1. School Technology Inquiry Groups as Professional Development by: Joan E. Hughes Ann Ooms

2. Reflective Questions…Jot down an answer on a sheet of paper… What’s an enduring problem in your teaching or in your work in a school organization? What’s an enduring problem in your teaching or in your work in a school organization? Are you interested in knowing if and how technology impacts you or your students? Are you interested in knowing if and how technology impacts you or your students? Think of an effective inservice/professional development – what made it effective for you? Think of an effective inservice/professional development – what made it effective for you?

3. Our Assumptions Technology infrastructure in place; training and use by teachers not necessarily; Technology infrastructure in place; training and use by teachers not necessarily; Students use technology to learn subject matter; Students use technology to learn subject matter; Technology for higher order thinking (not low level skills); Technology for higher order thinking (not low level skills); Teachers are interested in learning; Teachers are interested in learning; Knowledge, thinking, learning is situated in physical or social contexts and with tools Knowledge, thinking, learning is situated in physical or social contexts and with tools

4. Our Technology Inquiry Approach included the following characteristics… Participants having a common subject area focus; Participants having a common subject area focus; Grounding teacher inquiries within teacher- identified problems of practice; Grounding teacher inquiries within teacher- identified problems of practice; Locating group activities at the school site; Locating group activities at the school site; Including university or outside facilitators; Including university or outside facilitators; Working as a group and dyads, when requested. Working as a group and dyads, when requested.

5. The Urban Inquiry Group 5 middle school teachers focused on “arts- and technology-infused humanities” 5 middle school teachers focused on “arts- and technology-infused humanities” Urban K-8 school; 610 students, 83% are eligible for free/reduced lunch and 47% receive ELL service Urban K-8 school; 610 students, 83% are eligible for free/reduced lunch and 47% receive ELL service Participation of university professor and graduate students Participation of university professor and graduate students On-site, monthly meetings with individual meetings/support as requested On-site, monthly meetings with individual meetings/support as requested

6. Research Findings related to Implementation Process Phase 1: Defining the Technology Inquiry Group’s Identity and Purpose. Phase 1: Defining the Technology Inquiry Group’s Identity and Purpose. Phase 2: Reviewing Inquiry Group Purpose and Identifying Technology Inquiries. Phase 2: Reviewing Inquiry Group Purpose and Identifying Technology Inquiries. Phase 3: Initiation of Technology Inquiries. Phase 3: Initiation of Technology Inquiries. January ‘03 March ‘02 May ‘02 April ‘02 May ‘02 Sept. ‘02 Oct. ‘02 Nov. ‘02 Dec.‘02 Feb. ‘03 March ‘03 April ‘03 May ‘03 April ‘02 Phase 1Phase 2Phase 3

7. Phase 1: Defining the Technology Inquiry Group’s Identity and Purpose Identifying the group’s focus Identifying the group’s focus Sharing experiences with technology Sharing experiences with technology Identifying content areas for improvement Identifying content areas for improvement Demonstration of software and hardware by university partners Demonstration of software and hardware by university partners Conversations about appropriate uses of technology Conversations about appropriate uses of technology Creating a safe environment Creating a safe environment

8. Phase 2: Reviewing Inquiry Group Purpose and Identifying Technology Inquiries Reviewed purpose Reviewed purpose Identified topics to pursue and technologies to learn Identified topics to pursue and technologies to learn Cory: GIS (Geographic Information Systems) for geography Cory: GIS (Geographic Information Systems) for geography Holly: Alphasmart for writing workshop Holly: Alphasmart for writing workshop Maureen: Digital Recording (music); CD music across humanities topics Maureen: Digital Recording (music); CD music across humanities topics Nora: Video editing for school video Nora: Video editing for school video Participants prepared for initiation of inquiries Participants prepared for initiation of inquiries Troubleshooting of software/hardware Troubleshooting of software/hardware Training on software/hardware Training on software/hardware

9. Phase 3: Initiation of Technology Inquiries Action Action Teachers learning, using, and reviewing technology Teachers learning, using, and reviewing technology University participants supporting learning and use University participants supporting learning and use Reflection/Critique Reflection/Critique Inspiring new ideas for colleagues (e.g., Frank) Inspiring new ideas for colleagues (e.g., Frank) Discuss implications and complications of using technology and integrating arts and humanities in lessons Discuss implications and complications of using technology and integrating arts and humanities in lessons Discuss instructional problems with technology- supported activities Discuss instructional problems with technology- supported activities Issues with technology availability and support Issues with technology availability and support

10. Recommendations for Establishing Technology Inquiry Groups Take time to establish group identity, focus, and ensure participation Take time to establish group identity, focus, and ensure participation Consider both on-site and outside facilitation Consider both on-site and outside facilitation Focus on “problems of practice” in subject area Focus on “problems of practice” in subject area Provide both in-school and after-school time to maximize progress Provide both in-school and after-school time to maximize progress Consider supporting coordinated action research projects - especially that which involves data-driven decision making (NCLB) Consider supporting coordinated action research projects - especially that which involves data-driven decision making (NCLB)

11. Limitations and Challenges Funding Funding Technology to examine (solved by univ. collaboration) Technology to examine (solved by univ. collaboration) Technology to invest in (solved by grants/tech budget?) Technology to invest in (solved by grants/tech budget?) Time Time Investment in technology integration vs. other curricular improvements (make tech part of overall curricular inquiry?) Investment in technology integration vs. other curricular improvements (make tech part of overall curricular inquiry?) For longitudinal work such as this For longitudinal work such as this Appropriate thematic groupings Appropriate thematic groupings Solved by cross-school collaborations? Solved by cross-school collaborations? Solved by online environment for greater connections? Solved by online environment for greater connections?

12. Three Activities To Explore Teacher Technology Learning Tech Skill Approach: Developing technology skills (e.g., http://www.atomiclearning.com) Tech Skill Approach: Developing technology skills (e.g., http://www.atomiclearning.com)http://www.atomiclearning.com Video Cases Approach: Examining video cases (e.g., http://www.intime.uni.edu) Video Cases Approach: Examining video cases (e.g., http://www.intime.uni.edu)http://www.intime.uni.edu Problems of Practice Approach: Discussing problems of practice Problems of Practice Approach: Discussing problems of practice After, pose question for group to discuss After, pose question for group to discuss Based on this activity, list ideas you have for using technology in your classroom for teaching and learning? Based on this activity, list ideas you have for using technology in your classroom for teaching and learning?

13. Tech Skill Approach (PowerPoint) Research presentation (Lecture) Research presentation (Lecture) Introduce themselves to classmate Introduce themselves to classmate Create classroom journal - in foreign language or arts Create classroom journal - in foreign language or arts Organizing ideas Organizing ideas OVERALL: Generated General Pedagogical Ideas (Techniques for any content area) OVERALL: Generated General Pedagogical Ideas (Techniques for any content area)

14. Video Case Approach Help students become aware of reading strategies for reading on the computer vs. text Help students become aware of reading strategies for reading on the computer vs. text Help students become familiar with the nature of gaining knowledge via online tools Help students become familiar with the nature of gaining knowledge via online tools Help students become critical decision makers as they use technology Help students become critical decision makers as they use technology Plagiarism Plagiarism OVERALL: Generated Content-Specific or New Content (for Literacy) OVERALL: Generated Content-Specific or New Content (for Literacy)

15. Problems of Practice (Mathematics) Multiplication Multiplication Fractions Fractions Pythagorean Theorem Pythagorean Theorem Dynamic software to explore fractions and multiplication as action Geometer’s Sketchpad Geometer’s Sketchpad OVERALL: Generated Pedagogical Content Ideas (Techniques specific to Mathematics) OVERALL: Generated Pedagogical Content Ideas (Techniques specific to Mathematics)

16. Future Initiative Cultivate technology inquiry groups Cultivate technology inquiry groups Access to content and technology experts Access to content and technology experts Develop data analysis techniques Develop data analysis techniques Conduct action research projects on inquiries Conduct action research projects on inquiries Compile (district, state, national??) database of research studies Compile (district, state, national??) database of research studies Interested? Email Joan at joanh@umn.edu Interested? Email Joan at joanh@umn.edu Possible funding from E2T2 Grants Possible funding from E2T2 Grants

17. Comments & Questions Resources for this presentation available at: http://www.umn.edu/~joanh/research.htm