Day 1 Amber Evenson Lead Consultant McREL

2012 McREL
All publications of McREL are protected by U.S. Copyright Law and, unless otherwise noted, owned or controlled by McREL. The materials provided are solely for personal, educational, and informational use. Materials may not be modified, altered, or edited in any way. The document must retain all authorship, publisher, and copyright information.

If you have not already done so, please go to https://www.google.com/accounts and set up a Google account. You will need an email address that you can access today but it does not have to be a Gmail address. Then see if you have access to sites.google.com/site/506labettecounty. If you do not, see the workshop facilitator (Amber Evenson) so that she can share the workshop webpage with you.
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Agenda Day 1
8:00 a.m. 8:15 a.m. 8:45 a.m. 9:30 a.m. 9:45 a.m. Welcome & Introductions Introduction to the Google site Why use instructional technology? research and purpose BREAK Introduction to the New National Framework for K-12 Science Education

10:45 a.m. Using the Common Core State Standards Mathematical Practices with technology 11:15 a.m. Practice 1. Using technology to make sense of problems and persevere in solving them 11:45 a.m. LUNCH 12:30 p.m. Practice 2. Using technology to reason abstractly and quantitatively 1:45 p.m. BREAK

1:55 p.m.

Practice 3. Using technology to construct viable arguments and critique the reasoning of others
Wrap-up and Preview of Day 2
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2:50 p.m.

Agenda Day 2
8:00 a.m. 9:45 a.m. Practice 4. Using technology to model with mathematics and science BREAK

10:00 a.m. Practice 5. Use appropriate tools strategically 10:30 a.m. Practice 6. Using technology to attend to precision 11:30 a.m. LUNCH

12:15 p.m. Practice 7. Using technology to look for and make use of structure
1:15 p.m. 1:50 p.m. 2:00 p.m. 2:30 p.m. 2:50 p.m. Practice 8. Using technology to look for and express regularity in repeated reasoning BREAK Connecting practices to the Standards for Mathematical and Science Content Preview of the guaranteed and viable curriculum development process Wrap-up and evaluation

Organizing Our Tools

Computers connected to wifi

Presentation pdf & Google Site Big 3 Plug-ins: * Java * Shockwave * Flash

Operating Norms

1. Be Open-minded to new ways of

teaching with instructional technology

2. Be Flexible when things dont work

as planned

3. Be Helpful to others as they learn

about technology applications

4. Contribute your ideas and questions

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Log on to your Google account and find your sites

Go to www.google.com and log into your account in the upper right corner of the browser window. Find 506 Labette County under your Sites and choose it.

Why use instructional technology?

Effects of Technology on Students' Achievement: A Second Order Meta Analysis

by R. M. Tamim, Hamdan Bin Mohammed e-University, R. M. Bernard, E. Borokhovski, P. C. Abrami, & R. F. Schmid, Concordia University, Review of Educational Research, March 2011

574 individual effect-sizes (60,853 participants) were extracted from 13 meta-analyses. The weighted mean effect-size of 0.304 supported the findings of the second-order metaanalysis. The results consistently represent a medium strength effectsize, favoring the utilization of technology.
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A Meta-Analysis of the Effects of Computer Technology on School Students' Mathematics Learning

by Li, Qing and Ma, Xin, Educational Psychology Review, 2010

A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of computer technology on mathematics achievement.

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The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis

by Slavin, Robert E. and Cheung, Alan C. K., Johns Hopkins University and University of York, 2011

85 studies based on over 60,000 participants were analyzed. The findings suggest that education technology generally produced a positive effect in comparison to traditional methods. The effects may vary by education technology type. Innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence.
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BREAK TIME

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Introduction to the new national Framework for K-12 Science Education

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Using the Common Core State Standards Mathematical Practices with technology
5. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include , a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice

Practice 1. Using technology to make sense of problems and persevere in solving them
Opening Activity: Wordle Concept Introduction Watch as your facilitator creates a word cloud of "Photosynthesis" using the printable version of the Photosynthesis article on Wikipedia and http://www.wordle.net/create. Assist your facilitator in choosing meaningful words to keep and trivial words to discard. How does this sort of activity help students begin to learn a difficult concept? What would the difference be in using it at the beginning of a lesson as opposed to the end of a lesson? Pair with a neighbor and discuss your answers to these questions. Try it out with a partner using a difficult term/concept one of you needs to teach to students.
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Practice 1. Using technology to make sense of problems and persevere in solving them
Activity: Educational Games Set up an account at https://www.dimensionu.com/students/signup and play one of the two games. If your computer is not compatible with this game, you could play an alternative game from http://delicious.com/mattscottkuhn/SMathematics+Games. How does this sort of educational game help students persevere in their problem solving? Answer this question in a comment on the 1S page on https://sites.google.com/site/506labettecounty.
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Pair and share

Turn to your neighbor and share what you learned in the last activity. Have you used technology like this with students before? Would you consider integrating a learning experience like this one into your lessons?

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Practice 1. Using technology to make sense of problems and persevere in solving them
Option 1 Activity: Virtual Problem Solving Solve scientific problems using http://phet.colorado.edu/en/simulation/reactions-and-rates or http://www.edheads.org/activities/stem1. After you have tried out one of the applications, answer one or both of the questions below is a comment on the 1S page on https://sites.google.com/site/506labettecounty. 1. Is this a more efficient and effective way to teach this subject? and/or 2. What are the advantages and disadvantages of using virtual equipment for both students and teachers?

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Practice 1. Using technology to make sense of problems and persevere in solving them
Option 2 Activity: Reinforcing Effort over Intelligence Read How Not to Talk to Your Kids. After you have read the article, your facilitator will put you into groups of about three. In you groups, discuss your reaction to the article and what it means for the classroom. What does it say about ensuring students persevere when faced with new and difficult concepts and problems?

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Practice 2. Using technology to reason abstractly and quantitatively

Activity: Khan Academy and Group Discussion Watch a tutorial video from the lower right corner of http://khanacademy.appspot.com/math/algebra/polynomials-andquadratics/e/kinematic_equations. Then try to solve the challenge problems. If a student were given a diagnostic assessment that led to a tailored series of these sort of exercises, what would be the benefit to the student? Assuming the students progress can be monitored in detail on a daily basis, what would be the best role for the teacher is a classroom full of students using differentiated sets of Khan Academy lessons? Using http://khan-academy.appspot.com/coach/resources, think about your answers to these questions, and brainstorm challenges that might need to be overcome in your classroom to use this resource wisely. After you have had time to work on this on your own, your facilitator will put you into a group of about three to discuss your answers to the above questions and your thoughts on the effectiveness of this pedagogical model of instruction.
One person from each group should be prepared to report for their group.

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Practice 2. Using technology to reason abstractly and quantitatively

Activity: WatchKnowLearn Watch one of the videos from http://www.watchknowlearn.org/Category.aspx?CategoryID=2773. Try out the search feature to find other videos you may be able to use with your students. 1. What does mathematics add to the ability of a student to reason abstractly and quantitatively in science? 2. How does science serve as an application of mathematics when students use it to reason abstractly and quantitatively? Answer these questions in a comment on the 2S page on https://sites.google.com/site/506labettecounty.

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Pair and share

Turn to your neighbor and share what you learned in the last activity. Have you used technology like this with students before? Would you consider integrating a learning experience like this one into your lessons?

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BREAK TIME

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Practice 3. Using technology to construct viable arguments and critique the reasoning of others
Activity: Blogging Go to http://letsplaymath.net and find a posting to critique. Post your critique by replying to the post with a comment that includes both positive remarks and areas for improvement. Use evidence from the posting to justify your points. If anything is confusing about the posting, include a question for the author in your critique.

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Practice 3. Using technology to construct viable arguments and critique the reasoning of others
Activity: Prezi As an example, watch a student-created prezi at http://prezi.com/ylmycdmz0ry/what-would-earth-be-like-with-no-gravity. Now use one of the standards from the National Science Frameworks to create your own prezi. This application is best used to make a point. Use it to argue your point about one of the standards and post the URL to your prezi in a comment on the 3S page on https://sites.google.com/site/506labettecounty.

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Pair and share

Turn to your neighbor and share what you learned in the last activity. Have you used technology like this with students before? Would you consider integrating a learning experience like this one into your lessons?

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Wrap up and preview of Day 2

8:00 a.m. 9:45 a.m. Practice 4. Using technology to model with mathematics and science BREAK

10:00 a.m. Practice 5. Use appropriate tools strategically 10:30 a.m. Practice 6. Using technology to attend to precision 11:30 a.m. LUNCH

12:15 p.m. Practice 7. Using technology to look for and make use of structure
1:15 p.m. 1:50 p.m. 2:00 p.m. 2:30 p.m. 2:50 p.m. Practice 8. Using technology to look for and express regularity in repeated reasoning BREAK Connecting practices to the Standards for Mathematical and Science Content Preview of the guaranteed and viable curriculum development process Wrap-up and evaluation

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