Technology Implementation: Getting to Where You Want to Be January 13, 2009

 The 3 principles of Universal Design for Learning (UDL)  Introduction to Collaborative Planning Tool- EdTech Locator  Introduction to online professional development course, “Differentiating Instruction” Webinar Overview

Wonder Why You Feel Like This?

 Time of transition  Challenging times  Individualized instruction  Transformation  Differentiated instruction  Regulations  Power of technology  Digital materials/curriculum  Online learning  Disruptive innovation  Trusted content  Student centered delivery model  21 Century skills  Broadband  Professional development/learning communities Key Words From Today

“Most educational technology experts agree that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.” - EducationWorld.com

Technology…  Improves student achievement  Improves school efficiency and productivity  Helps teachers meet professional requirements  Improves learning skills  Helps schools meet ALL students’ needs  Promotes equity and access in education  Improves workforce skills EdTechActionNetwork

Challenges of Implementation  Lack of comfort using technology for teaching and learning  Use of technology is teacher-centered not student-centered  Not enough professional development on integrating technology

What does all this mean for you?

Meeting the Challenge: Neverlost

Finding your location

Setting your Objective

Choosing a Route

 The First Challenge: Getting you to your destination (objective) on time.  The Second Challenge: Getting everyone to their destination on time.

Hertz’ solution:  Challenge One: Using the power of on-line technology to reach objectives  Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them

Universal Design for Learning

Meeting the challenge of Diversity Differentiation and UDL Differentiation in how information is presented Differentiation in how knowledge is expressed Differentiation in how user is engaged.

Multiple Means of Representation Provide options for Perception

Multiple Means of Representation Provide options for Perception Provide options for language and symbols Alternatives for Text Alternatives for English Alternatives for Language

Multiple Means of Representation Provide options for perception Provide options for language and symbols Provide options for cognition

Multiple Means of Action and Expression Motor Options

Multiple Means of Action and Expression Motor Options

Multiple Means of Action and Expression Motor Options

Multiple Means of Action and Expression Motor Options

Multiple Means of Action and Expression Options in Scaffolds Models and Demos

Multiple Means of Action and Expression Options in Scaffolds Models and Demos Breaking into smaller steps

Multiple Means of Action and Expression Options in Scaffolds Models and Demos Breaking into smaller steps Immediate Feedback

Multiple Means of Engagement You’ve Arrived!!!

The difference between a curriculum and Neverlost

EdTech LocatorEdTech Locator: Setting a Team Vision Teachers and Related Service ProvidersAdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementatio n Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines. Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementatio n Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e- mail and e-newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementatio n Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives 29

Service Area #3 Evaluation and Scaling-up support Synthesize data Create scaling - Develop evaluation models Synthesize data across sites Create scaling-up support networks p Adapted from Massachusetts and Texas STaR Chart Initiatives Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students. Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity. Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Target Tech Implementation Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators. Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses , list-serves to convey info to parents. Developing / Advanced Tech Implementation Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines. Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators. Professional Development Coordinators Technology CoordinatorsAdministratorsTeachers and Related Service Providers CITEd EdTech LocatorSUMMARY CHART Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools. Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design for learning, accommodating diverse needs of all learners. Technology is consistently and appropriately used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Early Tech Implementation 30

Case Story Yankees Elementary School  935 students  9 language arts teachers  Newly renovated and technology-rich school Multiple computers and internet access in each classroom Small technology staff 31

Case Story cont. Teachers  meet monthly to discuss ELA-related topics for regular and special education students.  know that technology is available, but never have time to learn how to use it. Administrators  adamantly support technology usage to accommodate all students.  are afraid that teachers don’t use technology to its fullest potential. 32

Summary Chart Teachers and Related Service Providers AdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementati on Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementati on Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; and e- newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementati on Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. The use of technology is substantially different for general and special educators. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. 33

Case Story cont. Tech Coordinator  leads a small tech staff that focuses on solving basic network connection issues.  Rarely procures technology with consideration for universal design principles. PD Coordinator  holds information sessions in which the technology resources in the school are listed.  does not link technology to instructional goals or student needs. 34

Summary Chart Teachers and Related Service Providers AdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementati on Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementati on Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; and e- newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementati on Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate. Universal design and access issues are considered for a limited number of computers. Internet connectivity is available in most or all classrooms. 35

Teacher Chart Plan and Deliver ContentProvide Technologies/tools for Student Action & Expression Promote Student Engagement Early Tech Implementa tion Teacher primarily uses one format/technology to present content. Teacher provides no technology or only word processing for my students to use to demonstrate what they have learned. Teacher offers technology mainly as a reward not connected to learning goals. Developing / Advanced Tech Implementa tion Teacher recognizes the need to present content in multiple formats, but typically relies on two to three technologies for most lessons. Teacher provides the same technology/tools to every student for a given task but tries to vary these technologies/tools over the course of the year. Teacher chooses the same technology to motivate all students to achieve their learning goals. Target Tech Implementa tion Teacher selects from an array of technologies to present content in multiple formats to address the diversity of students. Teacher offers a choice of technology/tools that students can use to demonstrate their understanding and communicate their ideas. Teacher offers students a choice from a variety of technologies in order to motivate them to achieve learning goals. Adapted from Massachusetts and Texas STaR Chart Initiatives 36

CITEd’s Online Course: Differentiating Instruction through Technology

See the CITEd Toolkit Online at 38

1. Go to 2. Click on “CITEd Online Courses” 39

Login as a guest Create new account 40

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Key Practices  Embrace student differences  Use assessment data to guide instruction  Use choice to engage and motivate  Offer flexible groupings  Expect a variety of products to demonstrate learning 42

Embrace Student Differences  Provide assistive and accessible tools  Encourage students to create customized tools 43

Technology Resources The TechMatrix allows you to search by subject, learning support, feature and/or product list in order to identify tools for your students and your setting. Customize your matrix results, and share your search with colleagues.TechMatrix BookBuilderBookBuilder allows you to create engaging digital books with embedded, customizable strategic hints that build reading skills for students. See also the growing library of books created and shared. UDL Editions UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up. Select your book to get started! 44

UDL Editions 45

TextHelp Toolbar Levels of support 46

Summary Activate backgroun d knowledge List of characters 47

Prompts 48

“Show button” Coaches 49

Vocab support 50

Literary devices 51

Author’s Craft 52

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Key Practices  Embrace student differences  Use assessment data to guide instruction  Use choice to engage and motivate  Offer flexible groupings  Expect a variety of products to demonstrate learning 54

Center for Implementing Technology in Education (CITEd)  Works with state and local education agencies to develop systems to integrate instructional technology to meet the needs of all students  Provides support through innovative online professional development, research, technical assistance (TA), and extensive web-based resources, tools

Distance Technical Assistance at  Learn Center: Features more than 700 resources tailored for teachers, administrators, technology coordinators, and PD coordinators Learn Center  Act Center: Features the EdTech Locator and 9 PD programs and models from our partners Act Center  Research Center: Features more than 20 Research in Brief articles on 5 different topics and 5 research publications Research Center  My Center: Allows registered users to bookmark resources and build custom toolkits for colleagues My Center

Helpful Links from Today’s Webinar  TechMatrix Webinar: Learn to use the TechMatrix to find technology tools that best address students’ needs TechMatrix Webinar  EdTech Locator: Evaluate where you stand in the technology integration continuum EdTech Locator  Differentiating Instruction Through Technology: Take this free, online professional development course Differentiating Instruction Through Technology