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Stimulating High Achievement Using Technology: Success Stories from Students and Teachers Voices from the Field Davina Pruitt-Mentle Maryland Institute.

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Presentation on theme: "Stimulating High Achievement Using Technology: Success Stories from Students and Teachers Voices from the Field Davina Pruitt-Mentle Maryland Institute."— Presentation transcript:

1 Stimulating High Achievement Using Technology: Success Stories from Students and Teachers Voices from the Field Davina Pruitt-Mentle Maryland Institute for Minority Achievement and Urban Education FALL 2002 COLLOQUIUM SERIES December 11, 2002

2 December 11MIMAUE: Davina Pruitt-Mentle 2 Raymond “Chip” Mason Chairman, Legg Mason Chair, Maryland Business Roundtable for Education “The current and future health of America’s 21st Century economy requires an educated, technology literate workforce. It is critical that our students graduate with the skills necessary to succeed.”

3 December 11MIMAUE: Davina Pruitt-Mentle 3 Dr. Nancy Grasmick State Superintendent of Schools “The real purpose of public education has never been to prepare students for the classroom, but for the world beyond it – in essence, to make them productive citizens. So, in these terms, technology isn’t an add- on. It isn’t an adjunct to education; it is education – central to the purpose, and critical to the outcome.”

4 December 11MIMAUE: Davina Pruitt-Mentle 4 Workforce Preparation 68% of the companies surveyed provided some form of employee training –increase worker productivity –improve technical skills 70% of employers reported training 10% or more of their employees annually 26% of employers reported training more than 75% of their workforce annually Training Expenditures –$2,300 new employees –$2,250 for professional employees –$1,375 for non-professional employee. For training –More than three-quarters of companies use in-house training – 66% use colleges and universities, –55% use industry or trade associations – 55% use outside consultants. Only 13% of the companies surveyed received training assistance, with state training assistance being predominant From 2001 Maryland Business Roundtable Workforce Skills Survey

5 December 11MIMAUE: Davina Pruitt-Mentle 5 College of Education Addressing the Needs

6 December 11MIMAUE: Davina Pruitt-Mentle 6 Education Technology Outreach Activities Graduate Courses Professional Development Institutes Seminars Workshops Conferences After School Programs Summer Programs For Educators as well as Youth in the MD & DC Area

7 December 11MIMAUE: Davina Pruitt-Mentle 7 Examples of Systemic Activities Multiple modules –Associate certificate program –Teachers became technology coordinators in schools 3 credit course that lasts an entire year –Try techniques with students – Teachers can reflect

8 December 11MIMAUE: Davina Pruitt-Mentle 8 Long-term Training Intensive training shows changes in what & how information is delivered –Inquiry based –Connection to real world problems –More student based –Integration –On going Assessment

9 December 11MIMAUE: Davina Pruitt-Mentle 9 First Associate Certificate Cohort The first 4 teachers receiving Certificates for completing 6 courses from Educational Technology Outreach (1998).

10 December 11MIMAUE: Davina Pruitt-Mentle 10 Emerging Issues Information gained from activities indicate a desperate need for PD Must reach critical mass within schools Models (local school systems) –1-2 Team members –Train the trainer Become highly sought after members Internal politics Move to new schools, new positions, or leave the classroom

11 December 11MIMAUE: Davina Pruitt-Mentle 11 Other Efforts After school computer homework club (elementary school) After school technology enrichment program (Community Center) Evening Adult Classes

12 December 11MIMAUE: Davina Pruitt-Mentle 12 Lessons Learned Voices From the Field

13 December 11MIMAUE: Davina Pruitt-Mentle 13 Practice Time After School/Training –Don’t have time Work Take Care of Siblings Need child care –Not allowed or times do not fit schedule –No help –Home computer too slow –Home computer “looks” different In School/Training –Not enough time in class –Classes too structured –Don’t like to use social time to make up work –Lab time inconvenient –Need more “open” time - Internet there, but we can not use it –No one to help – teacher/monitor unable to help with questions

14 December 11MIMAUE: Davina Pruitt-Mentle 14 Quotes About Practice “Don’t have no computer.” “[I] Had internet, then dad got mad because they started charging a lot.” “Can’t understand. Looks different than at school. This [menu bar is] not the same at home.” “I can’t [go to friends to work on computers] after school. I take care of my brother.” My uncle got it for us. But he doesn’t know it either.” “Mom and dad can’t understand the book. They’re just learning English, well they know, but not a lot of those [computer] words.” “Would like to practice …but need to buy a computer.” “The things we use [in classes/in training] I do not have at home.”

15 December 11MIMAUE: Davina Pruitt-Mentle 15 Pedagogy*** Software used irrelevant outside of classroom Teachers/instructors limit activities –Bookmark sites –Little searching activities (preset searching) –Not allowed to “do extra” Activities low level and/or drill and practice Software and websites should be –More practical –Culturally AND gender diverse

16 December 11MIMAUE: Davina Pruitt-Mentle 16 Quotations About Pedagogy “They [teachers] never let us explore other things …we can only do the assignments they want…even if we could add something to make it better.” They [the teachers] are behind the times. They have us edit things and exchange disks…or use the computer to write an assignment but then print it out for edits…why can’t we use the editing thing [track feature]?”

17 December 11MIMAUE: Davina Pruitt-Mentle 17 Quotations about Pedagogy (continued) “One of the hardest things is finding something [on the Internet] but they never let us do that—they always bookmark it or have us type it [URL] in.” “When are we ever going to use Inspiration?” “The things we use are good …but we don’t have them at home.”

18 December 11MIMAUE: Davina Pruitt-Mentle 18 Quotations About Pedagogy (continued) “They [the schools] need to teach things we need to know for work.” “We took a whole semester learning how to do a business letter…why couldn’t we have used these templates?” [templates in word and downloadable templates-template Gallery]

19 December 11MIMAUE: Davina Pruitt-Mentle 19 Connections to Work Use software not applicable outside of school setting Need to make use of activities and applications that can be practiced later (at school, library, home) Need to teach content but within framework of activities that apply to work skills

20 December 11MIMAUE: Davina Pruitt-Mentle 20 Langley Park Adult Education

21 December 11MIMAUE: Davina Pruitt-Mentle 21 Work Related Quotations “I’m taking this class for work.”- does house cleaning and wants to learn more about invoices, brochures etc… “I’d like a job at the bank…a bank teller…but my friend [works there] says I need to have some basic computer skills.” “This is great [Mapquest].” “They [school] should show us this.” One lady uses it to map out directions for house cleaning service and can now use it for more accurate mileage logs

22 December 11MIMAUE: Davina Pruitt-Mentle 22 Future Directions Connections between Science, Technology, Engineering, and Mathematics (STEM) AND Education (Ed-STEM) 21 st Century Skills –Teach via inquiry base techniques –Student Centered –Workforce Connected Teacher-student connections More prolonged and focused impact –More than 1-2 teachers/school

23 December 11MIMAUE: Davina Pruitt-Mentle 23 Future Directions (cont) Student as design partners –Ethnic –Gender Exposing and emphasizing IT employment possibilities to teachers, students, parents, and guidance counselors Ex: 2003 Young Scholars Program

24 December 11MIMAUE: Davina Pruitt-Mentle 24 The New Educational Context

25 Educational Technology Outreach College of Education Davina Pruitt-Mentle (301) 405-8202

26 Backups

27 December 11MIMAUE: Davina Pruitt-Mentle 27 Interpersonal Skills Working on Teams Teaching Others Serving Customers Leading Negotiating Working well with people from culturally diverse backgrounds

28 December 11MIMAUE: Davina Pruitt-Mentle 28 Information Skills Acquiring and evaluating data Organizing and maintaining files Interpreting and communicating Using computers to process information

29 December 11MIMAUE: Davina Pruitt-Mentle 29 System Skills Understanding social, organizational, and technological systems Monitoring and correcting performance Designing or improving systems

30 December 11MIMAUE: Davina Pruitt-Mentle 30 Technology Skills Selecting equipment and tools Applying technology to specific tasks Maintaining and troubleshooting technologies

31 December 11MIMAUE: Davina Pruitt-Mentle 31 ISTE NETS*T 2000-alignment with: – the ISTE NETS*S (National Educational Technology Standards) for students –Reflected research on teaching and learning with technology –Reflected advances in technology –See ISTE NETS*S handout

32 December 11MIMAUE: Davina Pruitt-Mentle 32 Current ISTE NETS*T 23 indicators organized into the following six categories: –Technology Operations and Concepts –Planning and Designing Learning Environments and Experiences –Teaching, Learning, and the Curriculum –Assessment and Evaluation –Productivity and Professional Practice –Social, Ethical, Legal, and Human Issues

33 December 11MIMAUE: Davina Pruitt-Mentle 33 ISTE NETS*T links ISTE NETS*T (for teachers) ISTE NETS*S (for students) The National Educational Technology Standards Project NET Standards ISTE NETS*A (also Technology Standards for School Administrators TSSA) - UMCP COE ETO helped in drafting NCATE Technology Referenced in NCATE 2000 Standards Process Report on Technology in Maryland Schools Maryland Technology Inventory by LSS & school Maryland Digital Divide Report

34 December 11MIMAUE: Davina Pruitt-Mentle 34 ISTE NETS*T

35 December 11MIMAUE: Davina Pruitt-Mentle 35 State Approaches to Technology Standards According to state technology directors responding to an informal survey conducted by the Office of Educational Technology at the U.S. Department of Education, student technology standards are typically embedded in curriculum guides See handout: –Source: Technology in the Maryland Content Standards Appendix A (A1- A7)

36 December 11MIMAUE: Davina Pruitt-Mentle 36 Maryland State Technology Standards MSDE Technology Link: For Students- embedded within the Content Standards APPENDIX_A_content_standards.pdf (new State testing designed to embed technology assessment) APPENDIX_A_content_standards.pdf For Teachers– effective May 2002 APPENDIX%20C%20Teacher%20Tech%20Standards%2 02.pdf APPENDIX%20C%20Teacher%20Tech%20Standards%2 02.pdf Maryland State Technology Plan – ml ml - accepted March, 2002

37 December 11MIMAUE: Davina Pruitt-Mentle 37 MSDE Technology Link

38 December 11MIMAUE: Davina Pruitt-Mentle 38 Maryland Teacher Technology Standards

39 December 11MIMAUE: Davina Pruitt-Mentle 39 How Does All This Effect Maryland Teachers? MD State Technology Plan –Student Technology Competencies embedded within the Content Standards (based on the ISTE NETS*S) Testing (for technology) embedded within the new State assessments –MSDE Teachers Standards modified from ISTE NETS*T Took effect March 2002 External Competency/Performance Based Assessments –How and when-TBD

40 December 11MIMAUE: Davina Pruitt-Mentle 40 Additional Drivers: Business & Workforce University incentives –Paperless –Freshman orientation includes technology “competency” component –ITAC- Technology “Fluency” incentive –Assessment TBD

41 December 11MIMAUE: Davina Pruitt-Mentle 41 The New Educational Context Science Engineering Technology Math Education

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