Demonstration Projects
Cognitive Tutor Math Program
Fox Chapel High School and Carnegie Learning
Exhibitors: Kristine Yacamelli (Fox Chapel High School), Dr. Shelley Beck (Fox), Sheridan Wessel (Fox), William Hadley (Carnegie), and Robert Janosko (Carnegie)
Fox Chapel Area High School has been incorporating Carnegie Learning Math for the last five years as a way to address various learning styles and differentiate instruction in the flexible block schedule. Functional Algebra I, Functional Geometry and Functional Algebra II are the three courses taught in the eighty minute classes using the CarnegieLearning Math Program. The instructor dedicates forty minutes of the eighty minute class to teacher-guided instruction and forty minutes to computer-based instruction where students complete a self-paced tutorial (Cognitive Tutor). This tutorial is designed to reinforce the material covered in the lesson, provide customized instant feedback, address problem areas and provide problem situations that apply to everyday life. Approximately 1/5 of the underclass student body is enrolled in either the Carnegie Learning Algebra I, Geometry or Algebra II courses for the 2000-2001 school year. The large number of students enrolled in these courses realize that this alternative approach integrating the computer component and varied pacing of the curricula/activities provides opportunities to master the mathematical topics. Experienced math teachers in Fox Chapel Area High School who teach both traditional math courses and the Carnegie Math courses note that students who struggle in traditional math settings have more of an opportunity to be successful in the Carnegie Learning System. One hope for Fox Chapel Area High School teachers is that the students enrolled in the Carnegie Learning Math Program will have the necessary skills and background to be successful in the math portion of the PSSA (Pennsylvania System for School Assessment) in 11th grade. This statewide assessment asks students to focus on their knowledge of the Pennsylvania math standards. It also checks school progress toward meeting those standards. To support this effort members of the math department have researched additional supplemental lab opportunities for students and included alternative assessments that relate to real-life scenarios and standardized math exams.
Generation www.Y: Students as Change Agents
Exhibitors: Dr. Dennis Harper, Ryan Powell
Generation www.Y is an integrated model for delivering job-embedded professional development to teachers while providing students with opportunities for engagement and leadership in their schools and communities. The model promotes a learning community approach to education, in which students and teachers work together to create and deliver updated, technology-enriched lesson and unit plans aligned to state and local standards. The Generation www.Y class is delivered as a regular elective or as an extracurricular activity in grades 4-12, and can be adapted for varying levels of background expertise as well as for specific local hardware and software infrastructures. Much of the work is centered around dyads -- partnerships made up of an individual partner teacher and an individual Generation www.Y student. This allows the project-based learning to be tailored to meet the particular needs and interests of these individuals. These teams are engaged in meaningful, useful work: creating curriculum materials and lesson plans that are used by other students in the classes taught by the partner teacher. Teachers learn to integrate technology by doing what they would normally do -- update their lesson plans -- with personalized support and assistance for the integration of technology in their curriculum units. Students become involved in creating their own schools, and gain experience doing authentic educational work as a valued team member. Generation www.Y is now being delivered in hundreds of schools throughout the United States.
Knower's Ark...Creating Spielbergs in Vermont
Exhibitors: Tim Comolli, Keelan Finnigan, David Petricola, and Todd Richard
If you've seen the antics of the animated M & M's selling chocolate on TV, the gyrating Fox television logo, or the witty 3D characters in Toy Story, then you know what we do in the Imaging Lab at South Burlington High School. Hollywood has made much of the phrase "...build it and they will come". At South Burlington High School the phrase has proven to be more a reality than fantasy. Indeed, the creation of a student supported and operated graphics lab has become the catalyst for the implementation of a wide variety of technology initiatives throughout the community. This nationally recognized program uses animation and graphics as a "hook" to get both community members and kids involved with advanced technology. The Imaging Lab at South Burlington High School began as "one computer in the back of the room" and has grown into a state-of-the-art computer graphics facility. The Lab has raised over a half-million dollars from gifts, grants, and the sale of student products. Students utilize the same programs that were used in the making of Titanic and Star Wars: The Phantom Menace. Kids now create on high-end Intergraph and SGI workstations.
Montgomery County Public Schools' Core Staff Development Models
Exhibitors: Liz Glowa, Bonny Chambers, Nancy Carey, Rafael Gramatges, Cathy Elliot
The Early Childhood Technology Literacy Project (ECTLP) provides opportunities for pre-kindergarten through second grade teachers, specialists and instructional assistants from Title I schools to develop, plan, and deliver exemplary reading and writing instruction that infuses technology into early childhood educational experiences. The instructional focus of the project is to increase reading and writing achievement while supporting Maryland Reading Language Arts Outcomes and reaching the Montgomery County Public Schools (MCPS) goal that every student read independently by the beginning of third grade. Two Early Childhood Technology Specialists provide staff development enabling teachers, specialists, and assistants to develop the skills needed to integrate technology into exemplary reading/language arts instruction. Additionally, ECTLP connects the classrooms of participating teachers to the wide area network and provides hardware and software to Pre K-2 teachers and students.
The C5 Project: Children Connecting Classrooms Community Curriculum
Exhibitors: John Bennett (teacher), Karen Grindall (teacher), Colin Grindall (student), Mrs. Jordan (parent), Brittany Jordan (student), Usama Taugir (student), Megan Holmes (student), and Dezmond Carlton (student)
Once the school of the elite of Akron, Portage Path School of Technology, at its age of 92, now serves an urban population of mainly lower class working families. The staff has not let the age of the building nor the limited economic capabilities of many of the parents stop them from helping the children become connected to their electronic world. Over ten years ago, after winning an Apple Crossroads Grant, Portage Path was the first school in the area to network its building, something that most businesses had not even started doing. Today Portage Path School of Technology is not only networked with Time Warner's Roadrunner high speed internet access but it is in a partnership with Time Warner to provide the same high speed access for families at home. Two teachers created a program called the C5 Project (Children Connecting Classrooms Community Curriculum).
Universal Design for Learning: Preparing Media for Supported Learning
Exhibitors: Nancy Schick and Michael Cooper
eReader adds spoken voice, visual highlighting, document navigation, or page navigation to any electronic text. The software can take content from any source-the Internet, word processing files, scanned-in text, or typed-in text-and combine it with the most powerful features of talking and reading software. CAST eReader makes text-based materials accessible to everyone and is particularly beneficial for children and adults who have reading or learning disabilities, read below grade level, speak English as a second language, have low vision, or have certain mobility problems. Teachers and students use eReader to gain access to material from textbooks, exams, worksheets, notes, reference works and literature; students can also create text in the program and receive spoken feedback as they work. Many language arts and writing teachers use eReader to enhance their students' writing skills because the read-aloud language supports the written word.
Interactive Multi-Media Exercises (IMMEX) Project
University of California at Los Angeles
Exhibitors: Dr. Ron Stevens, Dr. Joycelin Palacio-Cayetano, Dr. Marcia Sprang, Terry Vendlinski, Jennifer Underdahl, and Tricia Um
IMMEX (Interactive Multi-Media Exercises) is a dynamic computer software-based learning and assessment tool designed to foster problem solving, integrative learning and meta-cognitive reflection in many disciplines and across levels of education. For the past eight years the IMMEX Project at UCLA has been developing frameworks for the classroom integration of problem solving technologies which provide guidelines for teacher-directed authoring of problem-solving software, for effective curriculum/software integration, for the implementation of technology for learning and assessment, for data analysis and reporting, and lastly, for development of models of student learning.
Mantua: A Basic School Powered by Technology
The Vision Continues
Exhibitors: Sarah Skerker, Patricia Small, Kim Dockery, Betty Dunning and Mantua Students
Mantua Elementary School has launched the third year of its award-winning program, Mantua: A Basic School Powered by Technology. Located in Fairfax County, Virginia, Mantua Elementary is home to a diverse student population of 850 general education, deaf, English as a second language, gifted, and learning disabled students. Highlights of this exhibit will include recent technology integration and performance assessment accomplishments, and student demonstrations.
One Sky, Many Voices
University of Michigan and Detroit Public Schools
Exhibitors: Nancy Songer, Deborah Peek-Brown, and a Student
Through One Sky, Many Voices, over 11,000 largely urban middle school students and teachers have collaboratively studied current storms, hurricanes, and other atmospheric science events. The curriculum is a flexible shell of four or eight programs, tailored to support the National Science Standards, which contains "core" activities that every site is expected to enact at approximately the same time so that they can share and coordinate work products. Software tools include an Internet browser for retrieving current weather and environmental science data and imagery, archived imagery and movies, and web-based message boards.
International Education And Resource Network (I*EARN) In The Primary Classroom: Launching Literacy Essential Learnings Through Local to Global Collaborations Around the World and Across Curricular Content
Exhibitors: Kristi Rennebohm Franz, Jennifer Ann Widman
The International Education and Resource Network enables young people to undertake projects designed to make a meaningful contribution to the health and welfare of the planet and its people. I*EARN has facilitated educational and development projects since 1988, pioneering an "interactive" approach to using educational technology by encouraging students to actively contribute to, rather than just passively "surf," the Internet. Initial pioneering programs were created in the US and former Soviet Union to demonstrate that telecommunications technology can both enhance learning and create on-line global communities. I*EARN provides the teacher-designed content and interaction to answer the question "Now what?" after a school has access to the Internet. To support its projects abroad, I*EARN creates centers in the countries in which it operates, often within the Ministries of Education or other educational or youth-service organizations. After establishment, I*EARN programs in each country have become self-sufficient using local resources within one or two years. I*EARN is a 501-c-3 not-for-profit corporation, incorporated in the State of New York.
University of Michigan In collaboration with the Texas Center for Educational Technology (TCET) University of North Texas
PiCoMap is a concept mapping application for PalmOS organizers. This project was conceived by the University of Michigan's Highly Interactive Computing in Education group (hice) for use in middleschool classrooms, but might also be useful for a much wider range of applications (business, systems analysis). PiCoMap provides a simple interface to describing a limited number of objects (16 at a time, for this demonstration version) and relationships between them by sketching bubbles, lines, and labels. Integrating networked, computational technologies in K-12 classrooms is the most challenging education innovation in the last 200 years. We are asking teachers and administrators, schools and school districts to make fundamental changes in their pedagogical practices. Rather than relying on information transmission instructional strategies - strategies that have been in use for over 50 years, but which are clearly not enabling children to achieve at the desired level - educators need to adopt an inquiry pedagogy, where children investigate driving questions of their own construction.
Fulbright Memorial Fund
Master Teacher Program
Japan - United States Educational Commission
Exhibitor: Kyoko Jones
The core of the Master Teacher Program is sharing collaborative learning activities. The program strives to involve students and teachers as much as possible in working together with each other, and technology is the tool that makes this happen. Naturally, the perfect technology would be a teleport that would bring students right into each others' classrooms. However, it hasn't been invented yet. The Fulbright Master Teacher Program uses other technologies such as e-mail and the Internet to bring students and teachers in different countries closer together.
International Society for Technology in Education (ISTE)
National Technology Standards for Teachers
The International Society for Technology in Education (ISTE) NETS for Teachers Project, a US Department of Education, Preparing Tomorrow's Teachers to Use Technology grant facilitated a series of activities and events resulting in a national consensus on what teachers should know about and be able to do with technology. The project will also provide models for teacher preparation programs to use in incorporating technology in the teacher preparation process and disseminate these promising practices for preparing tomorrow's teachers to use technology effectively for improving learning.
Challenge 2000 Multimedia Project
Exhibitor: Michael Simkins
The Challenge 2000 Multimedia Project is an innovative program that harnesses the power of multimedia to engage students in challenging learning activities. Students create sophisticated multimedia presentations drawing on real-world information and research methods that teach technological skills and foster valuable workplace competencies such as teamwork, communication, planning and problem solving. Students display their work at Project-sponsored multimedia fairs. The Multimedia Project is both a curriculum development and professional development project. Teachers establish a peer "learning community" in which they gradually take on responsibility for planning and conducting their own professional development. The Project provides support in the form of on-site mentors, training workshops, mini-grants for equipment and supplies, increased time for planning, and networking opportunities.
Physics Modeling Workshop for Teacher Enhancement
Southern Arizona
The Modeling Instruction in High School Physics Project integrates the computer into the K-12 science curriculum by training and supporting physics teachers as local experts in science teaching with technology. These teachers become Teaching with Technology Resource Agents and subsequently serve their schools and school districts as leaders in incorporating technology into science classrooms and reforming science teaching to meet the National Science Education Standards. In eight weeks of intensive modeling workshops over two summers, teachers engage in a complete revamping of high school physics.
Middle-School Mathematics through Applications Project (MMAp)
Middle school Mathematics through Applications is a multifaceted program to help under-served students learn high-quality mathematics through real world applications and the significant use of appropriate technologies. The three facets of the program include:
- Pathways to Algebra and Geometry - software and curriculum for classroom use.
- WebMath - web-based teacher professional development.
- Primes - multimedia parent outreach.
Pathways to Algebra and Geometry (mmap.wested.org) is a complete two-year middle school mathematics program, published by Voyager Expanded Learning. Pathways prepares our nation's diverse population for the future, exceeds national mathematics standards and uses technology inside a comprehensive middle-school math program. The curriculum materials and software make math relevant, accessible and successful for middle-school students. While working on complex and exciting real-world design problems, students grapple with mathematics from basic skills to higher level concepts. Pathways was originally developed as the MMAP Comprehensive Curriculum at the Institute for Research on Learning and the MMAP/Pathways Implementation Center is now based at WestEd.
WebMath (mmap.wested.org) is an Internet-based learning environment and community for middle school mathematics teachers. Technology allows teachers to conveniently learn the high-level mathematics critical to teaching Standards-based mathematics, and develop connections between the real world and formal math. Using computers from home or school, teachers participate in weekly online discussions, use interactive applets and submit homework electronically. Teachers move from solving problems based on maps to proving that cross multiplication works. Self-paced versions of the course are available.
Primes (primes.wested.org) involves parents in their children's schools and the mathematics that their children are learning through multimedia workshops and a television special. Reaching out to parents of traditionally underserved students, Primes engages parents in fun projects and topics from daily life - everything from crafts to car-buying to lunches for picky eaters. The underlying message is that school mathematics uses the same thinking skills we use to solve problems in everyday life.
Exhibitors: Fern Tavalin, David Gibson, and Penny Noolte
The WEB Project (http://www.webproject.org) began as one of the original Technology Innovation Challenge Grant Programs funded by the U.S. Department of Education in the fall of 1995. The Project formed a consortium of community organizations, small businesses, and educational institutions that collaboratively learned how to employ new technologies to effect systemic reform in school systems throughout Vermont. The project utilizes multimedia production and telecommunications as:
- an educational environment for student inquiry and expression
- a medium for presenting and assessing student work
- a virtual faculty room for professional discussions about work
The WEB Project has been designed to service all students and current participation represents a range from urban middle class to rural poor schools. Federal support goes primarily to isolated schools with limited resources.
The Connected LearningCommunity @ Mott Hall: Bridging the Digital Divide with Anytime Anywhere Learning
Mott Hall, in New York City's Community School District Six, is one of the nation's most challenged schools. The Harlem school has the largest number of bilingual students of any school in New York state and one of the largest in the country. More than 90 percent of the students live in poverty. Teachers, parents and administrators are united in their goal to find ways to make students successful, to acquire the skills they need for professional roles, and to enable them to return to their communities as leaders. Anthony Amato, the district superintendent, was committed to providing his students with access to technology. He knew other children had computers at home and at school; in order for his students to be competitive, they would need to use technology for more than 45 minutes a week in the computer lab. Then Amato discovered Anytime Anywhere Learning, which provides for every student to have his or her own portable computer to use both at home and at school. With strong parent support, the school instituted a portable computer-based program beginning in the fifth grade. Parents and the district share the costs for the portable computers. And now, they share the enthusiasm, too.
Conference Agenda | Featured Speakers | Spotlight Schools | Demonstration Projects | Evaluation Tools | White Papers | Final Conference Report | Video on Demand | Presentations
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