202 Mann Hall 248 Colchester Avenue University of Vermont Burlington, VT Harnessing the Power of Technology to Engage Learners May 20, 2010 VSA/VCSEA Annual Conference Penny Bishop, Director John Downes, Associate Director

History Funded by Richard E. and Deborah L. Tarrant Foundation : Developed/evaluated technology-rich, student-centered model in Milton Middle School 2009: Site 2 established at Edmunds Middle School 2010: Tarrant Institute for Innovative Education (TIIE) established 2010: Site 3 established at Manchester Middle School

Middle School Matters Students are at greatest risk for disengagement in middle school Students who choose ultimately to drop out often make this decision in middle school We can identify almost half of all potential high school drop outs as early as 6 th grade 8 th grade achievement predicts later life success more than any high school academic factor

TIIE Goals to increase middle school student academic engagement; to increase adolescents’ likelihood of school completion; and to prepare students for 21st century citizenship.

TIIE’s I-LEAP Model Teaching and Learning Should Be… Technology-Rich Personalized Relevant Authentic Diverse Active

Farming in Milton Today Relevant and Active Learning

TIIE Principles Effective middle schooling Effective technology integration Effective student voice and involvement Interactive effects of all three

Effective middle schools are characterized by… meaningful student involvement in the design of schooling relevant and integrative curriculum taught and assessed in varied ways healthy relationships across stakeholder groups courageous and collaborative leaders safe, inclusive, and supportive culture interdisciplinary team organization common planning time flexible block scheduling flexible grouping teacher-based guidance service learning

Effective technology integration means… drawing on the talents and dispositions of ‘digital natives;’ closing the “widening gap,” or integrating into school the technologies and learning habits that students use out of school; looking more deeply into society's technology use for clues about effective teaching and learning; and understanding that today’s students often learn best through trial and error, process information quickly, connect with graphics before text, and require relevance.

Types of Technology Integration “Type I educational computing uses computers to mimic the same behaviors and procedures that teachers use without the technology.” “Type II applications make available new and better ways of teaching” (Muir, 2007).

Types of Technology Integration Students learn "from" computers— technology used essentially as tutor to increase students’ basic skills and knowledge; Students learn "with" computers— technology applied to a variety of learning goals and serves to develop higher order thinking, creativity and research skills

Technology as Media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), for communication (such as word processing, , synchronous conferencing, graphics software, simulations, and tutorials), for construction (such as robotics, computer-aided design, and control systems), and for expression (such as interactive video, animation software, and music composition).

Rubin R. Puentedura, Technology Levels of Use

Redefining Learning? Student collaboration beyond school day – Google Apps Student participation in classroom learning – Backchanneling – Student Response Systems (Clickers) Understanding teaching and learning – Timesliders – Revision histories – Video annotationhttp://justpaste.it/nzaims

Student Voice: The Gap “What would happen if we treated the student as someone whose opinion mattered?” (Fullan, 1991) “We educators and educational researchers must seriously question the assumption that we know more than the young people of today about how they learn or what they need to learn in preparation for the decades ahead. It is time that we count students among those with the authority to participate both in the critique and in the reform of education.” (Cook- Sather 2002)

When we seize upon the positive interactions of the middle level concept, technology integration and student voice we find: Technology rich, community-based projects provide powerful learning opportunities for all kinds of students, including those who have historically underperformed in other contexts. Presentations to authentic audiences, such as members of the community or on-line peers, motivate students to achieve levels of quality not seen in their prior school work. Student voice, choice and project-based learning help effectively differentiate curriculum and expectations, leading students to improve their work and enhance their sense of competence, confidence, and group pride.

What Teachers Say “For the first time in the history of my teaching career, every student’s hand was raised.” “With this technology I am seeing new opportunities to differentiate instruction for all levels of my students.” “I am seeing kids that never engaged in class discussion chime in. I was teaching the concept of slope and students were able to manipulate the line on the graph and watch the coordinates change. Every student wanted to come up to the SMART Board.” “It’s 4:30 now and I know my kids are over there working on their PhotoStories. We’re reaching kids. It’s not just the top of the class who’s staying after school to work on their PhotoStories. It’s fun for them.” “The shift isn’t in the students. The shift is in the teachers. We don’t have to convince the students that this is the way to learn.”

What Parents Say “This is the first time he ever wanted to come to school.” Parent of a 7th Grader “My daughter’s grades have improved since being involved in this program. She has always had a problem with focusing, but now with the laptop, I have seen her sit, focused, completing her work. I really see the advantages of bringing our teaching methods current with technology. It is making a difference, engaging my child into learning again. School is fun again and interesting. If this can bring my daughter to that conclusion, then you know that it has major potential to be successful.” Parent of an 8 th Grader

Personalized and Authentic Families and Iraq

What Students Say “There’s a point to what we are learning.” Projects “show what we are interested in,” and are “more interactive and involved.” A student with a history of behavioral difficulties noted, “It’s easier to be an individual on this team. You don’t have to fit into a mold.” “You get to use your voice and express yourself.” “Usually in class, you know, you do a project and you throw it in the trash the next day because you’re just there to get the grade and then be done with it. When we actually put it out to the community, now it’s kind of like it’s going somewhere, there’s an actual point to it.”

Technology Rich and Relevant Electric Claymation

“ One-to-one computing has not lived up to its expectations. Providing each student with a laptop computer has not resulted in significant achievement gains. In an analysis of previous studies on 1:1, Boston College researchers found that the impact of a one-to-one computing implementation is largely a function of the classroom teacher. Some teachers know how to make good use of a one-to-one situation, and some don’t. If extracting value from an innovation is dependent on the teacher, then the value added by the innovation per se is limited.” (Norris & Soloway, 2010) “One-to-One Computing Has Failed Our Expectations.” District Administration, May 2010

TIIE Strategies Technology Assistance – 1:1 ubiquitous computing, e.g. netbooks, laptops, iPads – Additional hardware and software supporting project goals Professional Development – Graduate coursework – Coaching model – Conference attendance Ongoing Support – Virtual professional learning communities – Regular convening

Currently Participating Schools I-LEAP – Milton Middle School – Edmunds Middle School – Manchester Middle School Vermont e-Learning Project – Barnet School – Riverside Career and Technical Center – Manchester Elementary/Middle School – Enosburg Middle School – Woodstock Middle School – Peoples Academy

Examples of I-LEAP Technology Use

Technology-Rich Personalized Relevant Authentic Diverse Active Imagining Possibilities Water in Uganda

How can you get involved? Respond to RFP (Fall 2010) Identify Needed Services Demonstrate Match to TIIE Priorities and Expectations Educator willingness to innovate Direct involvement and vision by school leaders Prospect of sustainability Commitment to comprehensive PD Demonstrated focus on middle level concept

202 Mann Hall 248 Colchester Avenue University of Vermont Burlington, VT Harnessing the Power of Technology to Engage Learners May 20, 2010 VSA/VCSEA Annual Conference Penny Bishop, Director John Downes, Associate Director