Technology Training

Power Up!: Technology Integration

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Explore the power of digital technologies and resources for classroom use. Develop visible thinking routines to engage students, incorporate formative assessment strategies, investigate how simple changes to our pedagogy can create student-centered classrooms. These discoveries will be approached with authentic, hands-on activities. Infuse technology to support your curriculum and instruction for effective and fun learning opportunities.

Agenda

  1. Visible Thinking Routines (Ritchhart, 2011) through Reading
  2. Formative Assessments
  3. Connection to Teaching

Visible Thinking Routines

Routine #1

Visible Thinking Strategy: Here Now / There Then

Purpose: The routine encourages students to consider past perspectives and develop a better understanding of how thinking changes over time and across cultures. It helps students acknowledge that we have strong stances regarding controversial issues, and that our stances are influenced by social and historical context. It is also helps to uncover stereotypical perceptions as well as ethnocentric and presentist judgments.

Read the article and think about the following themes as you do.


  • Think about the present state of assessments. How are you affected by assessments? Do you agree/disagree with them?
  • Think about how this issue, assessments in education, was in the past. What were the values held on them? What were the judgements or opinions about them?
  • Reflect on the 2 perspectives. How have things changed? Why did people in the past not think the way we do today? Which way is better? Why did the shift occur? Was it necessary?


Proceed to Padlet for this activity.

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Strategy #2

Visible Thinking Strategy: Connect-Extend-Challenge


CONNECT: How are the ideas and information presented CONNECTED to what you already knew?

EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?

CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

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Using Prism is easy. To the right are 3 colors with attached facets or idea you must find in the article. Click on the color circle to change colors. As you read, highlight information that is relevant to you based on the facets. You may erase any highlights if you need to by selecting the eraser button.


When you finish, click on 'save highlights' for your responses to be populated with the others.

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Strategy #3

Visible Thinking Strategy: Headlines

Purpose: This routine helps students capture the core or heart of the matter being studied or discussed. It also can involve them in summing things up and coming to some tentative conclusions.


This routine draws on the idea of newspaper-type headlines as a vehicle for summing up and capturing the essence of an event, idea, concept, topic, etc. The routine asks one core question:

1. If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?


A second question involves probing how students' ideas of what is most important and central to the topic being explored have changed over time:

2. How has your headline changed based on today's discussion? How does it differ from what you would have said yesterday?

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Think about the questions above. Now you are going to apply the headlines routine to your personal experience.


Think about the following as you gather your thoughts.

  • If you were to create a motto for what you have learned about teaching/education now that captured the most important aspect that should be remembered what would that headline be?

  • How has your motto changed based on your experience over your years teaching? How does it differ from what you would have said (2-5 or 10 years ago--pick the one that is furthest back from now if you were teaching or even thinking about teaching then).

You will create a headline for your teaching experience from then and now. You can create a newspaper article or video. You have 3 options to complete this activity. Fodey, PosterMyWall, or TouchCast.


Save your Fodey headline or poster by right clicking and selecting save as image. Save your TouchCast video. Upload your work into the Padlet wall below.


Continue to new Padlet to upload your activity.

Sensational Extra apps

Formative Assessments

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Teacher App

Activity

Topic: Changing Pedagogy

Choose 1 article or video below ( or all) and read/watch it. As you read or reread, consider the questions from above... how does this connect to what I know? What new information did I learn? What am I still struggling with?
Why Thinking matters in schools
Once you read/watched and reflected, you can share with your group or neighbor. Have a discussion on these ideas.


Choose 1 app from below to create a product that reflects your connection, extension, and challenging positions.


When you finish your product, save it and upload (or share link) to our Edmodo group feed. Login to Edmodo and click on Gallego Teachers group on the left side.

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Kahoot delivers game-based learning. Easy to check for understanding routinely. It is fun for kids.

The teacher uses the webpage to create a free account and set up questions. Students use the student webpage to enter a code given by the teacher. Students participate in quiz that is controlled by teacher.

Teacher Link

Student link

Making Connections

research

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Alan November: "21st Century Learning -- a Deep Dive into the Future of Education"

* Start at 15:20

Reflect on past year & look to future

One last activity,

Think about the past year and the information you have learned thus far.


  • You will reflect on the past and think about 1 lesson that can be changed to include technology equipment,
  • Create the lesson and a sample product using any of the app.


When you have complete this, post your lesson and product on the Office OneNote notebook I shared. I will you these to visit your classroons.

Resources

Technology Teachers Standards

Standard 1

1.3s: select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency; and

1.5s: use technology terminology appropriate to the task.

1.18s: demonstrate knowledge of the imprtance of technology to future careers, lifelong learning, and daily living for individuals of all ages.


Standard 3

3.15s: integrate acquired technology applications, skills, and strategies and use of

the word processor, database, spreadsheet, telecommunications, draw, paint,

and utility programs into the foundation and enrichment curricula;

3.16s: design and implement procedures to track trends, set time lines, and review/

evaluate progress for continual improvement in process and product; and


Standard 4

4.6s publish information in a variety of ways, including, but not limited to, printed

copy, monitor displays, Internet documents, and video;

4.7s design and create interdisciplinary multimedia presentations that include

audio, video, text, and graphics for defined audiences;

4.12s evaluate products for relevance to the assignment or task.


Standard 5

5.1s plan applications-based technology lessons using a range of instructional

strategies for individuals and small/whole groups;

5.3s plan, select, and implement instruction that allows students to use technology

applications in problem-solving and decision-making situations;

5.4s develop and implement, using technology applications, tasks that emphasize

collaboration and teamwork among members of a structured group or project

team;

5.8s follow guidelines for the legal and ethical use of technology resources;

5.14s evaluate appropriately students’ projects and portfolios using formal and

informal assessment methods;


http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147484175&libID=2147484174