1. Video Case Studies in technology Integration and School Reform

2. Dr. Diane Reed Vice-President Mid-Atlantic dreed@casenex.com

3. CaseNEX History and Mission Founded by faculty at the University of Virginia – Curry School of Education First social science spin-off from UVA Mission: Teacher Education –Research into practice –Case method learning –Multimedia web-based model

4. Reflective 5-Step Method for Case Study Analysis

5. Case Studies: Capturing Complexity Multimedia—video, audio, photos, text “Slices of life” Ancillary documents, data Stand alone or embedded in courses Download to your, Microsoft Zune or Apple IPod

6. Microsoft Partners in Learning

7. Partners in Learning Project Microsoft, as part of its Partners in Learning Program, elected to do case studies in order to create a body of work to support professional development and growth for educators across the country. In collaboration with CaseNEX, a series of 16 case studies have been developed and are ready for use, free of charge, for all educators. Each case study contains video of unique issues, perspectives, and actions related to technology and high school reform.

8. PA Partners in Learning Project Case Studies Course Modules Instructor Notes

9. PA Partners in Learning Resource Center http://www.casenex.com click on: Microsoft Partners in Learning http://www.casenex.com

10. Resource Center Contents Access to the case studies Course modules CaseNEX Case Tutorials Which cases are right for your school?

11. Read the Case http://www.casenex.com –Login »username - casespa »Password – microsoft

12. Reflective 5-Step Method for Case Study Analysis

13. USING THE FIVE-STEP CASE-ANALYSIS METHODOLOGY

14. The Case Study of Plymouth – Whitemarsh High School

15. Reflective 5-Step Method for Case Study Analysis

16. “ Issues

17. What challenges accompany comprehensive school reform at both the school and district level? Why did Plymouth Whitemarsh choose to focus on literacy as part of the school reform What else did you notice going on?

18. Perspectives

19. Perspectives -- Teachers The administrators recognized that they had to develop teacher leaders if the reform was going to be successful. Imagine the range of teacher responses to this approach to reform.

20. Perspectives - Students The focus of reform at Plymouth Whitemarsh is on students who are often overlooked -- How do you think these students feel as they are placed in special classes like Reading Rock and Roll or program like AVID?

21. Perspectives - Other Departments How might a teacher in another department feel about the extensive investment in technology in the social studies department? How might they feel about “giving up their chalk”?

22. Perspectives - yours Share the ways your school trains and supports teachers who integrate technology into their classrooms. Considering the perspectives of all teachers, what would it specifically take for some of your colleagues to “give up the chalk?”

23. “ Knowledge

24. CaseNEX Virtual Library Click on Class Materials Virtual Library Readings (Search) Find some KNOWLEDGE relevant to this case study

25. Readings How does Technology Influence Student Learning? 23 Learning 2.0 Things Wiki as a Teaching Tool

26. More Readings Technology Makes School Communication Easier Blog Rules Teacher Designed Web Pages as a Classroom Tool

27. “ Action

28. Superintendent Vincent Cotter believes that in order for change to be successful, everyone must be involved. What actions are he and Monica Sullivan taking to provide that support? What additional actions might they take?

29. “ Consequences

30. Focusing on the case video, identify areas where teachers at Plymouth-Whitemarsh, both inside and outside the classroom, use paper-based activities or face-to-face communication. Recommend actions they might take to increase efficiency by moving to web based methods. Identify the positive and negative consequences of these methods

31. Wrap up case...

32. Enhancing Learning: Hatboro- Horsham High School

33. Issues How is technology changing the relationship between students and teachers at Hatboro Horsham HS? What challenges and opportunities might result from this changing relationship?

34. Perspectives How is technology changing the students’ view of teaching and Learning?

35. Perspectives How are the different content area teachers integrating technology in their classroom? How might content drive technology choices?

36. Critical Perspectives –Carol Tomlinson –Megan Tschannen-Moran –Ron Sofo

37. Knowledge Go to the CaseNEX Virtual Library Course module – readings session 1. Use the Virtual Library Search Options.

38. Radings Technology Coach Handbook How Teachers View Technology How ill you use Technology to Support your Vision of Learning?

39. Action Each year the program incorporated more teachers. What action will need to be taken in order to guarantee scalability and sustainability?

40. Develop an Action Plan What would you put in place for new teachers each year and what would you put in place to see that the program is sustained in the long run even when the grant funds stop?

41. Roads to Reform: Freedom Area High School

42. “ Issues

43. Principal Staub comments on the difficulty of training teachers during the school year. How does your district address this issue?

44. Perspectives

45. How might community memebers feel about both the increased use of technology and project based learning in Freedom?

46. “ Knowledge

47. Go to the CaseNEX Virtual Library Login with tampa / microsoft Click on Class Materials – Virtual Library - search

48. Knowledge Look up readings for the case Search by topic Discuss in your group – Share what you have learned

49. “ Action

50. “ Consequences

51. PA Partners in Learning Resource Center http://www.casenex.com click on: Microsoft Partners in Learning http://www.casenex.com

52. Research-based Model for Online Professional Development

53. Research-Based Researchers at UVA have demonstrated that, people who participate in CaseNEX are better able than non-participants to: Recognize educational issues, problems, and opportunities; Take into account others’ values when designing educational interventions; Call up relevant professional knowledge when it is needed; Forecast actions aimed at addressing particular problems; and Assess the results of their actions.