Assignment+3,+Part+1

U.S. Dept. of Education [] An important part of planning for technology is determining allocation of funds. Plans for how monies are spent, and justification for spending, are key to a successful technology program in K12 schools. We will read the U.S. Dept of Education Report on the success and shortfalls of technology programs in schools across the U.S.

Part 1. In your small group, read through the Table of Contents (stop with the Table of Content; do not read the report yet.) As a group, generate 5 to 6 questions that you think are important and could be answered in this report. Here’s how: Each person might submit 1 question to be answered in the contents of this report. After all your questions have been identified, begin searching for answers. Find the answer to your question in the report. Come together as a group to read answers from each group member. The 6th or the 7th person in your group will compile all the answers and submit an initial report based on your questions. Here is an example of how to title it: Group1_questions_report

Who wants to submit our initial report: Marsha will be glad to. I will be glad to do so. Can we all post by midnight on Thursday, September 30th? If not, please let us know. Marsha Note: I think the group decided on Saturday, Oct. 2nd for the first post.

Try to have your answer posted by Tuesday, October 5th. Marsha has volunteered to submit this report.
 * Name: || Your Question: || Your Answer: ||
 * Marsha Erskine || Has there been substantial growth in the "Integration of Technology Into Instruction" by classroom teachers? || Integration of technology in schools, varies greatly from state to state, district to district, school to school, and teacher to teacher. By the 2005-2006 school year, only four states reported that they had achieved full integration of technology in schools. More than half the states reported that they had no available data on the curriculum integration of their schools.

Teachers surveyed reported some gains, however. Teachers were more likely to use the computer and Internet over the two year period, showing the most growth in the area of developing curricula or assignments in reading, math, or other subjects.

Two alarming findings were that teachers rarely adapted instructional activities to meet students' individual needs, and the surveys indicated little change in the amount of time that students use technology for learning. ||
 * Matt Tomala || Does the teacher technology literacy standards, match with the student technology standards, or are teachers expected to know more than the students? || Most states teacher standards focus on having teachers use technology not be proficient using the technology the way students are asked to use it. Teacher may not have to be proficient using technology the way students are.

Most state standards for teachers covered topics related to the use of computers for: basic operations and concepts; planning and designing learning environments and experiences; teaching, learning and the curriculum; assessment and evaluation; productivity and professional practice; and social, ethical and human issues related to technology. This consistency in standards across states probably results from the fact that many states modeled their standards on the professional standards developed by ISTE. These technology standards identify the knowledge and skills that teachers need to be able to use technology effectively for instruction, and a well-aligned system includes supports and opportunities for professional development around topics covered in the standards. Over time, one would expect increasing numbers of teachers to meet technology standards through participation in technology-related professional development and related changes in teacher practice. However, only 27 states (52 percent) had minimum technology competency standards for teachers in 2006–07. The definitions and measurement of teachers’ technology competency varied greatly. Percentage ranged from 8 percent to 100 percent.

Topic ISTE-Recommended Teacher Standards

Basic operations and concepts • demonstrate introductory knowledge, skills, and understanding of concepts related to technology. • demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Planning and designing learning environments and experiences • design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. • apply current research on teaching and learning with technology when planning learning environments and experiences. • identify and locate technology resources and evaluate them for accuracy and suitability. • plan for the management of technology resources within the context of learning activities. • plan strategies to manage student learning in a technology-enhanced environment. Teaching, learning and the curriculum • facilitate technology-enhanced experiences that address content standards and student technology standards. • use technology to support learner-centered strategies that address the diverse needs of students. • apply technology to develop students’ higher-order skills and creativity. • manage student learning activities in a technology-enhanced environment. Assessment and evaluation • apply technology in assessing student learning of subject matter using a variety of assessment techniques. • use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. • apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication and productivity. Productivity and professional practice • use technology resources to engage in ongoing professional development and lifelong learning. • continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. • apply technology to increase productivity. • use technology to communicate and collaborate with peers, parents and the larger community to nurture student learning. Social, ethical and human issues • model and teach legal and ethical practice related to technology use. • apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities. • identify and use technology resources that affirm diversity. • promote safe and healthy use of technology resources. • facilitate equitable access to technology resources for all students.

Students Standards Basic operations and concepts • demonstrate a sound understanding of the nature and operation of technology systems. • are proficient in the use of technology. Social, ethical and human issues • understand the ethical, cultural and societal issues related to technology. • practice responsible use of technology systems, information and software. Technology productivity tools • use technology tools to enhance learning, increase productivity and promote creativity. • use technology to support learner-centered strategies that address the diverse needs of students. • use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works. Technology communications tools • use telecommunications to collaborate, publish and interact with peers, experts and other audiences. • use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Technology research tools • use technology to locate, evaluate and collect information from a variety of sources. • evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Technology problem-solving and decision- making tools • Use technology resources for solving problems and making informed decisions. • Use technology in the development of strategies for solving problems in the real world. ||
 * Sarah Pritchard || How does the socioeconomic status of a school district affect professional development? || ===== According to the U.S Department of Education report, 86 percent of teachers participated in some form of technology-related professional development. They type of development did vary depending on the poverty level of the school. Although some topics did not indicate a difference in teacher responses, there were four areas that did: (1) participation in professional development activities that introduced computers and the Internet generally (2) participation in professional development that addressed how to use technology to enhance student learning in science (3) participation in professional development regarding the use of technology for grading and (4) participation in professional development regarding learning how to teach online courses. In these particular areas, the teachers in low poverty schools received more training. =====

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 1 – 40% in low poverty schools, 32% in high poverty schools =====

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 2 – 38% in low poverty schools, 29% in high poverty schools =====

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 3 – 64% in low poverty schools, 54% in high poverty schools =====

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 4 – 17% in low poverty schools, 12% in high poverty schools =====

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 In addition, the research report stated that teachers in high poverty schools or districts were more likely to report that they needed additional professional development in the use of technology to enhance learning. This includes using technology to enhance student learning in math, to meet the needs of ELL students, to improve students’ technology literacy, to manage class while students use computers, to teach students how to use the Internet responsibly and ethically, and to use technology for grading. =====

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 Despite these differences, there was not a difference in teacher (from high and low poverty districts/schools) responses on using technology to support new teaching methods or on using technology to enhance student reading, which are the two most commonly cited professional development needs. =====

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 Teachers agreed that the most useful technology-related professional development activity was when the training directly related to the content of the participating teacher. This was true of high and low poverty schools. Since it was the same, it indicated that, on average, the professional development provided is of similar quality regardless of the poverty level of the student body. ===== || Coley || What professional development is offered that meets the standards for highly qualified teachers? || GPRA Topic and Objective: To provide professional development opportunities for teachers, principals, and school administrators to develop capacity to effectively integrate technology into teacher and learning. GPRA Measure: The percentages of teachers who meet their state technology standards. Key Findings: About half of the states (27) had defined standards for teacher technology competency, and only some of these measured teachers' technology skills. For the 11 states that reported data, percentages ranged from eight to 10. Content of Technology related Professional Development: More than two-thirds of districts reported providing technology related professional development on the following topics: using technology in student grading (81 percent), enhancing student learning in mathematics (73 percent) and enhancing student learning in reading (69 percent). District receiving EETT funds followed a similar pattern, with EETT districts providing professional development on using technology for grading students (87 percent), enhancing student learning in mathematics (75 percent) and enhancing student learning in reading (69 percent). Teacher in low poverty schools were more likely to report receiving professional development that (a) introduced computers and the Internet (40 percent and 32 percent) (b) addressed how to use technology to enhance student learning in science (38 percent and 29 percent) and (c) taught how to use technology for grading (64 percent and 54 percent). However, relatively few districts reported using EETT funds for professional development on using technology to grade students; 18 percent of districts reporting using their formula funds and 13 percent of districts reported using their competitive funds for this purpose. Quality of Technology related Professional Development: Seven characteristics often cited as elements of best practices for teacher development were identified through review of the literature: (a) directly related to the content taught by the teacher, (b) included other members of the school community, (c) was consistent with the technology goals in the district, (d) provided an opportunity for meaningful engagement with colleagues and materials (e) addressed different levels of teachers' knowledge skills and interest, (f) was delivered over multiple sessions, and (g) included follow up activities. When asked to describe their most useful technology related professional development, 20 percent of teachers indicated that this professional development did not include any of the seven research characteristics. || Tandlmayer || What is the difference between the primary program goals and intermediate program goals? || The difference between the intermediate goals and primary goal is that the intermediate goals must be reached first in order for the primary goal to be achieved. In this plan the intermediate goals are: for teachers to integrate technology into their instruction; for students to learn how to use technology as a learning tool, such as in a communication and collaboration tool in their own learning.
 * Suzanne
 * Melissa

The primary goal of this plan is to increase student achievement. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The predictors for internet access became grade level rather than subject area. More elementary teachers had high-speed internet. When the subject of laptop computers was considered, this is where a great discrepancy was shown. The percentage of teachers in low-poverty schools were more likely to have student access to laptops than those in high-poverty schools. The study also showed that over time, less of the EETT money was spend on internet access and online tools. Despite this statistic, teachers were satisfied overall with access to the internet and its reliability. ||
 * Angie McClung || How does technology access affect the enhancement of education through technology programs? || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Originally, the concept of technology access involved counting number of computers and if a school had internet at all. This was the measure of whether schools with a high poverty level had equal access to technology. However, as time has gone on, it has become important to go beyond this measurement because using these measures there was little difference between school's access. The focus has since become access in individual classrooms and availability of high-speed internet which can directly impact instruction.