1. LET’S TALK TECH What should Undergraduate Level students’ know?

2. EARLY UNDERGRADUATE LEVEL – Technology for personal use and how to help their future students Computational skills (All levels) – working through the system for research (where to search, how to get from a-b-z, problem solving) Students are learning how to research at younger ages – current college students are struggling Work on helping find artifacts and the most important resources Resource Validity Finding what is accurate and appropriate Google docs, podcasts (seem foreign) Copyright laws Understanding the laws

3. CONTINUED Need to identify technology skills that students need to leave with Need to be able to create lesson plans incorporating standards and technology Technology is volatile and becomes outdated quickly Evolve our students along with the technology and the proper application Blend technology for effective teaching Cheating awareness Technology provides the platform to be efficient and effective, but has times where it is better to be used than others Know your students and the material

4. UPPER UNDERGRADUATE LEVEL – Portfolio – artifacts Effective technology use Application side – basics Leading into how the districts use technology and how to integrate into the districts Manipulatives Ex: frog dissections online vs. tactile Technology isn’t always better than hands-on, but it can be better than just a textbook Higher expectations Give framework in which to operate, but be able to develop into their own use based on their placement Blended curriculum Hands-on can use different areas of the brain

5. CONTINUED Students are used to finding other opinions before thinking of their own when related to research Critical Thinking Prompt for their own thoughts Then find other sources with different views Tie them together to form a singular meaning Computational Thinking –ubiquitous Fluency with technology skills themselves Hierarchy skills – folders, etc. Fluency – how to move between different contexts Not tied to speed, but rather can you get to the final step Accuracy + speed + expression = Fluency

6. CONTINUED Know the difference between persuasive and argumentative Persuasive – evoking emotions Argumentative – based on facts and merits Defining where do we want and need to have our students at the end of the program Once defined – we can move backwards to determine how to get them there Must also know what we will not do based on readiness on the part of the educators or students Skills, strategies, and mindsets Changes in mindsets will help to better serve students Must adapt with the new technology and other world changes

7. CONTINUED Domains of Learning Knowledge Skills Disposition (Affective/Values) Ex: learning about the common good, must then be able to demonstrate it Bring in standards to help determine where students need to be and the differences Fluency – related to the amount of practice that occurs Encourage students to practice certain skills

8. WHAT DO WE, AS FACULTY, NEED TO KNOW AND BE ABLE TO DO? As student body changes, so does technology Technological understanding and the challenges they face Gap analysis Technological expectations to help guide students to proper levels of understanding Faculty gains levels of comfort through practice and conferences Crawl – walk – run philosophy In respect to technology Technology application moves on with the methods classes More educated consumers of the technology being used in the classrooms Faculty also needs scaffolding with technology to gain comfort in their use for the classroom

9. WHERE TO GO NEXT? Ubiquitous learning Fluency What do students NEED to know before moving on? Have similar conversations on other topics