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Interactive Learning Strategies for Engaging Students with Technology

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Terri Stice
Terri Stice

This document discusses effective uses of technology in the classroom to engage students. It begins by posing questions about whether technology fundamentally changes instruction and if it is an add-on or integral to good teaching. Several quotes emphasize using technology to expand student interactions. A framework is presented for evaluating technology use based on whether it enhances physical, social, and cognitive interactions. Research on effective instructional strategies is shown along with examples of how technology can support each strategy. Guidelines are given for selecting software based on the interactions it provides and designing lessons around tasks rather than just incorporating technology. The presenter's contact information is provided at the end.

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Welcome Interactive Learning for the Interactive Generation Presenter: Terri Stice, Director of InstructionalTechnology,ADE; GCT Green River Regional EducationalCooperative
Fundamental Questions Does technology fundamentally change good instructional practice? Is good instruction just good instruction and technology just an add on? Guiding Questions •What does teaching & learning look like when technology is being effectively used? •What are the challenges of the classroom? •How do we engage the interactive generation?
 “Technology integration is the future of education.”  “Technology has a way to get every student involved – we simply can’t overlook it.”  “It’s not about the technology. It’s about the interactions we get because of the technology.”
Rule # 10 – Vision trumps all other senses
Teachers must use classroom technologies to enhance and expand student interactions with knowledge and people. •Physical Interactions •Social Interactions •Cognitive Interactions
1. Is the technology being used “Just because it is there?” 2. Is the technology allowing the teacher/students to do old things in old ways? 3. Is the technology allowing the teacher/students to do old things in new ways? 4. Is the technology creating new and different learning experiences for the students?
Effective Instructional Strategy Research Application to Differentiated Classrooms Technology to help Engagement for Learning Recognizing similarities and differences 45% percentile gain Graphic organizers, sorting, classifying, using metaphors and analogies Inspiration/Kidspiration Graphic Organizers Emotion is the best way into the mind. Summarizing information and taking notes 34% percentile gain Beginning, Middle, End, Clarifying information, webbing Primary Pad Voicethread Read Write Think Work has meaning and value Reinforcing effort and providing recognition 29% percentile gain Effective praise, & rewards Storybird.com Kids R Authors Scholastic Would the kids keep doing the work if the teacher wasn’t here? Homework and practice 28% percentile gain Planners and Organizers Twitter, Facebook, Homework helpers Clear/Modeled Expectations – Students know what success looks like. Nonlinguistic representations 27% percentile gain Cause and Effect Organizers Concept Organizers Digital Cameras Glogster, Google Earth Choice – Students have meaningful options. Cooperative and collaborative learning groups by ability, interest, and other criteria 27% percentile gain Think-Pair- Share Individual and Group accountability Wikispaces Google Docs ThinkQuests & Webquests Learning with others – Learning has a social component. Setting objectives and providing feedback 23% percentile gain Ongoing feedback, student feedback Blogs, Discussions Boards, Facebook Personal Response – work that engages almost always focuses on a product or performance Generating and testing hypotheses 23% percentile gain Decision Making, Historical investigation, invention Graph Club, Xtra Normal, Sense of audience – Student work is shared. Questions, cues, and Advance Organizers 22% percentile gain Advance organizers question wait time Cubing, Think Dots, video conferencing Emotional / Intellectual Safety – Freedom to take risks.
 Software Selections  What are the interactions it provides? (physical, social, cognitive) Is it meeting the need? (FREE)  Kids touching the board/laptop does not mean you have cognitive interaction.  Get away from the “UndeniableWow” and ask why?  Work to design, not to decorate lessons and resources  What’s the task?
Terri Stice, Director of InstructionalTechnology Green River Regional Education Terri.stice@grrec.ky.gov

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Interactive Learning Strategies for Engaging Students with Technology

  • 1. Welcome Interactive Learning for the Interactive Generation Presenter: Terri Stice, Director of InstructionalTechnology,ADE; GCT Green River Regional EducationalCooperative
  • 2. Fundamental Questions Does technology fundamentally change good instructional practice? Is good instruction just good instruction and technology just an add on? Guiding Questions •What does teaching & learning look like when technology is being effectively used? •What are the challenges of the classroom? •How do we engage the interactive generation?
  • 3.  “Technology integration is the future of education.”  “Technology has a way to get every student involved – we simply can’t overlook it.”  “It’s not about the technology. It’s about the interactions we get because of the technology.”
  • 4. Rule # 10 – Vision trumps all other senses
  • 5. Teachers must use classroom technologies to enhance and expand student interactions with knowledge and people. •Physical Interactions •Social Interactions •Cognitive Interactions
  • 6. 1. Is the technology being used “Just because it is there?” 2. Is the technology allowing the teacher/students to do old things in old ways? 3. Is the technology allowing the teacher/students to do old things in new ways? 4. Is the technology creating new and different learning experiences for the students?
  • 7.
  • 8. Effective Instructional Strategy Research Application to Differentiated Classrooms Technology to help Engagement for Learning Recognizing similarities and differences 45% percentile gain Graphic organizers, sorting, classifying, using metaphors and analogies Inspiration/Kidspiration Graphic Organizers Emotion is the best way into the mind. Summarizing information and taking notes 34% percentile gain Beginning, Middle, End, Clarifying information, webbing Primary Pad Voicethread Read Write Think Work has meaning and value Reinforcing effort and providing recognition 29% percentile gain Effective praise, & rewards Storybird.com Kids R Authors Scholastic Would the kids keep doing the work if the teacher wasn’t here? Homework and practice 28% percentile gain Planners and Organizers Twitter, Facebook, Homework helpers Clear/Modeled Expectations – Students know what success looks like. Nonlinguistic representations 27% percentile gain Cause and Effect Organizers Concept Organizers Digital Cameras Glogster, Google Earth Choice – Students have meaningful options. Cooperative and collaborative learning groups by ability, interest, and other criteria 27% percentile gain Think-Pair- Share Individual and Group accountability Wikispaces Google Docs ThinkQuests & Webquests Learning with others – Learning has a social component. Setting objectives and providing feedback 23% percentile gain Ongoing feedback, student feedback Blogs, Discussions Boards, Facebook Personal Response – work that engages almost always focuses on a product or performance Generating and testing hypotheses 23% percentile gain Decision Making, Historical investigation, invention Graph Club, Xtra Normal, Sense of audience – Student work is shared. Questions, cues, and Advance Organizers 22% percentile gain Advance organizers question wait time Cubing, Think Dots, video conferencing Emotional / Intellectual Safety – Freedom to take risks.
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  • 22.  Software Selections  What are the interactions it provides? (physical, social, cognitive) Is it meeting the need? (FREE)  Kids touching the board/laptop does not mean you have cognitive interaction.  Get away from the “UndeniableWow” and ask why?  Work to design, not to decorate lessons and resources  What’s the task?
  • 23. Terri Stice, Director of InstructionalTechnology Green River Regional Education Terri.stice@grrec.ky.gov

Hinweis der Redaktion

  1. We don’t see with our eyes, we see with our brains!Vision is by far our most dominant sense, taking up half of our brain’s resources.
  2. Kids touching the board does not mean you have cognitive interaction. – Tommy G. principal – “What does it look like? What am I suppose to see.”
  3. Learning Goal posted but nothing every said about it. Using Word to publish a piece of writing rather than hand writing it; using the interactive board as a chalkboard; using the Internet for research as opposed to encyclopedia. Watching Obama’s inaugural speech as opposed to reading his speech. (things we have done for years in education) Is the technology use pushing the both the teacher and the students to new heights, new learning, and new knowledge? Does the technology allow kids to learn from people they never would have been able to without it? Does the technology allow students to interact with information in a way that is meaningful and could not have happened otherwise? Does the technology allow students to create and share their knowledge with an audience they never would have had access to without the technology?