Strategies+for+Achieving+Purpose+and+Goals

=Purpose=


 * The central purpose of this project is to increase learning of K-12 students by 10% through the thoughtful and wise use of technology.**

//Evaluation: school and classroom-based assessments//

=Goals=

Goal: Knowledge

 * Increase knowledge, willingness, and actual use of technology among pre-service and in-**
 * service teachers; our goal is that our goal is that there will be a 25% increase in the use of**
 * technology among pre-service and in-service teachers.**


 * Relation to purpose**: K-12 student learning cannot be positively influenced by technology unless teachers have a knowledge of technology and a sense of self-efficacy in its use.


 * Evaluation**: Pre- and Post-program survey (details on evaluations can be found in the “Program Evaluation” section)


 * Objectives**

Add technology instruction to Education 314 and 316 at Capital University

Development of curriculum for Education 314 and 316 (Junior Block Reading and Writing Methods) that extends students’ technological prowess as measured by student projects. Learning will take place in the college classroom, in students’ field placements, and via distance learning. The curriculum will focus on the skills teachers need in order to approach new technologies with a sense of self-efficacy. Project work will allow all students to be challenged no matter their ability to use technology prior to taking these courses.

Evaluation: Curriculum, pre-service teachers' ePortfolios

Provide ten professional development workshops during the year

These workshops will focus on technologies that are relevant to the particular classrooms represented in this project as well as technology-learning techniques, instructional design, and Universal Design for Learning. Even if pre-service and in-service teachers are not able to attend a workshop, its material and a video of the presentation will be available for distance learning.

Evaluation: Workshop evaluations, Distance Learning materials on CMS, videos of workshops

Create communities of practice small groups organized by location

A community of practice may be individual teachers in two schools in a district along with two or three pre-service teachers and Capital University Education faculty or some similar grouping. The purposes of the smaller groups include to ensure that local needs and conditions are addressed in the project and to facilitate the kind of problem-solving conversations that take place at the point of actually using the technology. The identity of the each smaller community and the larger whole will be forged by shared goals and commitment to bringing ICT to classrooms, through continued communication, exchange of ideas and experience. Access to and usage of compatible and replicated technology is an important aspect of building identity of the community.

Evaluation: Records of communication between Principle Investigators and pre-service and in-service teachers; records of communication between members of the communities of practice

Encourage peer support through and within communities of practice

Where possible we will arrange for in-service teachers to visit each others’ classrooms, particularly classrooms that are relatively close by in terms of physical location. Capital University faculty will be a part of the visits and/or a part of discussions that follow the visit. The faculty can help in-service teachers recognize their own strengths and the strengths of their technology use. This will help all participants see each others’ strengths and therefore to help them learn to depend on each other for guidance.

The workshops will bring teachers together. Smaller groups can be facilitated within workshops through having an experiential section where these teachers work together on problem-solving and learning of some sort.

As a clearinghouse for the aggregate of information, Capital University faculty can refer in-service and pre-service teachers to each other because of a common interest.

Evaluation: Workshop records, records of communications, distance learning materials (CMS and public website)

Teach effective skills for the adoption of technology

All contact between participants will focus on some aspect of: instructional design, Universal Design for Learning, problem solving around technology, and learning principles that can be applied to many specific situations (e.g., how drop down menus work across many different programs and operating systems).

In addition to formal teaching situations, participants in the various communities of practice can help each other figure out and make new technologies operational and useful.

Evaluation: Pre- and post program surveys, ePortfolios

Make information and ideas accessible through distance learning practices

Distance learning practices include making a public web space for recording of ideas, such as websites that are useful for teaching certain concepts and instructions for creating/utilizing technology in the classroom and using a private course management system (CMS; e.g., Moodle which is Open Source) for communication and the recording of information that cannot be shared on a public website (such as pictures of students in the classroom). Distance learning will also feature information in multiple forms (video, podcasts, written form, etc.) to accommodate all teachers’ preferences for receiving information. Open Source adaptive software will be integrated where possible in order to accommodate pre-service and in-service teachers and also to demonstrate how Universal Design for Learning principles can be integrated into instructional design.

Evaluation: public website, materials available on CMS

Creation of ePortfolios by all participants

ePortfolios will consist of the projects and materials created by pre-service and in-service teachers during this proposed program. The portfolio itself may be as simple as a list of links to the actual projects and brief comments about how the projects meet goals set by this grant program. Because the development of the ePortfolio is made as simple as possible, in-service teachers will also be able to create ePortfolios which can be shared with one another and which will be a major piece of evidence regarding the effectiveness of this program.

Evaluation: ePortfolios

Develop and increase critical thinking, creativity, problem solving, and innovation in the process of using technology among pre-service teachers, in-service teachers, and K-12 students; pre-service and in-service teachers’ ePortfolios will include at least 1 project that requires problem-solving for K-12 students as well as evidence of their own creative and innovative use of technology.

Relation to Purpose: K-12 students benefit from learning experiences that fit their learning needs and that spark their interest. Evaluation: ePortfolios, materials on public website, materials on CMS, pre- and post-program surveys

Objectives Encourage, through the communities of practice, the sharing of innovations already being used and those that are developed during the course of the project.

Communities of practice will be developed and university faculty will model the process of sharing. Additionally as university faculty become aware of innovation among K-12 students, pre-service teachers, and in-service teachers, they will prompt the sharing of that technology to the community at large and the smaller communities of practice.

Evaluation: Communications records

Provide computer hardware (e.g., used laptops) so that pre-service and in-service teachers can experience the process of putting Open Source operating systems and software on an actual computer as a means of developing problem solving skills.

The experiential portion of the ten professional development workshops will provide opportunities for scaffolded problem solving in the process of installing and using Open Source operating systems and/or programs as well as websites and web apps. This project will make use of donated computers to enhance existing classroom technology. Capital University Department of Information Technology will be donating some computers and we are looking to find corporate partners to join with this aspect of the project. Additionally, we are currently piloting putting new software on old computers that have been informally donated to Capital University faculty.

Evaluation: workshop records, workshop videos

Demonstrate innovative uses of technology hardware such as the wiimote interactive whiteboard (an interactive whiteboard that uses a wiimote and infrared pens) in workshops and through distance learning.

Since the equipment to create the interactive whiteboard using wiimotes is already available (owned by a faculty member of Capital University), this technology will demonstrate how common items can be used in ways for which they were not constructed in order to create learning technologies. Along with this particular example, websites such as http://instructables.com will be shared; this type of website provides instructions for doing sophisticated things with unsophisticated equipment. Not only does this website scaffold creating unusual things (such as a Stirling engine that uses a candle, a soda can, a balloon, and a few other household things), the experience of doing some of these projects can lead pre-service and in-service teachers into creating different innovative projects. The process of using Instructables and similar to support creativity and innovation has been used with Capital University’s Education 214, Integrating the Arts in the Elementary Classroom and informally found to be a successful way of teaching the thinking processes that lead to innovation and creativity.

Evaluation: Videos of workshops, public website, CMS materials

Use part of the workshops for “tinkering”--trying out possible innovations

As mentioned above, part of each workshop will be experiential so that pre-service and in-service teachers can try out new things with the support of their peers and university faculty.

Evaluation: Videos of workshops, public website, CMS materials

Help pre-service and in-service teachers develop lesson plans that involve K-12 students in creativity (e.g., new ways to demonstrate their learning) and problem-solving (figuring out something such as a scientific concept or getting a new technology to work)

Workshops, communities of practice, and distance learning techniques will be the means by which pre-service and in-service teachers will have the support to integrate problem solving and creativity into their actual plans for teaching. Teachers who are less comfortable with using constructivist methods will be encouraged to require students to use innovative ways to represent their learning where appropriate (e.g., social studies presentations moving beyond power points).

Evaluation: ePortfolios, public website, CMS materials

Use technology to support communication and collaboration among pre-service teachers, in-service teachers, university faculty; our goal is that our goal is that 75% of the teaching related to this project will be through distance learning

Relation to Purpose: K-12 students will learn better if their teachers have a supportive peer group in the process of technology being used for learning. Evaluation: Communication records

Develop a public web space for recording of ideas, such as websites that are useful for teaching certain concepts and instructions for creating/utilizing technology in the classroom (distance learning)

The public website, possibly housed on http://wikispaces.com, enhances communication because wiki pages have areas for discussion about the projects that are posted. These can become forums for problem-solving around technology and extending teaching ideas. Because of the public website, this material will be continue to be available (and can still be worked on) well beyond the grant program’s ending date. An example of this kind of wiki, developed by Tobie Sanders and Carolyn Osborne (who will implement this grant program) can be found at: http://literacymethods.wikispaces.com.

Evaluation: Public website

Use online conferencing technology (e.g., Big Blue Button) for communication among project participants

Online conferencing offers the advantages of being together in a meeting through being able to share written and visual ideas and avoids the problems of scheduling, transportation, parking, and so forth. With this kind of technology, pre-service teachers and some of the in-service teachers can “meet” during pre-service teachers’ class time. The in-service teachers can share classroom events and immediate plans and everyone can focus on helping each other move forward in the use of ICT in the classroom. Using an Open Source web application for this function means that in-service and pre-service teachers can use this technology later on without worry about cost.

Evaluation: Records of conferencing

Use a private course management system (“CMS,” e.g., Moodle which is Open Source) for communication and the recording of information that cannot be shared on a public website (such as pictures of students in the classroom) (distance learning)

It is not appropriate to share many forms of information on a public website, such as pictures of children, names, concerns about particular children, ideas for addressing individual students’ needs, and so forth. A private course management system allows for open communication between project participants.

Evaluation: CMS system materials and statistics

Use group communication processes in the course management system (e.g., email to all participants or a subset of participants)

There are many ways to send messages to all participants or some subset of participants as necessary. Participants (pre-service teachers, in-service teachers, and university faculty) will be encouraged to use these means for communication with each other.

Evaluation: Record of program activities, examples of communication

Develop strategies and knowledge to create and design learning environments and learning activities that address the full range of learners; each pre-service teacher and in-service teacher will demonstrate this understanding through at least one project in their ePortfolios.

Relation to Purpose: Not only do students need access to technology, but they need well-designed learning experiences that suit their individual and corporate learning needs. Evaluation: ePortfolios, public website, CMS

Pre-service and in-service teachers place at least one project that reflects principles of instructional design in their ePortfolios It is not enough to know how to use the technology in a classroom; teachers need to know how to use it effectively to support learning. Technology opens up a lot of possibilities in terms of how information is presented, how students learn, how to support individual needs, and how students represent their knowledge. The most impressive technology will be a waste of time unless teachers (pre- and in-) can create a learning context for it. Examples of participants’ work that reflects principles of instructional design will be placed in their ePortfolios.

Evaluation: Workshop records, workshop videos, ePortfolios

In workshops, on the private and public websites, in Education 314/316, and in private conversations, present the principles of Universal Design for Learning (UDL)

Principles of and resources for Universal Design for Learning will be taught and made available via all possible venues (in class learning, distance learning, etc.)

Evaluation: CMS, public website, ePortfolios

Provide information about Open Source adaptive software

All in-service and pre-service teachers will be given access to and opportunities to experiment with Open Source software. Open Source will be part of the experiential aspects of some of the workshops.

Evaluation: Workshop records, CMS, public website

Pre-service and in-service teachers place at least one project that reflects principles of Universal Design for Learning in their ePortfollios

Simply having multiple forms of the same information available for students is an example of UDL because all modes of learning are addressed (pace, format, etc.). Additionally, pre-service and in-service teachers can include specific adaptations for specific students in their classrooms

Evaluation: Curriculum, workshop records, ePortfolios

Ensure that 100% of the use of technology in this project reflects proper digital citizenship and safety practices as well as each district’s policies on the use of technology in the classroom. Relation to Purpose: In order to learn, K-12 students need to be safe, first of all.

Evaluation: Public website, CMS, safety checklist

Present information to in-service and pre-service teachers about digital citizenship and safety practices

All adult participants will be presented with information about both digital citizenship and safety practices. This will take place formally in workshops and the pre-service teaching curriculum as well as informally through small group and private communication between pre-service teachers, in-service teachers, and university faculty

Evaluation: Curriculum, workshop records, CMS, public website, records of communication

Ensure that all projects and websites used in the program are compliant with each district’s policy on technology

We will collect each district’s policy statement and make these available through the course management system. From these and from the relevant NCATE and NETS standards, create a checklist that teachers can use on their projects before they allow K-12 students access to them.

Evaluation: actual policies from districts, curriculum, workshop records

Monitor public website to ensure that no private information gets posted

Program managers from this grant will formally monitor the public website. Pre-service and in-service teachers will be encouraged to do this as well and to help each other in this matter.

Evaluation: records of monitoring public website

Pre-service and in-service teachers will place at least one safety checklist in their ePortfolios

There will be evidence of adult participation in making sure that technology practices related to this grant program represent proper digital citizenship and safety for K-12 students.

Evaluation: ePortfolios

Summary of Program Description

The Program Description has necessarily been complex. By way of summary, RFP requirements for the Program Description are presented in a matrix along with the way in which that requirement has been met.