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8:00-8:30 Hello, Sign-in, Nameplates
10:15-11:00 Building the Classroom Management Element
12:30-3:00 Presenting Lessons and Portfolios
Description
The E-Teach Integration Workshops are five days of training designed
for a hands-on, interactive environment that
will offer teachers specific strategies for planning, organizing, delivering,
evaluating, and managing their curricula using
current technology applications.
Objectives:
After completing the E-Teach Integration Workshops, you will be able
to:
| 8:30-8:45
Welcome and Overview of the Day What’s New at the E-Teach Web Site Activity: Posting Your Project/Lesson/Unit to E-Teach Discussion Note: If you want a printable copy of this training, click on the following link to download it in MS Word. Standard II. All teachers identify task requirements, apply search strategies,
and use current technology to efficiently acquire, analyze, and evaluate
a variety of electronic information.
8:45-9:30
Read and Discuss Rationale: After the discussions of constructivist theory and the student-centered classroom during Day Four, this real-world example should help participants to understand that all these new technologies don’t occur without attention to specific classroom management strategies—strategies that provide the glue that holds all the other instructional elements together to make for a successful learning process. Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. Today’s Technology Classroom: A Reading
Web Resources: Ways to Use Your Computers
Activity—Classroom Management for Your Lesson: An Outline
9:30-10:00
Discussion
10:00-10:15
10:15-11:00
Exercise: Adding the Classroom Management Element to the Lesson
Standard I. All teachers use technology-related terms, concepts, data
input strategies, and ethical practices to
make informed decisions about current technologies and their applications.
Lesson Frameworks
Using/Creating a Framework or Template.
11:30-12:30
12:30-3:00
3:00-3:30 Standard V. All teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of current
technology for teaching and integrating the Technology Applications Texas
Essential Knowledge and Skills (TEKS) into the curriculum.
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New at the E-Teach Site
As you have become accustomed, log in to the E-Teach site and say “hello” to someone in the room. Ask how their lesson or unit is progressing and about new ideas they’ve tried out in their classroom since the last training. When you are finished, browse through the site for new additions: changes
in the calendar, new web resources, updates on postings of lessons from
other E-Teach participants, etc. Go to your posting and make any necessary
changes.
Technology and Classroom Management The goal of the Integration Training for the E-Teach grant has been to support teachers as they master the SBEC Technology Applications Standards 1-5. The training has focused most specifically on the number five standard: Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. As important as planning, organizing, delivering, and evaluating instruction is to technology integration and the success of the lesson, without instructional management strategies, the learning process can be jeopardized. The information in today’s training aligns closely with the constructivist theory discussions from the Day Four Integration Training: Evaluating Instruction. When technology integration tools are used to support and enhance instruction, many age-old management strategies get redefined. Two activities are planned for the morning session. The first is a reading and discussion that will characterize changes that have taken place over the last several years with the addition of technology to the classroom. You will get a chance to discuss many of the elements that dictate changes in classroom management, to include strategies for managing: Yourself and your time (teacher as facilitator)
Managing Computers To begin this exercise, go to the “Ms. Parsons’…” link below and read the “day in the life of a changing classroom.” When you are finished, the group will re-visit the bulleted items above to hear ways you think classroom management will have to change in light of the technology tools you are using in your lesson or project. After the discussion you will look through a series of web addresses and take notes when you arrive at an idea you want to add to the development of your lesson. Every technology-based lesson should have a classroom or instructional management section where all the elements that have been discussed are present as is appropriate to the lesson. Although the classroom management element of your lesson may not be included in your portfolio lesson for today, it is still an integral part you should discuss with the group this afternoon. And the notes you take as you look through the sites below will enable you to quickly build in this part of your lesson in the next segment this morning. Many of the resources will be titled, “The One Computer Classroom.”
They will discuss strategies for classroom management with one or more
computers in the classroom; however, most of the information is helpful
for computers in a lab setting, also. In the one computer classroom, the
computer may be designated as a workstation for the teacher and/or student,
a presentation station, a word processing computer (often an older computer
not linked to the Internet), a learning station with network and Internet
capabilities, etc.
Click on the reading below from the Professional Competency Continuum
by the Milken Exchange’s Professional Skills for the Digital Age Classroom.
Scroll
down to page 36 and read page 36 and 37. (This is an .pdf file and needs
Acrobat Reader to access.)
Resources: New Times Demand New Ways of Learning
Strategies and Applications for the One Computer Classroom
Ideas for the One Computer Classroom
Sample Assignments for the One Computer Classroom
One Computer: Tips and Ideas
Surviving in the One-Computer Classroom
The One-Computer Classroom: A Review of the Internet Literature
Software Recommendations
EduHound One Computer Classroom Links
Now that you have read the example (Ms. Parsons’ American History classroom) of a technology-rich, student-centered classroom and made notes from the resources above on ways to manage your computers for your lesson or project, it is time to make an outline of specific behaviors you expect to unfold during the lesson. As you begin, think of the management elements listed below and write
a detailed account of your expectations.
Classroom (physical logistics—time, place, and space)
A discussion of new management strategies may help as you begin to develop the specific elements of your outline. A slide show will illustrate ways to manage a classroom project within the context of the following teacher stages: survival, mastery, and impact.1 At each stage there are behaviors and expectations that accompany a teacher’s level of expertise. As discussed earlier, it is important to plan and manage a lesson or unit within the realistic stage of your development. Although a discussion of specific classroom management considerations may give you ideas, it is only with “in the trenches” experience that you will feel confident and successful. Let’s Play Ball! is a slide show (using a baseball analogy) that examines the specific elements of classroom management in a technology-rich environment. It follows elements such as set up, student behavior, administrative support, timelines, physical environment, technical problems, anxiety, etc. as they correlate to the stages survival, mastery, and impact. Part of the intention of the slide show is to spark ideas of managing a classroom where limits are pushed to new heights. It stresses student ownership in instruction and assessment; it emphasizes the “team” effort beyond the classroom walls, and authentic learning. Break
Building the Classroom Management Element Thinking about the discussion of the stages and the constructivist,
student-centered classroom, you now may be able to “self assess” your stage
of development so as to align your expectations of management elements
with the lesson you are teaching. If you’ll remember from Day Two’s discussion
of stages in technology development, trying to move from one stage to another
without experiencing certain elements of a prior stage can often lead to
frustration and less than successful teaching practices. Trying to cover
all bases of management necessary for a perfectly smooth instructional
encounter is virtually impossible, even for the most experienced teacher.
However, you have seen additional strategies, and this should help you
design the classroom management portion of your lesson or unit.
Since your lesson may be built into your portfolio at this time, design this portion of the unit in a word processor, trying to maintain a similar format. Or if your portfolio uses web pages to display your work, build this in Composer so it can easily be added to the lesson at a later date. You may want to use the outline of notes you started with this morning. To illustrate the importance of managing a technology-integrated lesson, look at Apple’s Unit of Practice link at the end of this section. The section on “situations” –time, place, and space is Apple’s area for considering classroom management. But if you look at the sections in red—tasks, interactions, situations, tools—and think about areas you have reviewed today, don’t several sections of the UOP need to be a management consideration? You are developing a lesson in a technology-supported environment and there are suddenly many management issues that before now you have not had to consider. For this reason, it is important that the management portion of your lesson or unit is about careful thought and planning. As you build the management section into your lesson, you may want to use the framework outline below. Inevitably, you will think of areas of importance when you actually teach the lesson. But until then, try to cover as many areas in your planning as possible. This is a good time to share your list of management considerations with a colleague. Web Framework/Template
Apple’s
Unit of Practice (UOP)
Lunch
Presentations of Lessons and Portfolios During the afternoon you will get the chance to share the work you’ve done throughout the year in the E-Teach program. Make a point to expound on the development process in light of the E-Teach trainings, the online courses, the Internet access, your students and the curriculum you taught this year, the logistics, what was helpful, what was positive, your concerns, and your successes. Tell us in detail how the lesson was taught, or will be taught later in the year. Are there elements that you can use in other lesson or unit development? Do you have a clearer understanding of how you might plan, organize, deliver, and evaluate future instruction you design? Lastly, share with the group your ideas for future lessons using the technology tools you’ve learned to use. If the grant were continued over the next year and you could be involved, what would you need to push the limits toward improving instruction for children using technology? Reflections and Expectations Successful integration of technology into your curriculum impacts all areas of instruction. In Day Five you have focused on strategies for managing instruction and sharing the lesson/unit you’ve developed from within your portfolio with your colleagues. Being able to manage the classroom or lab is a key element in the overall success of the lesson or unit. Whether you pursue the lesson in your classroom with one connected computer or in a lab with 25 computers, management of yourself, students, hardware, software, timelines, etc. will be key to the success of the learning experience. Inclusion of websites in Education Service Center, Region XIII training or materials does not indicate an endorsement of any website, product or individual. Education Service Center, Region XIII merely includes these websites as resources. Education Service Center, Region XIII does not maintain these website and has no control over content available at these sites. 1Knapp, Susan Teaching in High-Tech Environments:
Classroom Management Revisited
eteach@esc13.txed.net  |