EDC Staff to Speak on Technology and Teacher Education
SITE (Society for Information Technology and Teacher Education) holds international conference
March 2005
Several EDC staff members will make presentations at the upcoming SITE conference (March 1-5) in Phoenix, Arizona. SITE, which publishes the Journal of Technology and Teacher Education (JTATE), focuses on creating and disseminating knowledge about the use of information technology in teacher education and faculty/staff development. The EDC staff presenters work in the Center for Children and Technology (CCT) and Education, Employment, and Community Programs (EEC). The conference will offer leaders in the field of instructional technology and teacher education more than 1,500 presentations in 25 topic areas.Learn more about SITE by visiting the conference's Web site:
http://www.aace.org/conf/site/default.htm
Wednesday March 2nd
Creating an Evaluation Framework for Data Driven Instructional Decision Making
Wednesday, March 2, 10:30-11:00
Ellen Mandinach, Margaret Honey, Daniel Light, Cricket Heinze, and Hannah Nudell, Center for Children and Technology
This presentation examines technology-based, data-driven instructional decision-making tools, their implementation, and impact on different levels of school systems.
Designing Digital Video Case Resources for Mathematics Teacher Education
Wednesday, March 2, 11:15-11:35
Babette Moeller, Center for Children and Technology
The purpose of this presentation is to discuss how video case materials and learning activities, designed to better prepare teachers for serving students with and without disabilities within a standards-based mathematics curriculum, were refined after being pilot-tested.
Scaling Educational Technology Professional Development: The Case of Intel Teach to the Future
Wednesday, March 2, 11:15-11:35
Wendy Martin, Katherine McMIllan Culp, Andrew Gersick, and Hannah Nudell, Center for Children and Technology
This paper presents findings from a three year evaluation of Intel Teach to the Future, a large-scale technology professional development program.
The ITEST Participatory Research Experience: Findings and Lessons Learned
Wednesday, March 2, 4:00-5:00
Leslie Goodyear, Education, Employment, and Community Programs
This paper relates to the ITEST (Information Technology Experiences for Students and Teachers) program and describes how projects involved in ITEST achieve the program's goals, weave together promising practices, and leverage their combined achievements into new knowledge.
Thursday March 3rd
Infusing Technologies into the Study of Teaching: Using Popular Culture to Think Critically about Education
Thursday, March 3, 5:15-7:15
Dara Wexler, Center for Children and Technology
Shares examples of how we moved our students from awareness of various technological and pedagogical issues related to teaching, towards more critical analysis, synthesis, and application of these issues into their learning experiences in the university classroom, online, and in their field experiences at local schools.
The Technology Literacy Inventory: Assessing Teachers' Readiness to Teach All Students
Thursday, March 3, 5:15-7:15
Bill Tally and Babette Moeller, Center for Children and Technology
This session will share with researchers and teacher educators an online inventory designed to gauge new teachers' technology literacy. The session will highlight results from early pilots of the tool with teachers, and will solicit participant feedback on the tool as well.
Friday March 4th
Using Web-Based Tools to Support Teachers’ Reflective Practice
Friday, March 4, 10:20-10:40
Naomi Huert, Lauren Goldenberg, and Deborah Keisch, Center for Children and Technology
This paper addresses findings from the first year evaluation of IBM’s Reinventing Education grant collaborative. The grant funds collaborations between teacher training institutions and school districts and focuses on the professional development continuum in order to sustain teachers through the induction years and beyond.
Setting the Stage for Reflective Practice: Multimedia Case Study Development
Friday, March 4, 2:10-2:30
Babette Moeller, Center for Children and Technology
This qualitative study of the "Mathematics for All" project, based on observations, interviews, and reflections, reveals how the process of working together to create multimedia case studies has influenced faculty thinking.
Trends in Use of Handheld Technology to Support Student Reading Assessment
Friday, March 4, 4:00-4:20
Wendy Martin, Cricket Heinze, and Tomoe Kanaya, Center for Children and Technology
In July of 2003 the Center for Children and Technology began its evaluation of New Mexico's Reading First initiative. As part of the implementation of Reading First programming, the state required all Reading First teachers to use handheld computers to administer a literacy assessment to students in Reading First schools. This document addresses findings regarding the use of handheld computers as tools to support student assessment and use of data to inform instruction.
Saturday March 5th
A Retrospective on Twenty Years of Education Technology Policy Recommendations
Saturday, March 5, 11:35-11:55
Ellen Mandinach, Margaret Honey, and Katherine McMIllan Culp, Center for Children and Technology
This presentation surveys twenty years of policy papers on educational technology produced by governmental organizations, stakeholders, and industry. Additionally, the presentation examines the steps that stakeholders and educational officials can and should take to make more effective use of technology.
Making Thinking Visible: Using Online Tools to Initiate Teachers' and Students' Thinking
Saturday, March 5, 11:35-11:55
Dara Wexler and Jessica Hochman, Center for Children and Technology
This paper shares findings from a formative evaluation that explores a professional development program, Intel Teach to the Future Workshop on Interactive Thinking Tools.
Keeping Teachers in the Center: A Framework for Data-Driven Decision-Making
Saturday, March 5, 11:15-12:15
Daniel Light, Dara Wexler, and Cricket Heinze, Center for Children and Technology
This paper presents a conceptual framework based on three years of research exploring the intersection of decision-support technologies, educators, and the process of transforming data into knowledge.
Duration and Relevance of a Professional Development Program: Using Intel Teach to the Future to Illuminate Successful Programmatic Features
Saturday, March 5, 1:50-2:10
Daniel Light and Tomoe Kanaya, Center for Children and Technology
This presentation used survey data to examine whether a structural feature of a technology-focused professional development program and specific participant characteristics and responses to the program would predict successful outcomes.
