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EDU 560 Summer 1 2013 Session #1. Welcome O Welcome to EDU 560! O Please Introduce Yourself…

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Presentation on theme: "EDU 560 Summer 1 2013 Session #1. Welcome O Welcome to EDU 560! O Please Introduce Yourself…"— Presentation transcript:

1 EDU 560 Summer 1 2013 Session #1

2 Welcome O Welcome to EDU 560! O Please Introduce Yourself…

3 Nicole O Nicole M. Zumpano O Lead Technology Teacher, CPS

4 Syllabus Review O

5 Course Structure o Announcements and check-in o Reading Discussion o Candidate presentations o Lecture / presentation o Break o Technology hands-on o Web 2.0 Cool Tools o Homework

6 Class Norms O

7 “Tech in Ed” Sign Up O Each candidate is responsible for signing up for one “Tech in Ed” presentation. Presentations should be 5-10 minutes in length. O For your topic you will be responsible for creating a presentation and showing it to your classmates. You will be responsible for uploading your presentation to the appropriate page on the class wiki. This page should include: your presentation (embedded), a definition of the topic, and a minimum of 5 additional resources for readers to learn more about your topic. These can include videos, screencasts, links, research, images, audio, or any other appropriate resources. O Please consider choosing a topic that you are interested in and have limited knowledge in.

8 Wikis O Wikis are collaborative websites Uses: O Professional Resource: http://nicolezumpano.wikispaces.com O Class website: O Collaborative Projects: http://goingwest.wikispaces.com O Wiki ideas for the classroom: O Our Wiki: O Respond to the request to join the wiki!

9 Blogs O “ Web-logs” listed in reverse chronological order Uses: O Professional Resource: http://zumpanowednesdayweb.blogspot.com O Lesson Plan blogs: http://305science.blogspot.com O O Reflective portfolio/professional resource:, http://ccap-team.blogspot.com O Book Talks: http://mrbarrrm302.blogspot.com O First person living document: http://fftgrant.blogspot.com O 10 Tips for the Education Blogger (Nov 2011 issue)

10 Reflective Posts O Set up your own blog O Create a “welcome” post introducing yourself O Post the URL of your blog to our wiki O Examples: O marks_28.html marks_28.html O O

11 Break O How much time do you need? O Please take this technology survey before we resume: Kind-of-Tech-User-Are-You.aspx Kind-of-Tech-User-Are-You.aspx

12 Understanding Today’s Students Project Tomorrow’s Speak Up Survey O Horizon Report O Kaiser Family Foundation O Beloit Mindset O 6/ 6/ Technology in Education Research Pew Internet Research Technology Use in Chicago Public Schools University of Chicago Consortium on Chicago School Research

13 Project Tomorrow’s “Speak Up” O Background: Project Tomorrow is a national non-profit dedicated to empowering student voices. Convenience sample given in fall 2012 to: Total Participation 2012: 466,303 K-12 Students: 364, 233 Teachers & Librarians: 56,346 Parents: 39,713 School/District Admins: 6,011 8,020 schools across 2,431 districts 30% urban 43% rural 27% suburban All 50 states and DC

14 Project Tomorrow’s Speak Up Teachers, Administrators & Parents

15 Project Tomorrow’s Speak Up





20 Students

21 Project Tomorrow’s Speak Up







28 Pew Internet Research 802 youth (ages 12-17) and parents phone survey

29 Pew Internet Research 78% of teens now have a cell phone, and almost half (47%) of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011 23% of teens have a tablet computer, a level comparable to the general adult population 95% of teens use the Internet 93% of teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family members

30 Pew Internet Research Online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012.

31 Pew Internet Research 92% of these teachers say the Internet has a “major impact” on their ability to access content, resources, and materials for their teaching 69% say the Internet has a “major impact” on their ability to share ideas with other teachers 67% say the Internet has a “major impact” on their ability to interact with parents 57% say it has had such an impact on enabling their interaction with students

32 Pew Internet Research Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e- readers (41% v. 55%) in their classrooms and assignments Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students

33 Pew Internet Research Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve” 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching

34 Technology Use in CPS Administrative Data from CPS Chicago Public Schools survey spring 2011 (students, teachers, principals) Student survey spring 2012

35 Technology Use in CPS Students’ Reports of Technology Use

36 Technology Use in CPS Teachers’ Reports of Technology Use and How it Relates to Student Use

37 Technology Use in CPS Principals’ Reports of Technology Use

38 Horizon Report Background: New Media Consortium creates an advisory board to look at emerging technologies that will have an impact on education in the next 5 years. Board contains members from education, technology and other fields. Spring 2012 O -Three reports available: higher ed, primary & secondary K-12, museum ed Time-to-Adoption Horizon & Key Trends: O Near Horizon (next 12 months): O Mid-term Horizon (2-3 years): O Far-term Horizon (4-5 years): O

39 Horizon Report O Report includes examples across disciplines as well as further readings for each of the 6 technologies to watch listed in the “Horizon” section

40 Kaiser Family Foundation O O Background: Kaiser Family Foundation & Stanford University. Report based on a nationally representative survey of 2,002 3rd–12th grade students, including a subsample of 702 respondents who also volunteered to complete seven-day media use diaries. Survey given between October 2008 and May 2009 O Findings: Eight-18 year-olds devote an average of 7 hours and 38 minutes to using entertainment media across a typical day (more than 53 hours a week). ‘Media multitasking’ (using more than one medium at a time), means they manage to pack a total of 10 hours and 45 minutes worth of media content into that timeframe Use of every type of media has increased over the past 10 years, with the exception of reading. In just the past five years, the increases range from 24 minutes a day for video games, to 27 minutes a day for computers, 38 minutes for TV content, and 47 minutes a day for music and other audio.

41 Kaiser Family Foundation Findings: O Today, 20% of media consumption occurs on mobile devices—cell phones, iPods or handheld video game players O Almost another hour (:56) consists of “ old” content—TV or music—delivered through “ new”pathways on a computer (such as Hulu™ or iTunes.) O For the first time the amount of time young people spend watching regularly scheduled programming on a television set at the time it is originally broadcast has declined. However, the proliferation of new ways to consume TV content has led to an increase of 38 minutes of daily TV consumption. So television viewing—in one form or another—continues to dominate media consumption, taking up about 4. hours a day. O Today 59% of young people’s TV watching occurs on a TV set at the time the programming is originally broadcast; fully 41% is either time-shifted, or occurs on a platform other than a TV set.

42 Kaiser Family Foundation Findings: Over the past five years, there has been a huge increase in ownership among 8- to 18-year- olds: from 39% to 66% for cell phones, and from 18% to 76% for iPods and other MP3 players. During this period, cell phones and iPods have become true multi-media devices: in fact, young people now spend more time listening to music, playing games, and watching TV on their cell phones (a total of :49 daily) than they spend talking on them (:33). About two-thirds (64%) of young people say the TV is usually on during meals, and just under half (45%) say the TV is left on “most of the time” in their home, even if no one is watching. Seven in ten (71%) have a TV in their bedroom, and half (50%) have a console video game player in their room. Top online activities include social networking (:22 a day), playing games (:17), and visiting video sites such as YouTube (:15). Three-quarters (74%) of all 7 th -12 th graders say they have a profile on a social networking site. Only about three in ten young people say they have rules about how much time they can spend watching TV (28%) or playing video games (30%), and 36% say the same about using the computer. But when parents do set limits, children spend less time with media: those with any media rules consume nearly 3 hours less media per day (2:52) than those with no rules.

43 Beloit Mindset O Background: Each August since 1998 Professors at Beloit College put together a cultural list of what life is like for incoming freshman

44 Web 2.0 Cool Tool “Powerpoint on steroids” Features: Pan and Zoom Import media (PPT slides, videos, images, PDFs) Present online and offline Real-time collaboration Download slides to present offline Just-plain-cool

45 Homework Reflective Postings: O Reflective Post #1: Introduce yourself. Give the reader some background about how you arrived at this point in your career. What is your experience and opinion regarding technology in education? Feel free to include photos that express your personality (yet are appropriate to the blog), provide links or videos that you feel will help the reader get to know you O Reflective Post #2: Research. Choose a finding from the research presented to you in class. What stood out? Were you surprised by anything you saw? Do you think having information such as this available to you will help you reach your students on a greater level? Should we be cautious about research findings or take them at their word? Do you think students were portrayed positively or negatively by the findings? Please note: these questions are used to guide you in writing your post. You may include additional relevant information O Solomon & Schrum Introduction and Chapter #1 (reading due by next class. Chapters located on the class wiki “readings” page)

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