1. Tech-Know-Build: Indiana Students Building Knowledge with Technology Kathleen Keck Kathleen Steele Tami Haas Crawfordsville Community Schools Crawfordsville, IN James D. Lehman Peggy A. Ertmer Purdue University West Lafayette, IN http://research.soe.purdue.edu/challenge

2. Background

3. ICE, 2002 - Indianapolis 3 Tech-Know-Build Background Increasingly students need to develop problem-solving skills Increasingly students need to develop problem-solving skills Changing expectations require new instructional approaches Changing expectations require new instructional approaches Student-centered instruction helps meet 21st-century needs Student-centered instruction helps meet 21st-century needs

4. ICE, 2002 - Indianapolis 4 Tech-Know-Build Problem/Project-Based Learning Situated learning in realistic contexts Situated learning in realistic contexts Meaningful problems / projects Meaningful problems / projects Anchor curriculum Anchor curriculum Student inquiry and usually product creation Student inquiry and usually product creation Authentic use of tools (technology) Authentic use of tools (technology)

5. ICE, 2002 - Indianapolis 5 Tech-Know-Build Characteristics Overarching driving question or problem Overarching driving question or problem Student-selected specific questions Student-selected specific questions Student investigations yielding artifacts Student investigations yielding artifacts Collaboration Collaboration Summary/communication of findings Summary/communication of findings

6. ICE, 2002 - Indianapolis 6 Tech-Know-Build Role of Technology Generally not the focus of direct instruction but an authentic tool for Generally not the focus of direct instruction but an authentic tool for  Acquiring relevant information  Gathering and manipulating data  Producing and presenting a culminating presentation, often in multimedia format

7. TKB Project

8. ICE, 2002 - Indianapolis 8 Tech-Know-Build 5-year Technology Innovation Challenge grant in Indiana 5-year Technology Innovation Challenge grant in Indiana Focused on development and implementation of PBL curriculum Focused on development and implementation of PBL curriculum Targeted mainly at sixth grade teachers Targeted mainly at sixth grade teachers Incorporating portable technologies, electronic mentoring, electronic links among partners Incorporating portable technologies, electronic mentoring, electronic links among partners

9. ICE, 2002 - Indianapolis 9 Tech-Know-Build Components Components  PBL  Portable computers  Linkages with universities  Linkages with home and community  Teacher professional development

10. ICE, 2002 - Indianapolis 10 Tech-Know-Build Partners Partners  Crawfordsville Community Schools  Indianapolis Public Schools  Purdue University  Indiana University Purdue University at Indianapolis (IUPUI)  Corporate partners

11. ICE, 2002 - Indianapolis 11 Tech-Know-Build Professional Development Needs School-based School-based Focused on student learning Focused on student learning Embedded in teachers’ daily lives Embedded in teachers’ daily lives Collaborative Collaborative Coaching and follow-up Coaching and follow-up

12. ICE, 2002 - Indianapolis 12 Tech-Know-Build Teacher Development Goals Promote teachers’ understanding of PBL Promote teachers’ understanding of PBL Facilitate technology skills development Facilitate technology skills development Support teachers’ development and use of PBL activities incorporating technology Support teachers’ development and use of PBL activities incorporating technology

13. ICE, 2002 - Indianapolis 13 Tech-Know-Build Development Approach Initial intensive experience consisting of Initial intensive experience consisting of  PBL modeling activity involving teachers and students  Technology skills development  Teacher development of PBL curriculum units Teacher implementation of PBL units with follow-up and support Teacher implementation of PBL units with follow-up and support

14. ICE, 2002 - Indianapolis 14 Tech-Know-Build Implementation 2000-01 academic year 2000-01 academic year  2-day modeling activity in fall  Semester-long in-service course in fall  PBL units implemented in spring, 2001 2001-02 academic year 2001-02 academic year  3-day modeling activity as part of  2-week summer institute  PBL units implemented during 2001-02 AY

15. PBL Modeling Activity

16. ICE, 2002 - Indianapolis 16 Tech-Know-Build PBL Modeling Activity 2-3 day activity involving 2-3 day activity involving  In-service teachers  Grade 6-12 students  Pre-service teachers Provides first-hand experience with PBL Provides first-hand experience with PBL  Understand the process  Experience changing roles  Use technology as a supporting tool

17. ICE, 2002 - Indianapolis 17 Tech-Know-Build 2000-01 PBL Modeling Activity Driving question Driving question  What’s in our water, why is it there, and what does it mean to us?

18. Identifying Investigations Mixed teams brainstormed possible investigation topics related to the driving question. Mixed teams brainstormed possible investigation topics related to the driving question.

19. Planning Teams planned and conducted their own investigations. Teams planned and conducted their own investigations.

20. Using Technology Technology was used as a supporting tool. Technology was used as a supporting tool.

21. ICE, 2002 - Indianapolis 21 Tech-Know-Build Presentations As a culminating activity, teams produced multimedia presentations of their investigations. As a culminating activity, teams produced multimedia presentations of their investigations.  Example Example

22. Outcomes

23. ICE, 2002 - Indianapolis 23 Tech-Know-Build Reactions (2000-01) In this activity, I feel like I learned a lot of science. In this activity, I feel like I learned new things about using technology. I would rather work by myself than in groups. I did not like the hands-on activities. Compared to what we usually do in school, I liked this activity better. I really do not like school. This project is okay, but it does not really relate to me and my life. Because of this project, I am more confident in my ability to do investigations. Strongly Disagree Disagree Undecided Agree Strongly Agree Likert-type Evaluation Items Grade 6-12 Students Pre-service Teachers In-service Teachers

24. ICE, 2002 - Indianapolis 24 Tech-Know-Build Reactions (2000-01) ExcitingBoring Too Easy Challenging Fun No Fun WasteWorthwhile WorstBest Semantic Differential Evaluation Items Grade 6-12 Students Pre-service Teachers In-service Teachers

25. ICE, 2002 - Indianapolis 25 Tech-Know-Build Reactions (2000-01) Responses to open-ended items indicated participants: Responses to open-ended items indicated participants:  Liked working with others and learning to use technology  Felt they learned content, information about the community, and how to use technology  Used words like fun, interesting, exciting, and worthwhile to describe the activity

26. ICE, 2002 - Indianapolis 26 Tech-Know-Build Teachers’ PBL Units (2000-01/2001-02) Why care about rain forest deforestation? Why care about rain forest deforestation? What makes something strong? What makes something strong? What good is math and science? What good is math and science? What makes the good life? What makes the good life? What is conformity? What is conformity? Why should I care about dead stuff? Why should I care about dead stuff? How does population impact the quality of life? How does population impact the quality of life? See unit

27. Implementation of Projects

28. ICE, 2002 - Indianapolis 28 Tech-Know-Build Project Implementation The first group of teachers implemented projects with their classes during the spring of 2001. The first group of teachers implemented projects with their classes during the spring of 2001. As a culminating activity, students and teachers presented project information to parents and the public at a Project Fair at the end of the school year. As a culminating activity, students and teachers presented project information to parents and the public at a Project Fair at the end of the school year. This year’s projects are being implemented now. This year’s projects are being implemented now.

29. ICE, 2002 - Indianapolis 29 Tech-Know-Build Student Projects (2000-01) Here, middle school students worked on a project related to the rain forest. Here, middle school students worked on a project related to the rain forest.

30. ICE, 2002 - Indianapolis 30 Tech-Know-Build Technology Use (2000-01) Students used various technologies including computers and video. Students used various technologies including computers and video.

31. ICE, 2002 - Indianapolis 31 Tech-Know-Build Sample Student Products (2000-01) Written work Written work Posters Posters Video Video Presentations Presentations See example

32. What Have We Learned?

33. ICE, 2002 - Indianapolis 33 Tech-Know-Build PBL Unit Implementation (2000-01) Most teachers implemented their units Most teachers implemented their units All agreed that the students learned a lot All agreed that the students learned a lot Most agreed that students enjoyed the unit Most agreed that students enjoyed the unit Most agreed that they would try it again, with some modification Most agreed that they would try it again, with some modification

34. ICE, 2002 - Indianapolis 34 Tech-Know-Build Strengths (2000-01) Driving question provided a good focus Driving question provided a good focus Students did a good job gathering and presenting information Students did a good job gathering and presenting information Students were interested in the investigations they chose to pursue Students were interested in the investigations they chose to pursue

35. ICE, 2002 - Indianapolis 35 Tech-Know-Build Challenges (2000-01) Time Time Equipment and facilities Equipment and facilities Grouping strategies Grouping strategies Staying focused on driving question Staying focused on driving question Linking investigations to standards Linking investigations to standards Assessment Assessment

36. ICE, 2002 - Indianapolis 36 Tech-Know-Build Conclusions PBL - promising approach to developing students’ problem-solving skills PBL - promising approach to developing students’ problem-solving skills Technology can play a critical role Technology can play a critical role Students gain content knowledge, technology skills, and abilities to work cooperatively Students gain content knowledge, technology skills, and abilities to work cooperatively

37. ICE, 2002 - Indianapolis 37 Tech-Know-Build Conclusions Modeling is an effective way to help teachers understand PBL, gain confidence, and learn new approaches Modeling is an effective way to help teachers understand PBL, gain confidence, and learn new approaches While PBL can provide many rewards for teachers, it can also be challenging While PBL can provide many rewards for teachers, it can also be challenging Follow-up and support is essential for effective professional development Follow-up and support is essential for effective professional development

38. ICE, 2002 - Indianapolis 38 Tech-Know-Build Questions

39. ICE, 2002 - Indianapolis 39 Tech-Know-Build For more information http://research.soe.purdue.edu/challenge/ http://research.soe.purdue.edu/challenge/ http://research.soe.purdue.edu/challenge/ kkeck@chs.cville.k12.in.us kkeck@chs.cville.k12.in.us kkeck@chs.cville.k12.in.us ksteele@admin.cville.k12.in.us ksteele@admin.cville.k12.in.us ksteele@admin.cville.k12.in.us thaas@tms.cville.k12.in.us thaas@tms.cville.k12.in.us thaas@tms.cville.k12.in.us lehman@purdue.edu lehman@purdue.edu lehman@purdue.edu pertmer@purdue.edu pertmer@purdue.edu pertmer@purdue.edu