• Student Involvement vs Student Engagement
• 212 Degree Teaching
• H.E.A.T.
• H.E.A.T. Rubric
• LoTi Framework
• LoTi Implementation
- Assess
- Plan
- Implement
- Sustain
• 5 C’s of Instructional Leadership
• LoTi Next Steps
Please leave a comment about any questions from today's program.
Chris Moersch
LoTi Executive Director
Important Links:
• LoTi Connection
• LoTi Classroom - online learning
- Enter User ID: lotiguest
- Enter Password: lotiguest
• LoTi Lounge
- Enter User ID: lotiguest
- Enter Password: lotiguest
Resources:
Video Samples - Early Childhood Level
• Early Childhood - Lifelong Learning
• Early Childhood: Science - Worms
• Early Childhood: Math - Counting
• Early Childhood: Social Studies - Community
• Early Childhood: Science: - Zoo Trip
• Early Childhood: Science: - Exploring Balls and Ramps
Video Samples - Elementary School Level
• Elementary Math: Fractions
• Elementary Science: Food Chains
• Elementary Science: Ecology
• Elementary Science: Space Day Design Challenge
• Elementary Science/Math/Language Arts: Weather
• Elementary Science: Electricity
• Elementary Math: Tessellations
• Elementary Science: Weather
• Elementary Science: Maui's Coral Reefs-Echinoderms
• Elementary Science: Stopping Distances
• Elementary Science: Monarch Butterflies
• Elementary Science: Solar System
• Elementary Science: Ecosystems
• Elementary PE: Pulse Rates
• Elementary Math: Luxury Hotel
• Elementary Science: Hermit Crabs
• Elementary Science: Iron Oxide Experiment
Video Samples - Middle School Level
• Middle School Math: Stock Market
• Middle School Math: Archimedes Spiral
• Middle School Language Arts: Literature Review - Tuck Everlasting
• Middle School Science: Properties of Matter
• Middle School Science: Air Pressure
• Middle School Science: Elements Commercial
• Middle School Science: Science Journals
Video Samples - High School Level
• High School Technology Elective: Video Editing
• High School Math: Pythagorean Theorem
• High School Math: Geometry in the Real World
• High School English: MacBeth
• High School Social Studies: Theodore Roosevelt and Progressivism
• High School Physics: Projectiles
• High School Science: Starry Night Simulation
Additional Resources:
• 21st Century Learning Revisited
• HEAT Observation Form
• LoTi Sniff Test
• LoTi Framework
• Next Steps Action Plan Sample
Research:
As requested, I have included the citations from "Current Research" from last week's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Center for Applied Research in Educational Technology (CARET)
LoTi Connection
The George Lucas Educational Foundation
eMints National Center
B. 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.
C. 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.
Research:
As requested, I have included the citations from "Current Research" from last week's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Center for Applied Research in Educational Technology (CARET)
LoTi Connection
The George Lucas Educational Foundation
eMints National Center
B. 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.
C. 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.
