Welcome to Day 2 of the LoTi Administrator Institute. Provided below is today's agenda:
• LoTi Implementation Cycle - Revisited
• LoTi for K-2 Teachers
• Sample LoTi 3 Professional Development
• LoTi Project School Implementation
• ABC Middle School: Case Study
• Next Steps Action Plan - Your Turn
• Mission Statement
I look forward to a great day!
Chris
Friday, August 18, 2006
LoTi Administrator Institute Day 1 - Buffalo, WY - Reflection
Since the majority of the day was spent "LoTizing" video clips and related learning activities, I wanted to provide you with some additional suggestions when conducting classroom walkthroughs.
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
• Is technology being used by students as part of the learning experience? - Yes/No
• Is there evidence of higher order thinking by students tied to the content? - Yes/No
• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No
• Is the learning experience student-centered? Yes/No
• Is there two-way collaboration with experts outside the classroom? - Yes/No
• Do students have unlimited access to technology during the school day? - Yes/No
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the Wyoming Content and Performance Standards being addresssed and at the desired level of student cognition.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.
1. 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
2. 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.
3. 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.
I look forward to your comments.
Chris
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
• Is technology being used by students as part of the learning experience? - Yes/No
• Is there evidence of higher order thinking by students tied to the content? - Yes/No
• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No
• Is the learning experience student-centered? Yes/No
• Is there two-way collaboration with experts outside the classroom? - Yes/No
• Do students have unlimited access to technology during the school day? - Yes/No
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the Wyoming Content and Performance Standards being addresssed and at the desired level of student cognition.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.
1. 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
2. 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.
3. 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.
I look forward to your comments.
Chris
Thursday, August 17, 2006
LoTi Administrator Institute Day 1 - Buffalo, WY - August 17th, 2006
Today, we will begin Day 1 of the LoTi Administrator Institute in Buffalo, WY. The agenda will consist of the following events:
Learning Technologies Revisited
Thinking Skills
Extreme Technology Makeover
Technology Assessment
Clinical Observations
Current Research
NCLB
LoTi Implementation Cycle
• Assess
• Plan
• Implement
• Sustain
Summary & Reflection
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
Chris
Learning Technologies Revisited
Thinking Skills
Extreme Technology Makeover
Technology Assessment
Clinical Observations
Current Research
NCLB
LoTi Implementation Cycle
• Assess
• Plan
• Implement
• Sustain
Summary & Reflection
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
Chris
LoTi Mentor Certification Day 3 - Conyers, GA - Reflection
Dear Colleagues,
I wish to compliment each of you for your intensity level, dedication, and commitment to high level technology implementation during the LoTi Mentor Certification Institute for the Rockdale County Schools Instructional Technology Specialists. On our third day of certification, we focused on Certification Tasks #4 (Next Steps Action Plan), #5 (Professional Development Sample involving Performance-Based Assessment and High-Octane Performance Tasks), #6 (EBAM and Castaway), and #9 (Next Steps Action Plan).
Certification Task #4
We assessed the demographic data, test score data, and LoTi data for ABC Middle School. Afterwards, we generated specific goal statements, objectives, and action steps for ABC Middle School based on our analysis of their data. The final Next Steps Action Plan will be forwarded to you today.
Certification Task #5
I was delighted with your ability to take specific content and design a LoTi 3 Culminating Performance Task based on real world applications during the Tic-Tac-Toe portion of the Performance-Based Assessment Activity. This activity forces individuals to make real world connections with their content.
During the High-Octane Performance Task presentation, I highlighted key attributes of a Performance Task:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
I also highlighted key attributes of a "High-Octane" Performance Task:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
* Allow for multiple pathways or solutions
* Require complex thinking strategies
* Have personal meaning or authenticity
* Apply learning to a new situation or context
* Are challenging
Certification Task #6
After viewing The Castaway with Tom Hanks, we created an EBAM unit outline based on the following culminating performance task: Students will be able to design, test, and evaluate a model car based on their understanding of the principles of aerodynamics. We also provided another "differentiated" version of the task that focused on students applying their understanding of aerodynamics to their current mode of transportation (e.g., bicycle, scooter, skateboard).
Certification Task #9
As I mentioned yesterday, Certification Task #9 should concentrate on a limited population of staff on your campus whom you feel could benefit from LoTi during the 2006-07 school year. Without the ongoing support of all stakeholders, we will need to elevate LoTi in the classroom one teacher at a time.
Thank you again for becoming an active participant in the LoTi Mentor Certification Program. As a reminder, your LMC submissions are due no later than October 15th, 2006. In the meantime, if there is any aspect of the program that you would like clarified, please let me know.
Sincerely,
Chris Moersch
chris@learning-quest.com
I wish to compliment each of you for your intensity level, dedication, and commitment to high level technology implementation during the LoTi Mentor Certification Institute for the Rockdale County Schools Instructional Technology Specialists. On our third day of certification, we focused on Certification Tasks #4 (Next Steps Action Plan), #5 (Professional Development Sample involving Performance-Based Assessment and High-Octane Performance Tasks), #6 (EBAM and Castaway), and #9 (Next Steps Action Plan).
Certification Task #4
We assessed the demographic data, test score data, and LoTi data for ABC Middle School. Afterwards, we generated specific goal statements, objectives, and action steps for ABC Middle School based on our analysis of their data. The final Next Steps Action Plan will be forwarded to you today.
Certification Task #5
I was delighted with your ability to take specific content and design a LoTi 3 Culminating Performance Task based on real world applications during the Tic-Tac-Toe portion of the Performance-Based Assessment Activity. This activity forces individuals to make real world connections with their content.
During the High-Octane Performance Task presentation, I highlighted key attributes of a Performance Task:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
I also highlighted key attributes of a "High-Octane" Performance Task:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
* Allow for multiple pathways or solutions
* Require complex thinking strategies
* Have personal meaning or authenticity
* Apply learning to a new situation or context
* Are challenging
Certification Task #6
After viewing The Castaway with Tom Hanks, we created an EBAM unit outline based on the following culminating performance task: Students will be able to design, test, and evaluate a model car based on their understanding of the principles of aerodynamics. We also provided another "differentiated" version of the task that focused on students applying their understanding of aerodynamics to their current mode of transportation (e.g., bicycle, scooter, skateboard).
Certification Task #9
As I mentioned yesterday, Certification Task #9 should concentrate on a limited population of staff on your campus whom you feel could benefit from LoTi during the 2006-07 school year. Without the ongoing support of all stakeholders, we will need to elevate LoTi in the classroom one teacher at a time.
Thank you again for becoming an active participant in the LoTi Mentor Certification Program. As a reminder, your LMC submissions are due no later than October 15th, 2006. In the meantime, if there is any aspect of the program that you would like clarified, please let me know.
Sincerely,
Chris Moersch
chris@learning-quest.com
Wednesday, August 16, 2006
LoTi Mentor Certification Day 3 - Conyers, GA - August 16, 2006
Welcome to Day 3 of the LoTi Mentor Certification Institute!
Agenda:
LoTi Narratives
LoTi Certification Submission Date
Certification Task #4
Performance-based Assessment Exercise
Certification Task #5
Focus Strategies & EBAM
Certification Task #6
LoTi LMC CD
Certification Task #7
LoTi Skill Sets
Certification Task #9
Mission Statement
I look forward to your feedback.
Chris
Agenda:
LoTi Narratives
LoTi Certification Submission Date
Certification Task #4
Performance-based Assessment Exercise
Certification Task #5
Focus Strategies & EBAM
Certification Task #6
LoTi LMC CD
Certification Task #7
LoTi Skill Sets
Certification Task #9
Mission Statement
I look forward to your feedback.
Chris
LoTi Mentor Certification Day 2 - Conyers, GA - Reflection
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 your Rockdale WebQuest Makeovers on Vegetarian Delights and Rockin in Rockdale) 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
Many of you have requested access to more resources for staff. Please visit the following sites.
IKEEPBOOKMARKS
http://ww2.ikeepbookmarks.com/lotischools
LoTi Lounge
http://www.lotillounge.com
Chris
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
Many of you have requested access to more resources for staff. Please visit the following sites.
IKEEPBOOKMARKS
http://ww2.ikeepbookmarks.com/lotischools
LoTi Lounge
http://www.lotillounge.com
Chris
Tuesday, August 15, 2006
LoTi Mentor Certification Day 2 - Conyers, GA - August 15, 2006
Welcome to Day 2 of the LoTi Mentor Certification Institute. Provided below is today's agenda:
• LoTi Certification Process
• LoTi Certification Task #3 - Review
• Manatee LoTi Review
• Complex Thinking Exercise:OREO Cookies
• Extreme Technology Makeover: Local Edition
• LoTi DETAILS for the 21st Century
• Individual Professional Development Plans: PLAN***
• LoTi Certification Task #2
• Next Steps Action Plan
• LoTi Certification Task #4
I would really appreciate your feedback via this blog or the Rockdale County LMC wiki (http://lmcrockdale.wikispaces.com).
Thanks,
Chris
• LoTi Certification Process
• LoTi Certification Task #3 - Review
• Manatee LoTi Review
• Complex Thinking Exercise:OREO Cookies
• Extreme Technology Makeover: Local Edition
• LoTi DETAILS for the 21st Century
• Individual Professional Development Plans: PLAN***
• LoTi Certification Task #2
• Next Steps Action Plan
• LoTi Certification Task #4
I would really appreciate your feedback via this blog or the Rockdale County LMC wiki (http://lmcrockdale.wikispaces.com).
Thanks,
Chris
LoTi Mentor Certification Day 1 - Conyers, GA - Reflection
Since the majority of the day was spent "LoTizing" video clips and related learning activities, I wanted to provide you with some additional suggestions when conducting classroom walkthroughs or reviewing student products.
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
• Is technology being used by students as part of the learning experience? - Yes/No
• Is there evidence of higher order thinking by students tied to the content? - Yes/No
• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No
• Is the learning experience student-centered? Yes/No
• Is there two-way collaboration with experts outside the classroom? - Yes/No
• Do students have unlimited access to technology during the school day? - Yes/No
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the Georgia Performance Standards being addresssed and at the desired level of student cognition.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.
1. 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
2. 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.
3. 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.
I look forward to your comments.
Chris
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
• Is technology being used by students as part of the learning experience? - Yes/No
• Is there evidence of higher order thinking by students tied to the content? - Yes/No
• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No
• Is the learning experience student-centered? Yes/No
• Is there two-way collaboration with experts outside the classroom? - Yes/No
• Do students have unlimited access to technology during the school day? - Yes/No
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the Georgia Performance Standards being addresssed and at the desired level of student cognition.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus.
By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.
1. 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
2. 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.
3. 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.
I look forward to your comments.
Chris
Sunday, August 13, 2006
LoTi Mentor Certification Day 1 - Conyers, GA - August 14, 2006
Greetings from the LoTi Team! Today, we will begin Day 1 of the LoTi Mentor Certification Institute at the Rockdale Career Academy. The agenda will consist of the following events:
I. Issues with Technology Use
II. Extreme Technology Makeover Case Study
III. Bloom Workout
IV. LoTi Observations***
V. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
VI. Evaluating Web Projects***
VII. Certification Task #3 - Homework
http://www.learning-quest.com/LoTi_Mentors/
VIII. LoTi 3 Case Study: Reaction Time vs Gender
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
I. Issues with Technology Use
II. Extreme Technology Makeover Case Study
III. Bloom Workout
IV. LoTi Observations***
V. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
VI. Evaluating Web Projects***
VII. Certification Task #3 - Homework
http://www.learning-quest.com/LoTi_Mentors/
VIII. LoTi 3 Case Study: Reaction Time vs Gender
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
Thursday, August 3, 2006
A Day with LoTi - August 3rd, 2006
Good morning and welcome to the LoTi Motion!
Provided below is today's agenda. Your comments are most appreciated.
Large Group
Issues with Technology Use
Extreme Technology Makeover
Bloom Workout
LoTi Look-Fors & Sniff Test
Complex Thinking Processes
Hook & Meat
Small Group
Lesson Plan/Unit Development
Large Group
HEAT
Next Steps
Have a great day!
Chris
Provided below is today's agenda. Your comments are most appreciated.
Large Group
Issues with Technology Use
Extreme Technology Makeover
Bloom Workout
LoTi Look-Fors & Sniff Test
Complex Thinking Processes
Hook & Meat
Small Group
Lesson Plan/Unit Development
Large Group
HEAT
Next Steps
Have a great day!
Chris
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