twitter4. Social Calendar

IV. CollaborationA. Google (Mail, Sites, Docs, Videos, Groups)B. WikisC. Virtual RealityD. Video Conferencing/Skype

V. ContentA. Sharing Content: Interactive WhiteboardsB. Microsoft Office- Word, PowerPoint, Publisher, ExcelC. Google Application- Google DocsD. Textbook/Publisher WebsitesE. YouTube and TeacherTubeF. Library Video DatabasesG. SimulationsH. Educational Software (KidPix, Oregon Trail, I. Podcasts and iTunes (Pod (iPod + broadcast=Podcast)J. WebQuestsK. Web Resources/Sites

L. E-zinesM. PandoraN. iTunes to share musicO. CBI- Computer Based Instruction P. Scanner and Document CamerasQ. Virtual Field TripsR. Using Digital Cameras and Digital VideoS. Webinars for Professional DevelopmentT. Google MapsU. Video Case StudiesV. Inspiration, Kidspiration, and Inspire DataW. Google Earth X. Resources for English Language Learners

VI. Organization and Course ManagementA. Blackboard/Moogle/D2L Features- Gradebook, Email Students, Posting of

Content, Announcements, Blogs, Asynchronous Discussion Board, Synchronous Chat, Wikis, Journals, Glossary, Calendar, Dropbox, Document Sharing, Quiz, Test and Survey Options, etc.

B. SlideshareC. FlickrD. DeliciousE. General Organization- On-Line calendars, School District Network Drives, and

File AccessVII. Assessment

A. Electronic Portfolios: Chalk and WireB. Clickers in the Classroom: Classroom/Student Response SystemsC. Rubrics: http://rubistar.4teachers.orgD. Course Management System Test ManagerE. Preparation for the PSSA and Keystone Exams: Study Island, etc.

VIII. Future Directions/Trends Affecting Education A. iPads/iPods in EducationB. E-TextbooksC. E-Portfolios for Teacher TenureD. E-Portfolios that follow students E. Social NetworkingF. User-Created ContentG. Mobile Phones/Cell Phone Use in the Classroom H. Virtual WorldsI. Educational GamingJ. AvatarsK. New Scholarship- Forms of PublishingL. Cloud Computing: Is Your Stuff in the Cloud Yet?

IX. Assistive Technology for Students with ExceptionalitiesA. iPad

B. Alternative KeyboardsC. TrackballsD. JoysticksE. TouchpadsF. TouchscreensG. Foot MiceH. Optical Pointing DeviseI. Microphone with Speech RecognitionJ. SwitchesK. ScannersL. Braille Embossers and DisplaysM. Text-to-Speech SoftwareN. Speech-to-Text SoftwareO. Eye TrackerP. Screen MagnifiersQ. Screen ReadersR. Telecommunication Devises for the DeafS. Spell and Grammar CheckT. FM SystemsU. So Much More!!

X. ResourcesA. State OrganizationsB. National OrganizationsC. International OrganizationsD. StandardsE. Helpful Web Sites

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Creating a Classroom Web Page

You are a classroom teacher who wants to create a web site that your students and their parents/guardians can access from home. How do you get started? What resources are available to you? How can you make it helpful to the students in your class and their parents/guardians? What should you include on the web site? What if you have a student without internet access? Here are some ideas to get you started.

Links to Helpful Websites for Parents Daily ScheduleSpecial ClassesContact Information (name, email address, best times to reach, school phone and extension, fax number, name of school)Links to Helpful Web Sites for Students Homework HelpWebQuestLink back to district pageUpcoming Events (field trips, assembly, sporting events, presentations)

Breakfast/Lunch MenuGrade Access- parents can sign inLesson Plans/Themes/Unit/Curriculum Web- InspirationImportant Dates (test dates)Virtual Classroom Tour (digital photos classroom)Photos of children’s art work or special projects, showcase writingPhotos and video of field tripsSpelling ListsTeacher ProfileForms (permission slips, homework worksheets)Classroom Rules/ProceduresArea for chatting/bloggingCalendar of important dates- district calendar, class calendar, dates of back to schoolnight, P/T conferencesGeneral objectives for the yearLink to school cancellation pageBook lists/Summer Book Lists/Additional readingStandards (state and national)Homework list of the eveningSchool supply listStudy GuidesPSSA Prep (sleep, breakfast)Student of the WeekInformation on school science fair, school geography beeVolunteer sign-upLinks to clearancesGeneral yearly curriculum/curriculum web

What are Electronic Portfolios?

What is a Professional Portfolio?

Professional portfolios are documentation tools that capture critical moments in a professional’s growth. They might be described as purposeful compilations of and reflections on a professional’s work, effort, and progress in the field.

What is a Teaching Portfolio?

A teaching portfolio is a special type of presentation portfolio that demonstrates the professional competence of anyone who engages in the act of teaching. Traditionally a teaching portfolio contains a variety of materials or artifacts from teaching including curricular units, assessment procedures, records of academic work, teaching evaluations and the like. More specifically, these artifacts are pieces or collections of evidence that, taken together, help to demonstrate attainment of a standard, principle, or goal. Each artifact includes a rationale which are reflective narratives about the authentic evidence (artifacts) that provide insight into what the educator learned as well as information about the educational context.

Why Create Teaching Portfolios?

Teaching portfolios have been increasing in importance since the early 1990’s. Some of the reasons for creating a teaching portfolio include: (1) various professional groups concerned with teacher quality have promoted teaching portfolios as an authentic means for demonstrating the many facets of a teacher’s professionalism, (2) they are an excellent method of illustrating a teacher’s attainment of certain professional standards and for enhancing the job search and interview process, and (3) the personal and professional benefit gained from the processes that occur when creating the portfolio such as developing new knowledge and skills (e.g., related to web page authoring and multimedia) or charting future professional growth.

What are Digital or Electronic Teaching Portfolios?

Digital teaching portfolios, sometimes referred to as multimedia portfolios, electronic portfolios, e- folios and web folios contain much of the content traditional teaching portfolios include but present these professional materials in digital format. Professional materials, also called artifacts, are presented using a combination of multimedia technologies such as audio recordings, database, spreadsheet, video and others.

What Should I Include in My Portfolio?

Items that might be used in a teaching portfolio include: table of contents, resume or CV (curriculum vitae), goals and philosophy statement, rationale for inclusion of the "artifacts" you have selected, sample unit & lesson plans created, method of showing standards which have been addressed, pictures/video/audio of your teaching, student work samples & project products, sample tests or alternative assessments created, grants, awards or other forms of recognition received, case studies of specific teaching challenges solved, screenshots of websites you or your students designed, evaluations by your supervisor, student evaluation data, aggregated test scores for your classes, or achievement data, transcripts & teaching certificates, news clippings, or other media coverage about you or your class, and/or evidence of community service or volunteer work. Other examples include:

Action research projectsAnecdotal records of student progressAssessment instruments including tests and rubricsAwards, grants, honorsBehavior management plans and contractsCase studiesClassroom management planClassroom observationsClassroom rulesCourse websiteDaily scheduleDescription of learning environmentDescription of workshops, graduate courses, training, for credit courses taken and implementation of that new knowledgeEducational philosophy statementEvaluations of student workEvidence of communication with parents (such as newsletters and telephone

logs)Examples of differentiated instruction or adaptations for students with special needsExamples of students using technologyField trip plansGoals (short-and long-term)Individual educational plans (IEP) for studentsJournal entriesLesson plansLetters to and from students/parentsList of websites that are influential in growth and developmentLong-term plans or themes for the yearMemosMission statementNewslettersObservations by others (peers, principal)Parent-teacher conferences (notes, questions)PhotographsPhotos (with captions) and video clips of class activitiesProfessional development planProfessional development records (evaluations and awards)Record of books readReferences or recommendationsReflective statements/personal reflectionsResearch papersResumeRubricsSeating chartSpecial skills or knowledge (e.g., use of software)Student evaluation plansStudent journal entriesStudent portfoliosStudent work samplesTeacher developed materials, including student handoutsTeaching evaluationsTranscriptsUnitsWebquests created by applicant

What About the Reflections?

Currently, researchers are looking at the value of critical reflection for both new and experienced teachers and are examining how reflection affects the teaching and learning process. Brubacher, Case, & Reagan (1994) state that “becoming reflective involves an active commitment to going beyond routine behaviors and patterns. It’s an ongoing commitment to growth, change and improvement”. There are three main levels of reflection (1) Level I: Technical Level- Focus on refining teaching strategies, (2) Level II: Contextual Level- Focus on relationship between problematic situation and actions, and Level III: Critical Level- Focus on commitment to social justice concerns.

What are the Advantages of Digital Teaching Portfolios?

1. Accessibility: Portfolios in digital format can be easily and inexpensively reproduced therefore materials can be made available to a wider audience e.g., burning onto CD-ROMCan be accessible from multiple locations and by many individuals simultaneously e.g., on the WWW

2. Portability: Easier to transport than hard copy versions.3. Creativity: New non-linear formats and the integration of various

media types allow teachers many ways to creatively express their professional knowledge and skills.

4. Technology: Digital teaching portfolios are one of the best ways for teachers to communicate their knowledge and expertise related to their professional use and instructionalintegration of technology into their teachingTeachers can demonstrate proof of their technical skills while also displaying their ability to apply technology in the creation of multimedia presentations, softwareprograms and the like

5. Self-confidence: Building technology skills and fostering self-confidence in their own professional abilities.

6. Community: Sharing ideas and resources.