1. Framework for Effective Technology Use Presented By Carolyn Walsh and David Schaeffler

2. EnGauge initially released on December 1 st 2001 is designed to help districts and schools plan and evaluate the system wide use of educational technology. EnGauge initially released on December 1 st 2001 is designed to help districts and schools plan and evaluate the system wide use of educational technology. Developed by: The North Central Regional Educational Laboratory. (NCREL), a not-for-profit organization The North Central Regional Educational Laboratory. (NCREL), a not-for-profit organization Metiri Group, an educational consulting firm. Metiri Group, an educational consulting firm. http://www.ncrel.org/engauge

3. Introduction to EnGauge What value does technology bring to our nation's schools? What value does technology bring to our nation's schools? How can our schools ensure a return on these investments? How can our schools ensure a return on these investments? Why does technology work in some schools and not in others? Why does technology work in some schools and not in others? Over $7 billion is invested annually in educational technology. Increasingly, policymakers, administrators, and teachers are being asked: The enGauge framework identifies Six Essential Conditions… http://www.ncrel.org/engauge

4. Inventive Thinking Adaptability/Managing Complexity Curiosity, Creativity, and Risk Taking Higher Order Thinking and Sound Reasoning Digital Age Literacy Basic, Scientific and Technological literacy Visual and information Literacy Cultural Literacy and Global Awareness Effective Communication Teaming, Collaboration, and Interpersonal Skills Personal and Social Responsibility Interactive Communication High Productivity Prioritizing, Planning, and Managing for Results Effective Use of Real-World Tools High Quality, Meaningful Results High-Performance Learning 21 st Century Skills Academic Content Vision EducatorProficiency EffectivePractice Access Systems & Leadership Equity High-Performance School System

5. Past presentations outlined concerns about the “digital disconnect” as well as suggesting that the current education system is not meeting the needs of “digital natives” in the 21st century. EnGauge allows for school districts to conduct an on-line assessment of their unique needs: School Profile Educator Profile Project Profile

6. Flashbacks Education is the only business still debating the usefulness of technology. Schools remain unchanged for the most part, despite numerous reforms and increased investments in computers and networks.” Rod Paige U.S. Secretary of Education

7. Shared Vision Equitable Access Skilled Personnel Professional Development Technical Assistance Content Standards and Curriculum Resources Student-Centered Teaching. Assessment and Accountability Community Support Policies External Conditions http://cnets.iste.org/administrators/a_esscond.html http://cnets.iste.org/administrators/a_esscond.html Essential Conditions for Implementing NETS for Administrators

8. Everybody has a role to play: Administrators Community Members Parents Policymakers School Board Members Teachers

9. Technology and the basics: Reading, Writing and Mathematics

10. Source: Schacter, J. (1999)The impact of technology on student achievement: What the most current research has to say. Santa Monica, CA:Milken Family Foundation J. Schacter (1999) reviewed 5 of the largest scaled studies, to date, on the impact of technology on education 1. Kulik’s Meta-analysis 2. Sivin-Kachala’s Review of Research 3. West Virginia’s Basic Skills Computer Education Program. West Virginia’s Basic Skills Computer Education Program

11. Kulik’s Meta-Analysis Study James Kulik (1994) reviewed over 500 individual research studies of computer- based instruction. Positive Finding: On average, students with CBI scored at the 64th percentile on tests of achievement compared to students in the control group Students learn more in less time when they receive CBI With CBI, student’s report to liking their classes more as well as developing more positive attitudes

12. 2. Sivin-Kachala’s Review of Research Review of 219 research studies from 1990-1997 Positive Findings about technology rich learning environments: Students had positive effects on achievement in all major subjects A noted increase in achievement was noted in pre-school throughout higher education for both regular and special education students Student’s attitude and self-concept consistently improved

13. West Virginia’s Basic Skills/Computer Education (BS/CE) Statewide Initiative Dale Mann (1999) studied a representative sample of 950 fifth grade student’s achievement from 18 elementary schools across the state Data from over 290 Teachers was also collected BS/CE resulted in both improved test-scores, meeting instructional goals and objectives as well as noted improvements in both teachers and students attitude toward technology

14. Balancing Act Balancing Act So many standards, so little time So many standards, so little time Technology is here to stay Technology is here to stay We must address the unique learning styles of the “digital native” We must address the unique learning styles of the “digital native” Everyone has a role Everyone has a role Cost-effectiveness is important Cost-effectiveness is important There are ample resources available to diminish the “digital disconnect” There are ample resources available to diminish the “digital disconnect”

15. Conclusions Everybody has a role to improve technology rich learning environments The current research on the effectiveness of technology is promising and offers noted improvement in specific content areas Some of the research offers only anecdotal support of improvement in students and teacher’s attitude and enthusiasm for learning with technology

16. How do we connect to the 21st century?  Stay Focused  Take on Something Doable  Build Bridges  Honor and Extend Existing Work  Make Decisions at the System Level http://www.ncrel.org/engauge/skills/there.htm