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Transcript of TEACH 21
Technology should be utilized for advanced, interactive instructional activities Technology Use for Instruction Student Learning Outcomes Increased engagement
Increasing 21st century skills
Greater gains on NC Computer Skills Test
Higher value-added effects for English I EOC (Corn, Argueta, Cohen, Corbell, Halstead, Hess, Huff, Oliver, Patel, Stahope, & Tingen, 2009) Why do we think it will work?
How will research inform implementation?
How will we know if it does? Proposed Evaluation Model Questions Coverage Vs. Capacity Technology is helping to lower many of the barriers students with disabilities face. •Equipment which provides flexibility in the positioning of monitors, keyboards, documentation, and tabletops
•Individuals who have use of one finger, or have access to a mouth or head stick or some other pointing device, can control the computer by pressing keys with the pointing device.
•Speech recognition systems allow users to control computers by speaking words and letters. Some systems are “trained” to recognize specific voices.
•Special equipment for individuals who are visually impaired can modify display or printer output. A specific learning disability is in most situations a “hidden disability.” Because there are no outward signs of a disability such as a white cane or wheelchair, people with a LD are often neglected when considering technology. Students with learning disabilities can benefit from mainstream and specialized hardware and software to operate a computer and further their academic and career goals. •A person with Dyslexia can benefit from regularly using built-in word processor features such as: spell checking, grammar checking, font size and color changes
•Concept mapping software allows for visual representation of ideas and concepts. http://sharing.theflip.com/session/cdb350d47577d7cf10137d3c15692c13/video/13018446 http://sharing.theflip.com/session/ec7ed69900c3ddc6a0a4610710a07860/video/13017688 (Learning Management System (LMS) ) 1.An LMS provides an environment for secure, convenient and efficient teacher facilitating and collaborative student learning while providing rapid teacher feedback and readily accessible student status to parents. 3. The LMS will provide a uniform and transparent learning environment for teachers, students and administrators. 2.The capabilities necessary for the startup and management of an effective “Digital Conversion” initiative will include:
•Email in a monitored and protected environment
•File/document/media storage and sharing
•Online classrooms allowing “Anywhere Anytime Learning”
•‘Calendars’ for scheduling
•Grade Management and Posting
•Collaborative learning Environment
•Parental interface for student status, progress and goals as well as teacher communication
•Mobile Device Learning to utilize ‘smart’ devices
•Creation and retention of student portfolios
•Web site creation and management
•Blogs for the posting of information, ideas and comments
•Professional Learning Community (PLC) Support for teachers
•Platform independent We need a wireless infrastructure that delivers the most coverage, bandwidth, and user density. From connecting to the Internet and e-mail, to delivering online homework assignments, to providing collaboration tools in classrooms, WLAN access enables all stakeholders in the school system to benefit. Without a wireless network that can allow devices to connect to the Internet quickly and easily, attempts to incorporate mobile devices into classrooms will be fruitless. http://maps.google.com/maps/ms?ie=UTF8&hl=en&t=p&msa=0&msid=110595672552177077724.0004691a13ef37050e14e&source=embed&ll=34.288992,-80.881348&spn=10.393436,9.206543&z=6 Thinking Big
Thinking Ahead A vision for education . . .
a world in which all learners are empowered to discover their own
special genius How to pay for this investment . . . •Business partnerships for initial seed money
•Current technology $$$ from County Commissioners
•Ask for additional increase in capital operating from Commissioners •QSCB for infrastructure