9. Effective Research Based Methods, Strategies and Criteria

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9a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals.

9b. Describe the district's plans to use technology to extend or supplement the district curriculum with rigorous academic courses and curricula, including distance learning technologies.

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Here is my preliminary edit of this section of the previous Tech Plan. - Alfia Wallace, 11/07/07, Dixie Elementary, alfiawallace@marin.k12.ca.us

I've added my edit, too, including information from the Information Literacy Standards K-12 developed by the ETF Librarians and posted on the MCOE web site. - Eddie van Rossum Daum, 11/14/07, Miller Creek Middle School, edaum@marin.k12.ca.us

9. EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES

Information Literacy

Information literacy, while overlapping to some degree with information technology skills, is a distinct and broader area of competence. "Information literacy is the ability to access, use, organize, and evaluate information effectively in order to learn, problem solve, and make decisions." (MCOE web page) The 1998 American Library Association publication, __Information Power: Building Partnerships for Learning__, provides an outline of information literacy skills and guidelines for adopting these skills. A 1999 report from the National Research Council promotes the concept of "fluency" in information technology and delineates several distinctions useful in understanding relationships between information literacy, computer literacy, and broader technological competence. The report notes that "computer literacy" is concerned with rote learning of specific hardware and software applications, while "fluency with technology" focuses on understanding the underlying concepts of technology and applying problem-solving and critical thinking to using technology. The report also discusses differences between information technology fluency and information literacy as it is understood in K-12 and higher education. Among these are information literacy’s focus on content, communication, analysis, information searching, and evaluation; whereas information technology "fluency" focuses on a deep understanding of technology and graduated, increasingly skilled use of it

(How does Information Literacy transcend mere computer literacy and to what degree does it require various types of “fluency”.? What exactly constitutes computer skills vs. information literacy and fluency in either area and how is this relevant to our plan?)Informatiion literacy uses computer skills, hardware, and software to help users with any type of research needed. It is much broader than computer skills and involves students using higher level thinking skills in the organization and evaluation of any type of information. The K-12 Information Literacy Standards developed by ETF provide a year-by-year scope and sequence of information literacy skills and benchmarks as they are required by content area standards.

National Research Council.Commission on Physical Sciences, Mathematics, and Applications. Committee on Information Technology Literacy, Computer Science and Telecommunications Board. Being Fluent with Information Technology. Publication. (Washington, D.C.: National Academy Press, 1999) (need a copy of this to evaluate.)

Computers as Tools for Problem-Solving, Conceptual Development, and Critical Thinking

Students in Grades 4-6 (at Dixie this is in grades 3 – 5. I suspect this goes on it grades 6 – 8 at Miller Creek – needs confirmation. Yes, at MC also.) will engage in individual and group projects that incorporate technological tools to encourage collaborative, inquiry-based learning, as well as creative expression. Projects will incorporate the exploration of Internet resources (such as online databases, simulations, and informational web sites) to conduct research, the use of technology-based communications (i.e. word-processing, blogs, pod casts, web site development, and E-Boards), and the use of desktop publishing multimedia software (including scanned images, photos and video, animation and audio). The goal is to integrate technology in order to effectively engage students in activities that promote critical thinking, analyzing, making inferences, and problem solving. The goal is based on the following research:

In a longitudinal study, researchers investigated the impact of project-based learning using multimedia. Data from teachers’ self-reports, as well as classroom observation data, suggest that project teachers were less likely to lecture than non-project colleagues, and instead took on the role of the facilitator or coach. In project classrooms, students spent a greater amount of time than non-project peers in active, small group, collaborative activities or small group discussions. In short, project classrooms were much more student-centered than non-project classrooms, and were “organized around the collaborative construction of complex products.”

Penuel, B., Golan, S., Means, B, & Korbak, C (2000). Silicon Valley Challenge 2000: Year 4 report. Menlo Park, CA: SRI International.

Effective Staff Development

Lincoln Elementary Dixie District teachers will learn to effectively integrate technology into their instruction (based on the Information Literacy Standards K-12 adopted by the Marin County Office of Education) through ongoing professional development, provided by the Marin County Office of Education, Apple Training, CTAP representatives from Region 4 and through use of electronic tutorials and curriculum tools provided through Atomic Learning and Nettrekker. (not sure about these last two – are we using these?)(We're not at MC.)

“(In) results of over 300 studies of technology use, authors concluded that teacher training was the most significant factor influencing the effective use of technology to improve student achievement. Specifically, the report states that students of teachers with more than ten hours of training significantly outperform students of teachers with five fewer training hours.”

Sivin-Kachala, J., Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association.

“Virtually every major study of successful technology use finds that teacher professional development is key.” (Office of Technology Assessment, 1995)

“Teachers trained in how to use technology use it more often and in ways that result in student gains. Conversely, a lack of training is a significant barrier to success.” (Mann & Shafer, 1997)

“…Students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level.”

Wenglinsky, H. (1998). Does it compute? The relationship between educational

technology and student achievement in mathematics (Educational Testing Service Policy Information Report). Retrieved March 12, 2005, from ftp://ftp.ets.org/pub/res/technolog.pdf

“…The greatest gains in student achievement occurred when teachers were trained in the use of technology.”

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation Web site: http://www.mff.org/pubs/ME161.pdf

Helping teachers to learn to integrate technology into curriculum is a critical factor in the successful implementation of technology in schools.

Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of

technology in schools (7th ed.). Washington, DC: Software and Information Industry Association.

“…When teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on, active learning.”

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation Web site:http://www.mff.org/pubs/ME161.pdf

9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

Describe the strategies and/or methods woven into the plan’s design that are backed by relevant research. Cite relevant research and summarize the connection between that research and the plan’s design for strategies and/or methods. Link the research summary to the strategies and methods selected in the plan. What models and strategies are you using and what relevant research supports them?

a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices.

The Dixie School District developed its model for student learning, teaching, and technology management using research-based, reliable research and effective practices found in the June 2001 CEO Forum, School Technology and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century. Consistent with the research, Dixie School District carefully analyzed learning resources and lessons both for alignment to California Content Standards and for the ability to measure growth and achievement on the standards in a variety of ways.

The School Technology and Readiness Report concludes that effective uses of technology to enhance student achievement are based on four elements:

(1) Alignment to curricular standards and objectives

(2) Assessment that accurately and completely reflects the full range of academic and performance skills

(3) Holding schools and districts accountable for continuous evaluation and improvement strategies

(4) An equity of access across geographic, cultural, and socio-economic boundaries

Through ongoing data collection and analysis, the Dixie School District will continuously monitor its attainment of the goals and objectives of the Educational Technology Plan, and will report results annually to the superintendent, school board, and public. Throughout the plan, attention is paid to providing equitable access to all students in our community, including students in special populations. (Maybe include a schedule for meetings and/or the how “continuous monitoring” is to be effected.)

CEO Forum. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. http://www.ceoforum.org/downloads/report4.pdf

9b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.

b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies.

The What Works Computer Database (What is this? Never heard of it. Is it like Data Director? Can Data Director fit in here somewhere?) resources will be utilized and incorporated as appropriate to ensure that the education technology program in the Dixie School District is consistent with current scientifically based research regarding technology, teaching, and learning. All software selected will be evaluated for its ability to support the five key literacy components (phonemic awareness, phonics, vocabulary, fluency, and comprehension), and will follow the "assess, align, instruct, and evaluate" model to target instructional activities based on students’ needs. Annually, School Site Councils will examine the studies in the What Works Computer Database. The What Works clearinghouse, funded by the US Department of Education, will provide the following easily accessible and searchable online databases:

(1) An educational interventions registry that identifies potentially replicable programs, products, and practices that are claimed to enhance important student outcomes, and synthesizes the scientific evidence related to their effectiveness (2) An evaluation studies registry, which is linked electronically to the educational interventions registry, and contains information about the studies constituting the evidence of the effectiveness of the program, products, and practices reported

(3) An approaches and policies registry that contains evidence-based research reviews of broader educational approaches and policies

(4) Test instruments registry that contains scientifically rigorous reviews of test instruments used for assessing educational effectiveness. An evaluator registry that identifies evaluators and evaluation entities that have indicated their willingness and ability to conduct quality evaluations of education interventions.

c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

• The Dixie School District will implement interpersonal exchange projects in which students communicate electronically with other students. Interpersonal exchanges include: keypals, global classrooms, electronic appearances, and question and answer activities. These activities represent collaboration between students and classrooms across distances and spaces using the web and email. They demonstrate ways we can employ technology to extend and enrich students’ educational experiences. (How about the E-Board electronic bulletin board website being taught in Apple training and used by many classes in the district?)

• The district also incorporates information collection and analysis activities, which involves students collecting, compiling and comparing different types of information. Information collection and analysis activity structures include: information exchanges, database creation, electronic publishing telefield trips and pooled data analysis. (Some examples of software or interfaces used for these and above activities might be good.)

• Students will also participate in online WebQuest projects, which present students with a challenging task, scenario or problem to solve. A Webquest is an inquiry-based activity in which most or all of the information used by learners is drawn from the web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis and evaluation. (Does this need to be so specific? I don't think Web Quests are used much at MC, but other types of technology-based projects ARE used.)

From Eddie--I would like to have the Information Literacy Standards K-12 be adopted by the whole district. In our last plan this was part of the information literacy program, and, now that it's finished, I think we should use it. I understand this is meant to be adopted by all Marin County schools and Ann Bubnic would ask for it to be a part of each district's tech plan. Is anyone be me aware of this? It is linked to the MCOE home page.)