Good Models of Teaching With Technology: Progress Gauge



Planning for Curriculum Integration of Technology:

Progress Gauge

Directions: Circle the number of each description that best describes the majority of your school/district. Provide evidence/examples that support your decision.

1 Curriculum Vision/Classroom Culture

There is evidence that:

The school/district supports project-based learning/authentic learning, in addition to didactic/direct instruction and coaching.

|1 |2 |3 |4 |

|The school/district has an |The school/district values |The school/district embrace s |The school/district has created |

|emphasis on covering vast |“projects”, but a closer |the idea of using project-based |an optimal environment where |

|amounts of curriculum during the|inspection of the student work |learning to engage students and |teachers can fluently use a |

|year. Teachers feel most |reveals that it is often |to teach for deeper |combination of teaching |

|comfortable using direct |superficial and provides little |understanding. Professional |techniques (didactic, coaching, |

|instruction (lecture, |evidence of deeper |development opportunities have |project-based learning) to |

|questioning, demonstrations). |understanding, (ex. The “Apple |been provided for teachers to |achieve the desired results. |

|The school schedule does not |Project” where students visit an|help them transition. The |Teachers have had several |

|accommodate team teaching or |orchard, learn to make a pie, |teachers are trying it, but it |professional development |

|block scheduling. |learn the Johnny Appleseed |still feels messy to them and |opportunities.The school |

| |song). The school schedule does |they feel they have lost control|schedule has been made to |

| |not accommodate team teaching or|over their classrooms. The |accommodate team teaching and |

| |block scheduling. |school schedule has been made |block scheduling. |

| | |to accommodate team teaching | |

| | |and/or block scheduling. | |

|Evidence/Supporting Information: |

| |

2 Environment for Teacher Engagement

There is evidence that:

A. Teachers design and implement technology-based learning experiences that promote higher-level thinking for students and authentic assessments.

|1 |2 |3 |4 |

|Few or no teachers design and |Some teachers design and |Many teachers design and |Most teachers design and |

|implement student activities |implement student learning |implement authentic learning |implement technology-based, |

|that require peer collaboration |activities requiring peer |activities requiring peer |self-directed, |

|or integration or use of |collaboration and interaction as|collaboration and interaction as|multidisciplinary, authentic |

|higher-order thinking skills. |well as use of higher-order |well as use of higher-order |learning opportunities requiring|

|They are using technology mainly|thinking skills. Groups of |thinking skills to solve real |peer collaboration and |

|for demonstrations with minimum |teachers are collaborating on |problems. Many teachers are |interaction as well as use of |

|adaptations and little |use of specific technologies and|planning and teaching |higher-order thinking skills. |

|integration into their ongoing |resources and some are |collaboratively, using specific |Many use technology resources to|

|program. Most teachers plan and |implementing the ideas |technologies and resources. Some|plan and teach collaboratively |

|teach in isolation. |individually or as a team. Some |teachers are designing authentic|to design authentic assessment |

| |teachers are using technology |assessment tools using |tools. |

| |for assessment. |technology resources. | |

|Evidence/Supporting Information: |

| |

B. Teachers demonstrate the expected level of technology use (based on ACOT research).

|1 |2 |3 |4 |

|Adoption – Teachers struggle |Adaption – Teachers at this |Appropriation – Teachers at this|Innovation –The teachers’ |

|with the technology at this |stage are much clearer about |stage are comfortable with the |classrooms at this stage have |

|stage. They often spend many |what they are trying to do with |technology and are using it for |different groupings and |

|hours on weekends and after |technology. Teachers make less |their own work rather than just |project-based learning |

|school reviewing software titles|use of content-based software |making it possible for the kids |activities. The teachers stop |

|and surfing the web for things |and more of tools. Real |to use it. Those that are the |worrying about a computer for |

|to help them teach. Many are |improvements in their students’ |most comfortable forget about |every student at this stage; it |

|frustrated by the mechanics of |writing are seen at this stage. |the technology itself and start |is common to see students gather|

|printing, saving files, dealing |The students are more engaged |focusing on project-based |around one computer as they |

|with file servers, and general |with their learning. |collaboration, assessment |engage in planning and thinking |

|classroom management issues, | |issues, portfolios where |things through. The technology |

|Teachers in this stage, when | |technology transparently |is truly transparent at this |

|most frustrated, will return to | |enhances their greater |stage; students are researching |

|direct instruction when they | |pedagogical goals. At this |(on the Internet), emailing |

|feel they don’t have “time.” The| |stage, teachers begin to request|experts, collecting and |

|most common use of the computers| |changes in the schedule to |organizing data (in |

|is drill and practice | |accommodate team teaching, |spreadsheets), working |

|instruction. | |interdisciplinary work, and |collaboratively with other |

| | |individual paced instruction. |students in the country and in |

| | |Many teachers never truly move |the world. Teachers communicate |

| | |to this stage – they appear to |with parents via email and |

| | |be using the computers for their|classroom homepages. |

| | |own work, but they are doing | |

| | |what they have always done but | |

| | |doing it electronically. | |

|Evidence/Supporting Information: |

| |

3 Level of Student Engagement

There is evidence that:

Students are involved in high-order thinking skills activities supported by technology.

|1 |2 |3 |4 |

|Few, if any, students are |Some students are participating |Many students are involved in |Most students are involved in |

|involved in learning activities |in technology-based learning |authentic, technology-based |self-directed, authentic, |

|requiring peer collaboration and|activities requiring peer |learning activities requiring |technology-based learning |

|interaction, technology |collaboration and interaction as|peer collaboration and |activities that are |

|applications, or higher-order |well as higher-order thinking |interaction as well as |multidisciplinary and require |

|thinking skills. |skills. A few students are |higher-order thinking skills to |peer collaboration and |

| |sharing their technology skills |solve real problems. |interaction as well as |

| |in collaborative groups. | |higher-order thinking skills to |

| | | |solve real problems. New |

| | | |products and understandings are |

| | | |evolving. |

|Evidence/Supporting Information: |

| |

This assessment was adapted with permission from the “Technology Integration Progress Gauge,” developed by the SouthEast and Islands Regional Technology in Education Consortium (SEIR-TEC), 2000.

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