Diane

=**Diane's Page**=

__**Monday AM, 11:00 - 12:00**__ =//21st Century Skills, Tools and Assessments //= Mary Lou Ley, OOAK Consulting


 * Background of ISSAC**
 * Consortium of 7 school district
 * Technology directors, directors of instruction, library media specialists, sand outside consultants
 * Focus on new technologies
 * Instructional design for engaging learners
 * Teacher reflection
 * Provide online learning experiences (Moodle)
 * Greatest area of need
 * Technology Literacy
 * Instructional Design
 * Their data
 * Over 75% of their students used tech for drill nd skill
 * Over 65% of students rarely use terchnology for higher level
 * Teachers did:
 * Locate information on the Internet, summarize content, really wanted students to analyze
 * 21st Century Learning**
 * Connect/Communicate
 * Collaborate
 * Create
 * Contribute
 * What does it look like
 * Int challenging class assignments
 * Alignment of tasks and grading criteria
 * Clarity of criteria used to rval student eork
 * ZProvide feedback to student
 * Use tech to research
 * It connects to the real world, involves a problem or issue, we don't want "powering down"
 * Lesson design
 * Challenging lessons and assessments so kids can be:
 * problem solvers
 * communicators
 * connect to others
 * work in real world context
 * self-assess, self directed, take ownership
 * create, innovate, compete globally
 * What does it look like in teaching?
 * Level of challenge **(using technology to help in learning PROCESS)**
 * relevance to real world
 * technology used by teacher and student **([|Grappling's technology and learning Spectrum])**
 * 21st century context
 * assessment practices, 21st century skills and feedback for improvement
 * Examples
 * Bad ones, matched to standards, but boring...
 * Discussion thread "What is the significance of a shackle?" Students evaluate and synthesize by answering and justifying their answer. Did not make it relevant. I think the question could be - What is a modern day shackle and why? Assessed on quantity method though, just had to have 2 responses.
 * Five Themes of Geography - Original rubric and assignment had all things laid out, but was not high level thinking. Assignment was made simple. Revised: Technology Challenge -
 * Creating Podcasts for a Book Club - How does media influence what students do? Create podcast on a book they've read. Gave yes/no checklist. Does the student mention title and author? Is the project 1-2 long? Does the student have an intriguing question? Does the student give a summary of the book? Does the student incorporate a cliffhanger? Does it include music? Does the student follow the accetable use policy by incorporating less than 30 seconds of each song? Fix: Build better assessment for kids creating quality feedback for each other. checklists, quality indicators, give that up front when you give students the assignments.
 * Assessment should:
 * Align to the tasks and essential learning
 * Be realistic - Show great and not great attempts
 * Provide feedback that allows students information on how to improve
 * Provide criteria before
 * Assess product and process
 * Cycle of reflection
 * What is the level of thinking? How do I rasie it?
 * Is the task and context relevant to students?
 * What technology can help?
 * What feedback will prove performance?
 * Did students think critically? Were you able to see a process?
 * Example: Discussion Posts - have the students create the questions for their group to answer. Students discuss high level topics with their class, not with the teacher.
 * Structures that inhibit higher level thinking:
 * Cookie cutter projects
 * PowerPointlessness
 * Focus on tech over the content
 * Assessments that assess product not process
 * Grading - How many points is it worth?
 * Feedback after work is done will not improve performance
 * Rubrics
 * Ahnalyuze primary and secondary resources, evaluate resources, listen to speech, find 5 letters and analyze, then find 2 cartoons that depict the New Deal in positive/negative light.


 * Tools, Resources & Practices to Make it Happen**
 * T[|each 21 resources]
 * Thinkfinity
 * Curricki
 * Teacher Domain
 * Learning Objects and repositories
 * Effective Elements of PD programs
 * Smithsonian Education - Podcasting with your students
 * Professional devel in curriculum design
 * models
 * prof dev. in technoogy use
 * Online environment
 * Critical friends


 * Tips for Improving Lesson Quality**
 * Provide students with choices
 * Revise rubric with student based on task
 * As: "Does my ribric/grading criteria reflect quality or quantity?
 * RAFT, create a real role, audiece format and technology
 * Student reflection on work habits and product
 * Mdel thinking/reasoning skills offer guides, outlines, checklists
 * Begin with an essential question
 * Ask students to product products taht don't produce knowledge lecel products
 * Assess work siills and communication and cooperation skills.

=How Media is Changing the Way We Learn = Tammy Stephens, Pepperdine University

[|Developing Minds with Digital Media: Habits of Mind the the YouTube Era]

Piaget's Four levels of development
 * Sensorimotor : 0-2
 * Exploring world through the senses 59% watch TV
 * 42% have been exposed to DVDs/Videos
 * Interactive toys - Tickle me Elmo
 * Preoperational: 2-7
 * Able to use language and symbols, expansion of verbal abilities, ego-centric, concrete state
 * Watch TV, DVD, VCR
 * Computer 50% have played video games
 * 70% of these kids have used computers and they like the multimedia of computer. Their reacing ability is inhibiting. They are figuring out factual and non factual
 * Concrete operational: 7-12
 * Computer, word processing - over 70%, kids with writing difficulties are using wp @ home
 * Watching 3 hours of tv
 * 1 hour of music
 * 1 hour video games
 * Starting to social network, WebKinz
 * Formal operational: 12+
 * Can do abstract thought, rigorous logic, abstract reasoning
 * Hours spent per day on media: Social Networking 55%, blog 19%, IM 57%, create content and media to share on the web70%, 45% have own phone, 33% of teens have a cell phone that can text, 80% of teens that have cells phones never shut them off
 * Student voices of how they're using media
 * Great resource: [|Henry Jenkins.]
 * [|Learning to Change, Changing to Learn]

Continuous partial attention
 * Is Google Making us Stoopid? [|Atlantic monthly magazine]
 * We are in the same boat with Internet like when the printing press came out
 * Brain research is showing that our brains are mapping differently because it skims Brain Plasticity. Will media iimpact the brain.
 * Books: How we decide. Everything Bad is Good for You.
 * Media and pop culture is getting more stimulating and the way we interact with media is complex. Marc Prensky - research on gaming

Finding information is not the important part anymore. The importance of collaboration and creative thinking is coming to the forefront. Question: How do we provide equitable circumstances in our new curriculum.

__**Tuesday AM, 8:45 - 9:45**__ =//You've got (too much) mail: Preserving Productivity Under Information Overload //= Joanne Cantor

In addition to the digital information revolution we have a digital communications revolution. It is very easy for information to get to us. There is a price for this constant connectivity. 28% of the workday is lost due to information coming in. Estimated that it costs $650/billion per year in lost revenue.
 * Information overload - companies are researching this "Reducing information Pollution."

Multi-tasking Executive Function Working memory - Short term memory, working buffer. Long term memory is vast. Task switching is a problem according to Medina (researcher)
 * Background tasking - It is true that brain does multiple things at a time. They do not require attention and focus.
 * Research shows that when one task that is entirely verbal and another is spacial the brain cannot do it. Researchers say that it cannot be done - it is really switch tasking, doing one then the other. It take MORE time to do both these things.
 * Stroop Test - Making decisions as to what to do at a certain time. Brain had to overcome initial response and switch (words in colors didn't match)
 * Switch tasking is worse than a lie. Write alternating numbers an letters.
 * Research confirms that switch tasking wastes time.
 * When you switch task you are using short term memory, this is very hard and nothing gets stored in long term memory. Degrades quality of what you're doing and takes much more time.
 * When you switch back and forth you lose time:
 * Brain needs to switch back/forth
 * When you switch tasks you have to remember that thought processes that go with it.
 * Where was I?
 * Like putting your left foot in your right shoe. Brain can be used in this way, but not efficient.
 * If you want to use your brain in the right way spend time on doing one task at a time.

Information overload - Too much stuff coming in at a time (do the subtraction exercise - screen out all the other stuff)
 * Reducing information overload - Good for creativity. Too much input stops people from being creative.
 * When you have to much information it is hard to get going on creative tasks. (tossed salad analogy, in order to mix ingredients around, you need to have space)
 * PUtting the information down and picking it up again at a later date is also helpful. Stop getting new information.
 * Let what you know marinade and consolidate by getting away from all information together. Not to another info-rich environment.
 * Spaced practice is much better than chunk practice.
 * Sleep is another way for the brain to retain information. (Rat story of learning maze and then when rat slept the brain consolidated what the rat had learned during the day) Sleeping helps you define solutions you had not thought of before. "Sleep on it."

Workaholism is not best for your productivity. Ways to "get away":
 * Take a walk in nature
 * Sleep
 * Playing a mindless game (ping pong)

How do handle info overload:
 * Be the master of your interruptions
 * Give yourself the swatches of uninterrupted time.
 * Set up a schedule at work. Choose not to answer email except for scheduled times.
 * Create a to do list so that your work is not interrupted.
 * Choose when you're going to go to the Internet to do something.
 * Set your webpage default browser screen to something boring.
 * Take brain enhancing breaks.
 * Turn radio off in car.
 * If you spend time not multitasking it will help add more to your day. Try single tasking, you'll actually save time!
 * Young adults are better at switch tasking because their brains have capabilities to do it.

__**Tuesday AM, 10:00-11:00**__ =//Digital Opportunities, Expectations, and Realities //= Madeline Covelli, Educational Technology Consultant WiscNet

WiscNet - Ties together 79% of schools in Wisconsin and works as a liaison. Educational technology within k-12 atmosphere.

Quiz/Handout

Digital Realities - Where do we stand? What are some of the challenges?
 * Students are becoming "free agent" learners. They are learning outside the school walls and are creating their own learning circles. Podcasts, finding experts beyond the classroom.
 * Internet is allowing collaboration from all stakeholders.
 * Does technology lead to educational opportunities? (Survey question through National School Board ASsociation 93.1% of tech admins say YES)
 * More engaged in learning
 * Curriculum for Special Education
 * Increased critical thinking
 * strong ability to communicate
 * improved performance on tests
 * What do students, parents, and teachers think? National Speak Up survey:
 * 60% parents rate good tech skills as important
 * 73% of trachers rate good tech skills important
 * 74% identified good tech skills as the #1 skill they need to be successful
 * Leveraging - 68% Web 2.0, 48% multimedia projects
 * Challenges (survey rated top/bottom)
 * Funding
 * Integrating tech into classroom
 * Replacing/upgrading equip
 * Proving benefits
 * closing digital divide
 * other
 * ensuring safety online
 * Barriers to web 2.0 (survey results)
 * Filtering
 * Safety
 * lack of teacher desire
 * Parental safety
 * policy
 * attitudes between it and teachers
 * lack of quality sites
 * Students face at school (survey results)
 * School filters
 * teachers limit tech use
 * too many rules
 * Cannot use my own stuff
 * Can't access comm tools
 * Rules that limit school tech
 * Is home access to the Internet a problem for rural/low-income students in your district?
 * 70.4% yes
 * 52.6% homes in Wisconsin have broadband - 2007
 * Have household with broadband access has at least 5 Mbps
 * Most schools have T1 (more access at home than at school)
 * Digital Disconnect
 * The gap between how todays students learn and live
 * Power up and power down
 * Big 4
 * Online and computer gaming 64% of k-12 students
 * Download music
 * Communications
 * Maintain personal webistie (social networking)
 * 40% 6-8
 * 67% 9-12
 * School work
 * Writing
 * Online
 * Check assignments
 * Create slideshows
 * email about assignments

"Net Generation" anybody born after 1977
 * Expectations - Students, Employers, and Higher Education**
 * Have:
 * Greater technology proficiencies than their teachers or parents
 * Have love of the Internet
 * Expectation that learning will be fun
 * Demand customizations
 * Immediate answers
 * Unwilling to memorize
 * Feel more global aware
 * They expect that the school technology will be at least as good as at home
 * How satisfied are students with technology? They're not.
 * Is your school doing a good job preparing you/your students for future jobs? Princ 66%, admin 48%, Teachers 47%, Parents, 43%, students 23%
 * LEAP - Institute of Higher Education's system of getting universities caught up to real life (21st century skills model) They are starting in colleges then pushing down to k-12 level.


 * Opportunities - Examples, Possibilities**
 * Higher Ed
 * 87% of students own a laptop
 * 89% have taken a CMS online course
 * 86% use cell phone for texting
 * Email, Wikipedia, YouTube
 * Madison student use: MP3 players, flash drives, digi cams, text message, social network, IM
 * Nationwide: College or Univ library website, presentaiton software, spreasheets, social networking, text messaging, cms
 * Students they like to use in class: Laptops, recofding, note taking, class websites, video recording, Office, Learn @ UW
 * Would like instructors to use: ppt, movies, videos, relevant computer, projectors, laptops, dry erase, laser pointers
 * What are they using at UW? Presentation tech, cms, library e-reserves, myWebspace, video sharing apps
 * Future Employers
 * Need students who can commmunicate, collaborate, and think critically
 * Professionalism, worth ethic, oral/written com, teamwork/collaboration, criticalthinking/prob solving
 * The American Recovery and Reinvestment Act of 2009 (ARRA) Public law 111-5 provides funding opps to public schools/libraries (hope to have decision by May)
 * Resources - Will Richardson
 * Knowledge is no longer scarce
 * YouTube from Berkely
 * Poscast from Stanford
 * Free physics textbooks
 * Wiki University
 * [|Service Project Blog]
 * [|Dan Schmit]
 * Google earth
 * Castilleja School Creates a Radio Show
 * Internet Use during an Exam
 * Students write the final chapter
 * [|Virtual field tips]
 * Flat Classroom
 * [|Classroom20.com]
 * Wisconsin Connects - a new Wisconsin program that connects WI classrooms to connect to other classrooms around the world.
 * How they use for social activism
 * Community work: share research local, participate online poll, use tools to collaborate about local solutions, create special inters groups, post ideas, collect/analyze data
 * How to make easier: Let me use my own device, give me unlimited internet access, let me access my school project from any computer at home or school.
 * Low Funding solutions
 * Open Source
 * Third Party:
 * Ning, blogger, google apps, teacher tube, ustrem, flickr, google earth, splashup/ poll everywhere, ePals, Jaycut, slideshare, earthbrowser, de.lic.ious, paintmap, twitter, zotero, pageflakes, google reader
 * On the K12 Horizon
 * Virtual worlds
 * Video creation/sharing
 * Mashup of Content

Alvin Toffler - FuturistFuture schools
 * Open 24 hours a day
 * Customized educational experiences
 * Kids arrive at different times
 * Students begin their formalized schooling at different ages
 * Curriculum is integrated across disciplines
 * Non-teachers work with teachers
 * Teachers alternate working in schools and in the business world
 * Local businesses have offices in the schools
 * Charter schools

Links: [|http://delicious.com/covelli/wemtapresentation tools] Twitter: mcovelli Blog - http://www.wiscnet.net/wiscnetwire

=//Coaching Educator's Use of Information and Technology //= Connie Jaeger, Instructional Technology Coordinator Kevin Messman, Coordinator of Instructional Technology EETT Kenosha Consortium

"Recognizing pockets of excellence and bringing everyone with us"

Areas of Collaborative Staff Development:
 * Increased Proficiency of 21st Century Skills: Focus - Administrator Training, Assessment and library media staff
 * Tools: SMARTBoard, Thinkfinity & Discovery Streaming, Web 2.0 Tools
 * Collaborative and Cross District

Kenosha Racine New Berlin & Mequon-Thiensville
 * Grant Participation Composition: K-12, 5 elementary, 3 middle, 1 high, library media teacher, classroom teacher, resource/instructional technology teacher, training alterations.
 * Modified train the trainer, participation composition, grade 6 at 3 middle schools, library media specialists, eight classroom teachers on a voluntary basis, technology trainers, three building administrators.
 * Group budget and funding. Decide ahead of time who gets the $ for equipment, training, etc. The portable computers get to use the laptops during the day. (their way of working to 1 to 1)
 * K12 IMC participation, Grant people, K12 focus on SMARTBoard, K-8 Thinkfinity & Discovery Education, 9-12 WEb 2.0 Tools, Administrative assessment and training on helping teachers develop lesson plans.

Research/Assessment of Grant - Tammy Stephens Ed Tech Research is Inconclusive
 * Often baseline data was not collected - collect data before you start because you have to show growth over time
 * Technology is a moviing target - new technologies pop up and new things are taught, we do not have hard data because the technology is new
 * Technology is diverse - huge discipline to look at
 * Technology in of itself changes nothing - it is really the teaching practices that change the education
 * We haven't defined what we mean by student achievement - Do we want test scores to go up? Do we want students to improve in their writing? Should students become more creative? Go beyond WKCE - too long of a time frame.
 * Walk through data form (Get this sent to me from Tammy) - This was designed by Tammy using the below frameworks so that administrators know what they should be looking for in classrooms:
 * enGauge 21st Century Skills
 * ISTE NETS Standards for Students
 * Wisconsin Information & Technology Literacy Standards
 * Here are some things that administrators can look for as they are observing classrooms
 * Observable - Creativity and Innovation
 * How much are students collaborating?
 * How much is the teacher lecturing than coaching?
 * [] **VERY HELPFUL SITE!**
 * Does technology matter - the Administrator buy in
 * Fundamental changes in the economy, jobs, and business
 * New, different skill demands (an economic imperative for 21st century skills study on the 21centuryskills.org website)
 * Two achievement gaps - If we do not give students the skills we are creating another gap, meaning they won't have 21st century skills and the achievement
 * How did the LMS get involved and moved into the next step?
 * LMS attended 2008 AASL Fall Forum: authentic assessment of information literacy, tools for effective learning in the LMC, and half-day follow up for consortium LMC. Sharing information is important.
 * Assessing Learning LMS & Teachers as Partners
 * What is assessment? What is happening in schools? What is the LMS role? What do we assess? What are some tools? How do we begin with the end in mind? (What do we want students to know and do? How are we going to assess this? How are we going to design lessons to get there?)
 * Assessing Learning - Librarians and Teachers as partners Used this book as a book study.
 * Rating scales, Logs, personal correspondence, matrix, on the spot - look at what they've done assessments (people didn't know that there were varieties of assessements out there)
 * Trails 6th grade and 9th grade tests - []
 * Develop topic
 * Identify potential sources
 * Develop, Use, and resvise search strats
 * evaluate sources and information
 * Recognize how to use the information
 * Responsibly, ethically, and legally sound
 * Build rationale for expanding librarian media specialist (compare entry scores of 1/2 time and full time lms)
 * **Tools/Methodology** Must have outside professional evaluator
 * Adminstrator Pre/Post Survey - tracking each admin about their attitudes and the way they work with teachers
 * School Walk-through data
 * Lesson Plan analysis - admins help track coaching from admin
 * Student Online Survey - had tried collecting school artifacts, there are now so many tools the work was very diverse so are moving to online surveys

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 * Links:**