Yesterday, we focused on several areas impacting instruction, assessment, and technology use in the classroom such as how to conduct an extreme technology makeover (remember the lesson plan on pioneers and westward expansion) as well as how to design individualized professional development plans for staff.
Besides the LoTi Sniff test, I also introduced another concept to help us think about LoTi and the eight stages comprising the LoTi Framework. I used a lava lamp as a metaphor to represent the different levels of LoTi in the classroom. What causes one lesson to be at a higher level than another relates directly to the amount of HEAT generated.
HEAT
- Higher order thinking
- Engaged learning
- Authentic learning experiences
- Technology tools
As a group, we also discussed issues impacting technology use in the classroom. Provided below are citations supporting higher levels of technology use in the classroom.
Technology use coupled with effective instructional strategies can improve student achievement.
* Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
* Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
* LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
* The George Lucas Educational Foundation. http: www.edutopia.org
* North Central Regional Educational Laboratory. http://www.ncrel.org/tech/
* eMints National Center. http:///www.emints.org/evaluation/reports
Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.
* Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
* Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
* Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.
Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.
* Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
* Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.
We look forward to your comments.
Chris and Sharon
