Technology in High Schools Kenyon Walker & Fawzia Rashid

Our Goal  Introduce and define high tech high schools  Discuss the learning theory and learning strategies that support high tech schools  Discuss exemplary models  Discuss challenges of high tech high schools

Our Approach  Literature Reviews  Scholarly Research Articles  Books & Journals  Multimedia Presentations  Site visit to Forest Park High School

Common Attributes of High Tech High Schools Student Learning Real-World Curricula Professional Development Community Support

Technology Applications  Computer-Based Instruction  Simulations and Games  Programming  Multimedia  Networking and Distance Learning  E-Learning  Virtual Reality Dale H. Schunk, Learning Theories: An Educational Perspective

Benefits of high tech high schools  Strengthens academic and career skills  Increases technical skills  Facilitates professional development for faculty and staff  Helps students relate to real world  Improves higher order thinking skills in reading, writing and mathematics Gene Bottoms, High Schools That Work

Distributed Cognition John Seely et al  Curriculum must be meaningful in order for the learner to apply to the real world  Learning must be embedded in an activity so the learner would draw upon his/her social and physical contexts

Principles of Distributed Cognition  Activity, culture and concept are interdependent  Social interaction and collaboration between learners is fundamental to building knowledge  Learner’s negotiate meaning and construct knowledge to understand the world around them  Authentic activity provides experience, which is important to subsequent action later on life

C ognitive Apprenticeship Peer Apprenticeship Learners generate their own solution paths through  authentic practices and social interaction  Problem-based learning  Exploration David Hung & Maish R. Nichani

Constructivism Theory that is based on:  Learners constructing knowledge for themselves  Learning bringing forth their own understanding of the world  Learners search for symbolic representations to relate to their world Priscilla Norton & Karin Wiburg

Traditional Learning Constructivist Teachers present: student listenTeachers facilitate; students do, present, think, and construct Working together is cheatingWorking together facilitates learning and problem solving Subjects are presented separatelySubjects are integrated into a learning whole. Learning is fact-centeredLearning is problem-centered The teacher is the source of all knowledgeThere are many rich resources for learning Print is the primary source of informationConcepts are explored using a variety of communication tools Assessment is based on how much is memorized and can be given back to the teacher Assessment is based on each student’s developing abilities to solve problems, communicate ideas, present information and learn how to learn Schools are isolated and separate from the rest of the community Technology connects the world to the classroom and the classroom to the world Priscilla Norton & Karin Wiburg

Student Learning Real-World Curricula Professional Development Community Support Multi-dimensional Learning Community

 Located in CA, Aprox. 400 students  School is Based on Three Principles Personalization Adult-world connection Common intellectual mission  Technology in use Multimedia tools Graphics software Access to the Internet for project-related inquiry Advanced networking and system engineering Cisco Networking Academy  Program Emphasizes Team teaching Integrated curriculum Project-based learning Community-based internships Presentation and exhibition Implementation Model High Tech High School Student Learning Real-world curricula Professional Development Community Support

Student Learning Real-world curricula Professional Development Community Support Implementation Model Quaker Valley High School  Located in Sewickley, PA  Technology that are in use laptop computer, equipped with software and wireless Internet connectivity. Enabling the students to use the Internet in any classroom  Projects Refurbishing and distributing "Guide on the Side" "Ace in the Hole“  Future Goals Credit for community service learning hrs. Collaborating with the (PHENND) Organizing an annual Pennsylvania Youth and Technology Service Learning Conference.

 Located in Woodbridge, VA  IT Program include Multimedia Certificates College credits Serve and learn  Technology in use Multimedia tools Graphics software A+ Curriculum Cisco Networking  Program Emphasizes Team teaching Integrated curriculum Project-based learning Community-based internships Presentation and exhibition Implementation Model Forest Park High School Student Learning Real-world curricula Professional Development Community Support

 Located in WA  Technology in use Multimedia tools Graphics software Access to Professionals  Program Emphasizes Integrated curriculum Problem-solving learning environment Presentation and exhibition Collaboration, and communication “Hands-on” real world application Implementation Model MountLake Terrace High School Student Learning Real-world curricula Professional Development Community Support

Challenges to technology use  Professional Development  Disconnect between administrators and teachers  Pressure for teachers to meet or exceed expectations on high- stakes tests  Technology access  Cultural integration

Vision: to enhance the experience of teachers and students through the integration of technology. Mission: to conduct research to determine the best practices of technology in high school, with special attention to communities of practice and after-school programs. WWSF PROJECT Student Learning Real-world curricula Professional Development Community Support