In the first half of chapter 10, we learn that Time to Learn attempts to solve the 3 major obstacles of teaching successfully (differentiation, student perception of traditional teaching methods, and feedback). Their solution is to provide an infrastructure with 1:1 laptops, an interactive learning environment aligned with state standards, a digital teaching platform, pedagogical and technical support.
Time to Learn has built in many methods of differentiation. The program asks open-ended questions and has scaffolding tools. It also has the ability to present the material to students at different academic levels.
Time to learn also provides different assessments to the teacher. It gives immediate feedback on completed assignments but also tracks long-term data. The assignments range from the more traditional multiple choice quizzes and essay tasks to more creative products such as website templates and magazine pages, allowing students to show their creative sides.
I read Chapter 12 for the "Wolfknuckles" group. It provides a brief summary of the previous chapters' content, applies Digital Teaching Platforms (DTPs) to the 2010 National Education Technology Plan (NETP) and promotes their promise to offsetting financial struggles faced by school districts.
Throughout the reading, I couldn't help but compare the authors' guidelines of an effective DTP with that of SmartMusic, a web-based, interactive tool for student achievement and assessment in performance-based music classes.
SmartMusic is a DTP that contains: an interactive digital learning environment, teacher administrative tools, student tools, course authoring tools, curriculum content, assessment content, classroom support and pedagogical support. Also, SmartMusic can be designed for individualized learning experiences, while still providing an engaging and effective learning environment for students. Furthermore, it "...provide(s) continuous formative assessment for each child and ongoing reporting to the student, teacher, administrators, and parents."
Despite all of this technology, the NETP does remind us that: "Although using technology to personalize learning is a boost to effective teaching, teaching is fundamentally a social and emotional enterprise. The most effective educators connect to young people's developing social and emotional core."
THAT being said, the entire book ends by saying that tools such as DTPs can be used to "assist" districts who "...can no longer support an educational system based on inefficient use of expensive human labor." good times...
Chapter 11 Research Concepts and practical Decisions
In this chapter the book discusses some historical uses of technology in the classroom which began as a one-to-one computing focusing on individual work to a more collaborative "guide on the side approach". This transition to a more guide role of educating was of course not immediately appealing to educators. With the No Child Left Behind approach to education putting the responsibility on the teacher to provide curriculum coverage to improve test scores. Time To Know or T2K takes the approach of leaving the control of the technology tools in the hands of the teacher. This idea of "Fidelity of implementation" gives the control to the teacher. When researched in a study conducted by REA it was seen that students responded well to T2K especially since students could access the information at their own pace.
The Instructional Design of Time To Know’s Teaching and Learning Environment
Chapter 10 explains how Time To Know’s Digital Teaching Platform creates a partnership between the teacher and the technology. The Time To Know (T2K) solution consists of five components: - Infrastructure (1:1 student: laptop, projector and whiteboard for each classroom) - Interactive Comprehensive Curriculum (sequence of interactive learning activities aligned with state standards) - Digital Teaching Platform (enables teacher to plan lessons and showcase student work) - Pedagogical Support (ongoing professional learning designed to empower 21st century teaching) - Technical Support (personnel and support center)
The T2K supports differentiation in many ways: the teacher functions as mediator and guide while using open-ended questions that promote discussion. The Digital Teaching Platform (DTP) is designed to support different learning levels as well.
The T2K helps create meaningful learning experiences and is based on the theory of social constructivism where teacher-guided lesson progresses through a cycle of engaging exploration, experimentation, and discussion.
Within the DTP of Time To Know, the teacher is able to integrate assessments which are both formative (ongoing) and summative.
Time To Know supports twenty-first-century skills such as critical thinking and problem solving, communication, collaboration, creativity and innovation.
Chapter 11 Evaluating Tine to Know Research Concepts and Practical Decisions Saul Rockman Brianna Scott
Researchers have sought to link the use of various technologies with changes in classroom behavior, thinking processes, and academic performance. It seems that teachers are frightened to use technology in the classroom. They are examining whether children can learn from and with technology. (p. 188) They have determined that of course students of all ages can learn from technology and that the “evidence supports the notion that technology can be used effectively for teaching and that students can learn by using it on their own or by teachers using it in the classroom.” (p. 188)
Teachers seem to be afraid to be on the side lines, the “guide on the side” and not the “sage on the stage” (p.189) so there has been a resistance to incorporating technology in the classroom.
Researchers have conducted informal observations of three Time to Know classrooms. Fours areas were recorded: student-teacher interaction, student engagement, student-computer interaction, and issues with technology. (p. 195) The results were that the teachers can utilize the program and maintain their own teaching style.
Teachers learned that the lessons were under the control of the teacher, not the technology. (p. 199) Teachers had the opportunity to give more personalized instruction.
Chapter 12 The Evolution of Digital Teaching Platforms Synthesis and Next Steps Chris Dede John Richards
Chapter 12 summarizes the entire book. Here are the summaries of each chapter.
Chapter 1 DTP is a completely realized networked digital environment that includes interactive options for both students and teachers.
Chapter 2 Description of the history in the evolution of technology-intensive classrooms
Chapter 3 Talks about teacher-led personalized learning as in the Web-based Inquiry Science Environment (WISE). This involves four knowledge integration processes: eliciting ideas, adding ideas, distinguishing ideas, and sorting out ideas.
Chapter 4 Description of how computer tools for analyzing texts at different levels can provide feedback to students and teachers.
Chapter 6 Three aspects on implementing DTP’s: Connectivity used in classrooms, the curriculum and the interactions between students and teachers.
Chapter 7 Describes immersive learning environments such as multiuser virtual environments (MUVE’s). Situated learning with authentic contexts, activities, and assessments coupled with guidance from modeling and mentoring.
Chapter 8 Three key functions of classroom assessment: Curricular monitoring, formative or embedded assessment, and diagnostic assessments, when used with DTP’s can provide personalization of learning.
Chapter 9 Three characteristics of formative assessment: Information must be linked to learning goals, information must be delivered in a timely manner, and last the information must be specific.
Chapter 10 The emphasis of Time to Know is on differentiated instruction. Students receive learning support from instructional systems, peers, and from teachers.
Chapter 11 Describes the challenges in evaluating DTP’s
Conclusion DTP’s are necessary to bring students into real-time education. Educational transformation is coming. The investment will be worth it. It is necessary for the success of our students. Combining the power of technology with the irreplaceable qualities of human insight into instruction are vital to the education of students.
Chapter 10 is basically an infomercial for the Time to Know digital teaching platform. In the second half of the chapter, teacher support is discussed. Instructional coaches are provided to systematically support teachers new to the 1:1 environment and walk them through the challenges that come along with it. These mentors help to set up lesson plans that utilize the new resources available through Time to Know as well as help to choose the teacher's own best practices to enhance the lesson flow. Tutorials, webinars and online curriculum ideas are all made available in addition to live coaches to help implement and expand the Time to Know DTP.
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In the first half of chapter 10, we learn that Time to Learn attempts to solve the 3 major obstacles of teaching successfully (differentiation, student perception of traditional teaching methods, and feedback). Their solution is to provide an infrastructure with 1:1 laptops, an interactive learning environment aligned with state standards, a digital teaching platform, pedagogical and technical support.
Time to Learn has built in many methods of differentiation. The program asks open-ended questions and has scaffolding tools. It also has the ability to present the material to students at different academic levels.
Time to learn also provides different assessments to the teacher. It gives immediate feedback on completed assignments but also tracks long-term data. The assignments range from the more traditional multiple choice quizzes and essay tasks to more creative products such as website templates and magazine pages, allowing students to show their creative sides.
I read Chapter 12 for the "Wolfknuckles" group. It provides a brief summary of the previous chapters' content, applies Digital Teaching Platforms (DTPs) to the 2010 National Education Technology Plan (NETP) and promotes their promise to offsetting financial struggles faced by school districts.
Throughout the reading, I couldn't help but compare the authors' guidelines of an effective DTP with that of SmartMusic, a web-based, interactive tool for student achievement and assessment in performance-based music classes.
SmartMusic is a DTP that contains: an interactive digital learning environment, teacher administrative tools, student tools, course authoring tools, curriculum content, assessment content, classroom support and pedagogical support. Also, SmartMusic can be designed for individualized learning experiences, while still providing an engaging and effective learning environment for students. Furthermore, it "...provide(s) continuous formative assessment for each child and ongoing reporting to the student, teacher, administrators, and parents."
Despite all of this technology, the NETP does remind us that: "Although using technology to personalize learning is a boost to effective teaching, teaching is fundamentally a social and emotional enterprise. The most effective educators connect to young people's developing social and emotional core."
THAT being said, the entire book ends by saying that tools such as DTPs can be used to "assist" districts who "...can no longer support an educational system based on inefficient use of expensive human labor." good times...
Chapter 11 Research Concepts and practical Decisions
In this chapter the book discusses some historical uses of technology in the classroom which began as a one-to-one computing focusing on individual work to a more collaborative "guide on the side approach". This transition to a more guide role of educating was of course not immediately appealing to educators. With the No Child Left Behind approach to education putting the responsibility on the teacher to provide curriculum coverage to improve test scores. Time To Know or T2K takes the approach of leaving the control of the technology tools in the hands of the teacher. This idea of "Fidelity of implementation" gives the control to the teacher. When researched in a study conducted by REA it was seen that students responded well to T2K especially since students could access the information at their own pace.
Chapter 10
The Instructional Design of Time To Know’s Teaching and Learning Environment
Chapter 10 explains how Time To Know’s Digital Teaching Platform creates a partnership between the teacher and the technology. The Time To Know (T2K) solution consists of five components:
- Infrastructure (1:1 student: laptop, projector and whiteboard for each classroom)
- Interactive Comprehensive Curriculum (sequence of interactive learning activities aligned with state standards)
- Digital Teaching Platform (enables teacher to plan lessons and showcase student work)
- Pedagogical Support (ongoing professional learning designed to empower 21st century teaching)
- Technical Support (personnel and support center)
The T2K supports differentiation in many ways: the teacher functions as mediator and guide while using open-ended questions that promote discussion. The Digital Teaching Platform (DTP) is designed to support different learning levels as well.
The T2K helps create meaningful learning experiences and is based on the theory of social constructivism where teacher-guided lesson progresses through a cycle of engaging exploration, experimentation, and discussion.
Within the DTP of Time To Know, the teacher is able to integrate assessments which are both formative (ongoing) and summative.
Time To Know supports twenty-first-century skills such as critical thinking and problem solving, communication, collaboration, creativity and innovation.
Chapter 11
Evaluating Tine to Know
Research Concepts and Practical Decisions
Saul Rockman
Brianna Scott
Researchers have sought to link the use of various technologies with changes in classroom behavior, thinking processes, and academic performance. It seems that teachers are frightened to use technology in the classroom. They are examining whether children can learn from and with technology. (p. 188) They have determined that of course students of all ages can learn from technology and that the “evidence supports the notion that technology can be used effectively for teaching and that students can learn by using it on their own or by teachers using it in the classroom.” (p. 188)
Teachers seem to be afraid to be on the side lines, the “guide on the side” and not the “sage on the stage” (p.189) so there has been a resistance to incorporating technology in the classroom.
Researchers have conducted informal observations of three Time to Know classrooms. Fours areas were recorded: student-teacher interaction, student engagement, student-computer interaction, and issues with technology. (p. 195) The results were that the teachers can utilize the program and maintain their own teaching style.
Teachers learned that the lessons were under the control of the teacher, not the technology. (p. 199) Teachers had the opportunity to give more personalized instruction.
Chapter 12
The Evolution of Digital Teaching Platforms
Synthesis and Next Steps
Chris Dede
John Richards
Chapter 12 summarizes the entire book. Here are the summaries of each chapter.
Chapter 1
DTP is a completely realized networked digital environment that includes interactive options for both students and teachers.
Chapter 2
Description of the history in the evolution of technology-intensive classrooms
Chapter 3
Talks about teacher-led personalized learning as in the Web-based Inquiry Science Environment (WISE). This involves four knowledge integration processes: eliciting ideas, adding ideas, distinguishing ideas, and sorting out ideas.
Chapter 4
Description of how computer tools for analyzing texts at different levels can provide feedback to students and teachers.
Chapter 5
ASSISTments-a web-based tutoring system. Provides student instruction outside of school.
Chapter 6
Three aspects on implementing DTP’s:
Connectivity used in classrooms, the curriculum and the interactions between students and teachers.
Chapter 7
Describes immersive learning environments such as multiuser virtual environments (MUVE’s).
Situated learning with authentic contexts, activities, and assessments coupled with guidance from modeling and mentoring.
Chapter 8
Three key functions of classroom assessment:
Curricular monitoring, formative or embedded assessment, and diagnostic assessments, when used with DTP’s can provide personalization of learning.
Chapter 9
Three characteristics of formative assessment:
Information must be linked to learning goals, information must be delivered in a timely manner, and last the information must be specific.
Chapter 10
The emphasis of Time to Know is on differentiated instruction. Students receive learning support from instructional systems, peers, and from teachers.
Chapter 11
Describes the challenges in evaluating DTP’s
Conclusion
DTP’s are necessary to bring students into real-time education.
Educational transformation is coming.
The investment will be worth it.
It is necessary for the success of our students.
Combining the power of technology with the irreplaceable qualities of human insight into instruction are vital to the education of students.
Chapter 10 is basically an infomercial for the Time to Know digital teaching platform. In the second half of the chapter, teacher support is discussed. Instructional coaches are provided to systematically support teachers new to the 1:1 environment and walk them through the challenges that come along with it. These mentors help to set up lesson plans that utilize the new resources available through Time to Know as well as help to choose the teacher's own best practices to enhance the lesson flow. Tutorials, webinars and online curriculum ideas are all made available in addition to live coaches to help implement and expand the Time to Know DTP.
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