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Spotlight Summary
Overview & Objectives
Intended Audience: Technology Directors, Curriculum Directors, Principals, Staff Developers, Lead Teachers. Participants will leave the session with:
- New perspectives on current research on technology solutions that work in mathematics, literacy, and science at the middle and high school levels
- Increased awareness of where to find sound research on technology and learning
- New understanding of how to know which research studies to trust
-Insights into how educators should use research to inform decision making
- Sound reasons to jolt the education system into digital learning
- Insights into how to translate this research into practice
Outline
Content: a) A minium of 20 research studies on how technology has been proven to increase student learning in content areas including literacy, mathematics, science, and others. b) Analysis of why some technology solutions work and others don't; c) steps to analyzing which reseach to trust d) tips for using research findings Time: a) 30 minutes b) 10 minutes c) 5 minutes d) 10 minutes (Q&A;: 5 minutes) Process: Visual examples of technology solutions will be demonstrated and research findings will be shared. After a few examples in a content area, the audience will be called on to comment on the elements that made the solution a success and how they might use the research back in their schools. Finally, after a few rounds of this process, Metiri will help the audience analyze a study.
Supporting Research
The entire session is about presenting valid, reliable research on the impact of technology solutions on student achievement and student learning. Examples: White, Barbara Y. & Frederiksen, John R. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction. 16(1). 3-118. Lawrence Erlbaum Associations, Inc. Vollands, topping, & Evans (1996). Experimental Evaluation of computer Assisted Self-Assessment of Reading Comprehension. Effects on reading Achivement and Attitude. Dundee, Scotland; University of Dundee, Department of Psychology. (ERIC Document Reproduction Service No. ED 408 567. Paul, Scott Swanson, Wenyuan Zhang, and Lance Hehenberger. 1997. Learning Information System Effects on Reading, Language Arts, math, Science, and Social Studies. Madison, WI. The Institute for Academic Excellence. (ERIC ED 421 686)
Presenter Background & Qualifications
Enjoyed teaching for 9 years as a middle school and high school mathematics teacher in urban and a rural settings. After getting a masters degree in Computer Education from the University of Washington, I served as the Washington state technology director for 9 years and the Associate Superintendent for the Illinois State Board of Education for Technology for 3 years. From there served as the Executive Director of the Milken Exchange on Education Technology and then formed the Metiri Group. Current present on this topic in multiple states for a variety of clients.
Prerequisites
An appreciation for the value of research and data in decision making.
Referenced Web Links (URLs)
All others will be hotlinked off the above url.
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