Transforming Teaching and Learning Through Technology

Equitably Meeting the Instructional Needs of the Millennials Klein ISD Spring, Texas Presented by: Nettie Briggs Dayna Hernandez Mary Beth Kreml

Increase Productivity Increase Efficiency Why technology? There are two basic reasons why any business or industry invests time, money and personnel in technology. Increase Productivity Increase Efficiency

Why technology? These reasons are the same in the business of education: Increase Productivity In education the product is student success, for all students Increase Efficiency With the continued increase in the demands on teachers, administrators and students we must use technology to work smarter not harder

Why technology in Klein ISD classrooms?

Why technology in Klein ISD classrooms? Federal Law – No Child Left Behind Fully integrate technology into the curricula and instruction in all schools by December 31, 2006 (FY 2007) to enhance teaching and learning. Every student should be technology literate by the time they finish the 8th grade.

Why technology in Klein ISD classrooms? State Law–Texas Education Code (TEC) 28.002 and Texas Administrative Code (TAC), Chapter 126. As a matter of accreditation all districts must provide time for teachers to teach and students to learn the Technology Applications TEKS. These standards are to be integrated throughout the curriculum in grades K-8 (and applied in core content in grades 9-12) and expanded through specialized, focused courses in Grades 9-12. The Technology Applications TEKS are not to be taught, nor applied, in isolation; rather, they are an integral part of every classroom’s use of technology.

Why technology in Klein ISD classrooms? Research – National Studies Students participating in the technology integrated school reform effort (School Design Model) demonstrated average increases of 94 points in Scholastic Aptitude Test (SAT) performance over students who participated in the traditional independent school experience. (Bain, A., & Smith, D. (2000). Technology enabling school reform. T.H.E. Journal 28(3) 90.)

Why technology in Klein ISD classrooms? Research–National Studies In West Virginia (Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1998). Milken Exchange on Educational Technology.), curriculum objectives for basic skills development in reading and mathematics were integrated with instructional software. Gains in student test scores on the Stanford-9 Achievement Test (SAT-9) for 950 fifth graders in 18 schools were attributable to the alignment of the targeted curriculum objectives with the software, teacher instruction and the tests.

Why technology in Klein ISD classrooms? Research–National Studies Case studies conducted at nine school sites (urban, suburban, and rural) suggest that technology provides realistic, complex environments by furnishing investigative tools and data resources and by linking classrooms for joint investigations (Means, B., & Olson, K. (1997). Technology and education reform. Office of Educational Research and Improvement, Contract No. RP91-172010. Washington, DC: U.S. Department of Education.).

Why technology in Klein ISD classrooms? Research–National Studies In a study of eighth graders using multimedia tools to design their own lessons about the American Civil War, the scores of students using multimedia tools did not differ from the scores of the control group on a test given at the completion of the lesson. However, when tested one year later by an independent interviewer, the multimedia group displayed elaborate concepts and ideas that they had extended to other areas of history. In contrast, the control group of students remembered almost nothing about the historical content of the Civil War lesson. (Lehrer, R. (1993).

Why technology in Klein ISD classrooms? Research–Local Study The Klein ISD Technology Integration Project (TIP) began in the spring of 2001 for the purpose of increasing student achievement through teacher-designed classrooms that fully integrated technology into daily teaching and learning. Mean grades above average First grade math and overall grades higher than non–TIP students Parent and teacher perceptions indicate success Instructional activities are more engaging Local formal and informal reviews

Why technology in Klein ISD classrooms? Research–Local Study TIP Findings Mean grades for TIP students in all grade levels in mathematics, language arts and overall performance were above average.

Why technology in Klein ISD classrooms? Research–Local Study TIP Findings Student performance in first grade mathematics and overall grades were higher for TIP students than for comparable non-TIP students.

Why technology in Klein ISD classrooms? Research–Local Study TIP Findings Parent and teacher perceptions indicate that the TIP classrooms are successfully improving students’ self-esteem, independence, motivation to learn, literacy skills, and problem solving abilities.

Why technology in Klein ISD classrooms? Research–Local Study TIP Findings Instructional activities are more engaging and there is evidence of increased student participation, on-task behavior, and cooperative learning.

Why technology in Klein ISD classrooms? Research–Local Formal & Informal Reviews TIE Grant Classrooms, starting in 1998 Technology Integration Mentor (TIM) Classrooms Klein Education Foundation Grant Recipients’ Classrooms Technology and Learning Team Leader (TL2) Classrooms

Why technology in Klein ISD classrooms? Equity Technology Baseline Standard All students must meet the requirements of the state and federal laws and must be afforded the opportunity to use the most effective tools for learning.

Why technology in Klein ISD classrooms? Students

Who Are Our Students? Largest generation (36% of total population). 31% are minorities; more diverse than the adult population. Have come of age along with the Internet. Information has been universally available and free to them; community is a digital place of common interest, not just a shared physical space.

Introducing “The Millenials”

Millenials Born since 1982 In their lifetime AIDS has always existed The Vietnam War is as ancient history to them as WWI or WWII or even the Civil War President Kennedy’s assassination is as significant as that of Lincoln or Garfield They do not care who shot JR and have no idea who JR is The New Kids on the Block are over the hill Bert & Ernie are old enough to be their parents Barbie has always had a job

Millenials Computers have always fit in their backpacks “Spam” and “Cookies” are not necessarily foods “Ctrl + Alt + Delete” is as basic as “ABC” Yugoslavia has never existed Paul Newman is a face on salad dressing & popcorn Banana Republic has always been a store, not a puppet government in Latin America Yuppies are as old as hippies With a life expectancy of 77, they will live to 2060

Millenials Studies show that they are a capable, conscientious, concerned and optimistic generation, determined to succeed: 90 percent of children between 5 and 17 use computers. 94 percent of teens use the Internet for school-related research. Teens spend more time online using the Internet than watching television. High school and college students spend nearly $400 billion a year. And they increasingly are involved in making spending decisions for their parents.

Internet Use by Age Graph data is compiled from three sources: Cole, Jeffrey I., et al. “UCLA Internet Report: Surveying the Digital Future, Year Three.” UCLA Center for Communication Policy. Feb. 2003. 7 Aug. 2003 <http://ccp.ucla.edu/pdf/UCLA-Internet-Report-Year-Three.pdf>. “Connected to the Future: A Report on Children’s Internet Use.” Corporation for Public Broadcasting. 2002. 7 Aug. 2003 <http://www.cpb.org/ed/resources/connected/>. Horrigan, John, et al. “The Ever-Shifting Internet Population.” Pew Internet & American Life Project. 16 Apr. 2003. 7 Aug. 2003 <http://www.pewinternet.org/reports/toc.asp?Report=88>.

Even Young Children 72% of all first graders used a home computer during the summer on a weekly basis. Over 85% of young children with home computers used them for educational purposes. By 1999, 97% of kindergartners had access to a computer at school or home. 35% of children ages 2-5 use the Internet from any location. United States. Dept. of Education. National Center for Education Statistics. “Young Children’s Access to Computers in Home and at School in 1999 and 2000.” Early Childhood Longitudinal study: Kindergarten Class of 1998-1999. Mar. 2003. 7 Aug. 2003 <http://nces.ed.gov/pubs2003/2003036.pdf>. “Connected to the Future: A Report on Children’s Internet Use.” Corporation for Public Broadcasting. 2002. 7 Aug. 2003 <http://www.cpb.org/ed/resources/connected/>. “Strong Growth in Wireless Devices Seen Among Kids.” Spectracom, Inc. September 2002. 7 Aug. 2003 <http://www.spectracom.com/pressreleases.shtml>.

Online Teens 71% of online teens say they relied mostly on Internet sources for the last big project they did for school. 48% say their use of the Internet improves their relationship with friends. 94% of online teens report using the Internet for school-related research. 74% of online teens use instant messaging. 24% of online teens have created their own Web pages. The number of children ages 4 to 18 who own at least one wireless device (e.g. cell phones, PDAs) grew from 32% in 2002 to 43% in 2003. Lenhart, Amanda, Lee Rainie, and Oliver Lewis. “Teenage Life Online.” Pew Internet & American Life Project. 20 June 2001. 7 Aug. 2003 <http://www.pewinternet.org/reports/toc.asp?Report=36>. “Strong Growth in Wireless Devices Seen Among Kids.” Spectracom, Inc. September 2002. 7 Aug. 2003 <http://www.spectracom.com/pressreleases.shtml>.

12th Graders Perceptions About School United States. Dept. of Education. National Center for Education Statistics. “The Condition of Education 2002.” June 2002. 11 Aug. 2003 <http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003067>.

Millennials influence the present and are the future Millennials influence the present and are the future. Pay close attention to them, as their usage of media influences other demographic groups and they literally represent the world to come. “Born to be Wired: The Role of New Media for a Digital Generation; A New Media Landscape Comes of Age: Executive Summary.” Yahoo! and Carat Interactive. July 2003. 7 Aug. 2003 (press release) <http://biz.yahoo.com/bw/030724/245198_1.html>. Yahoo: Born to Be Wired

Our Challenge Are our schools ready for this generation? How do we create the learning environments that engage this generation to help them reach their full potential? How do we equip these students with the skills and knowledge they need to be competitive in a global, information-based economy and contributing citizens? What assumptions about education do we need to question?

What Are They Telling Us? Today’s students feel strongly about the positive value of technology and use it in nearly every aspect of their lives. They are more comfortable with computers than their parents – and their teachers. What they are telling us is they want to help us understand this great new world of technology and its vast possibilities. And they want us to listen to them.

What Are They Telling Us? “We have technology in our blood.” -- Student

Productivity & Efficiency Automate vs. Infomate

Thank you!

http://www.ed.gov http://www.ed.gov/Technology http://www.NationalEdTechPlan.org http://www.nclb.gov