2.  Evaluating educational technology means determining if the technology is appropriate and enhances the teaching and learning process.  Appropriate in this case means that the technology must be suitable for the educational situation, motivational, promote learning at the correct levels of student ability and academic achievement, and address curriculum standards.

3.  Materials from school districts and state Departments of education  Often these sources will provide lists of recommended software that have been evaluated by professionals.  Professional educational organizations  Many educational organizations have a lot of information about how to evaluate educational resources.  Often they will have websites with this information posted.

4.  Catalogs  Many companies have catalogs of their hardware and software that is suitable for educational purposes.  It is not hard to receive these catalogs for free.  Many also have online catalogs.  Recommendations of colleagues  Talk to colleagues- they often have good advice about what has worked in their classroom.

5.  Published evaluations  Many professional organizations will publish evaluations of new products.  These can be found on websites, online journals, and online publications.  Conferences  Technology conference is a meeting dedicated to providing a vast array of information and resources for educators.  There are presentations, workshops, and vendors at these conferences.

6.  The Web  The Web provides so many ways for educators to see a comprehensive list of tools and resources for educational technology.  EDTECH us a discussion list that allows educators from all over to exchange information, comments, and ideas on educational issues.

7.  You need to determine if the software that you have selected to use in your classroom is appropriate in the ways discussed before.  A rubric is a detailed scoring guide for assessment based on subjective stated criteria. This is a great tool for evaluating software.  A software evaluation rubric is an assessment tool that provides a number of important evaluation criteria, including content, documentation and technical support, ability and academic levels, technical quality, and ease of use to help assess the quality of software or other items.

8.  Content  Make sure the software is valid - it has well-grounded instructional properties, meets standards, provides appropriate content, and teaches what is intended.  Documentation and technical support  Documentation - any printed or online information that provides assistance in installing, using, maintaining, and updating the software.  Technical support - a service that hardware and software manufacturers and third-party service companies offer to customers to provide answers to questions, repairs, and other assistance.

9.  Ability levels and assessment  Whether or not the software can be used with more than one ability or academic level.  Technical quality and ease of use  Technical quality - how well the software presents itself and how well it works.  Ease of use - user-friendliness; anything that makes the software easy to use.

10.  Authority - credibility of the people who maintain the site.  Is the author identified?  Does the author have authority on the topic?  Can the author be contacted?  Affiliation - the professional organization, school, school district, university, company, or government office with which a particular Web site is associated.

11.  Purpose and objectivity  Purpose - the reason the site was created or the intent of the site.  Objectivity - process of determining or interpreting the intent or purpose of the webpage and if it is free of bias, such as advertising.  Content and learning process  Content - the information a webpage provides.  Learning process - when the content engages students to use higher-order thinking skills to go beyond the simple acquisition of knowledge and become active learners.

12.  Audience and currency  Audience - who is intended to view and use the webpage  Currency - the measure of how up-to-date, or timely, the webpage content is and how often it is updated.  Design - how the site is arranged- the way it uses instructional design principles to deliver content to the user.  Good WebPages will load in a reasonable amount of time, be pleasing to the eye, be easy to navigate, and has effective links.  Web evaluation rubric - detailed scoring guide for assessing the value and content of Web sites.

13. Integrating Technology effectively requires planning, time, dedication, and resources. Evaluating the effectiveness requires looking at the impact it has made on student achievement.

15.  Assessment – any method used to understand the current knowledge a student possesses.  Reliable assessments – accurately estimates student performance, permits appropriate generalizations about students’ skills and abilities, and enables teachers or other decision makers to make appropriate decisions  Tradition assessments – includes testing in the form of multiple choice, fill-in-the blank, true/false, short answer, and essay questions.  Alternative assessments – nontraditional methods to determine whether students have mastered the appropriate content and skill level  Authentic Assessment - A formal or informal assessment that aims to present students with tasks that mirror the objectives and challenges typical of their instructional activities.  Authentic Learning - presents learning experiences that demonstrate real-life connections between students’ lessons and the world in which they live.

16. Project-based assessment – an innovative approach to assessment that focuses on assessing student projects Project-based learning – a model for teaching and learning that focuses on creating learning opportunities for students by engaging them in real-world projects where they have an active role in completing meaningful tasks, constructing their own knowledge, solving problems, or creating realistic projects. Portfolio assessment – evaluates student assignments or projects over a period of time. Also called an embedded assessment Electronic portfolio or e-folio – Electronically stored portfolio that contains student assignments or projects.

17.  Checklist – a predetermined list of performance criteria used in project-based and portfolio assessment  Yes and no questions  Students check off as questions are complete  Helps teachers and students keep track of items complete or needed  Rating scale – a more complex form of a checklist that lists a numerical value, or rating, for each criterion.  Teachers rate each student on his or her achievement for each criterion and specifies the total based on all criteria.  Rubric – a detailed assessment tool that makes it easy for teachers to assess the quality of an item.  Helps students understand how teachers will evaluate their projects by providing a range of criteria with information about how to meet each one.  Students can critique and revise their own assignment

18.  The result of teachers actively observing their students during the learning process.  Observe the impact of technology used  Observe how long the students work on a given objective  Observe length of time students continue working on a task to master its content and skills.

19.  Avoid teaching technology as a separate subject  Integrate into your own curriculum  Software Programs that provide integrated learning systems  ClassWorks – automatically tracks student progress  Inspiration  iMovie  PowerPoint  Need to develop some kind of effective assessment tool to measure student achievement for Inspiration, iMovie, and PowerPoint.  Use Rubrics to help students know what is expected of them  Also use checklists, rating scales, and teacher observation

20.  Evaluating Content  Use standards and benchmarks to determine how well student covered the topic  Punctuation, Grammar, Spelling  Coverage of material  Presentation of material in logical order  Specific information  Evaluating Planning  Planning tool Inspiration – helps student and teachers quickly develop and communicate ideas using flowcharts, concept maps, and story webs through visual learning techniques  Learning Techniques - Methods that present ideas and information through graphical webs  Evaluating Creativity  Consider student originality, imaginative and innovative approach and artistic abilities  Uniqueness of project

22.  One-computer classroom - a classroom that is equipped with only one computer.  Uses:  - classroom presentations and demonstrations as enhancement to traditional lecture.  - allow small groups to work on computer to foster collaboration and cooperative learning.  - maintain records, create presentations, do projects and communicate with other teachers.

23.  Guidelines to follow when integrating technology into a one-computer classroom  - Internet access, take advantage of the web’s resources: audio, video and multimedia  - Use software that is available such as CDs, DVDs and school networks  - Connect computer to television monitor so that all students can go on a virtual tour together

24.  Multicomputer Classroom - is a classroom that has two or more computers.  * All of the strategies used for a one-computer classroom apply to a multicomputer classroom  - Having more than one computer in the classroom allows for flexibility in computer usage  - A learning center is a section of computers dedicated to one curriculum area or technology area

25.  Uses for computer labs include drill and practice, remediation, collaborative learning, computer skill integration internet research, whole class instruction and tutorials.  The labs can support they technology integration that teaches curriculum standards and related benchmarks.  A computer lab is a great place to integrate an inquiry-oriented activity such as a web scavenger hunt.

27. Problem: The biggest challenge teachers face with technology integration is determining how to use the Internet in their classrooms. Solution: One easy way to integrate technology is through the use of curriculum pages.

28. A curriculum page is a teacher-created document containing hyperlinks to teacher- selected Web sites that assist in teaching content-specific curriculum objectives. This ensures that students do not waste valuable class time because the teachers have already researched these sites and know the information is relevant to their lesson.

29. To be successful in integrating technology, teachers must rethink and redesign activities and create new teaching and learning strategies because integrated technology into older lesson plans is only partially effective. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Teachers do not have to figure all of this out on their own. Receiving online advice from other educators by joining educational mailing lists, forums, newsgroups, discussion groups, bulletin boards, and blogs is a great way to get started.

30. A subject-specific and teacher-created curriculum integration activity is a lesson plan centered on a focus question and uses a combination of learning processes and teaching strategies to assist in the delivery of the instructional process. Pages 420-434 gives examples of curriculum integration activities for every subject. Let’s take a look at Language Arts and Science…

31. Language Arts Curriculum Integration Activity Lesson Title: Extra! Extra! Know All About It Focus Question: How can news stories help keep citizens informed? Learning Objectives: 1. Students will find the important parts of a news story. 2) Students will analyze the news story based on point of view. 3) Students will write a news story appropriate for a newspaper article. 4) Students will use digital media to create a news story appropriate for a newscast. Curriculum integration activities also state the suggested grade level, instructions, evaluation of content, and evaluation of curriculum integration.

32. Science Curriculum Integration Activity Lesson Title: Let’s Think as a Scientist Focus Question: Why is it necessary for scientists to have good observation skills? Learning Objectives: 1) Students will practice observation and problem-solving skills. 2) Students will demonstrate understanding of content. 3) Students will interpret data. 4) Students will determine cause and effect between two events.

34.  An aspect of technology integration that schools are currently struggling with is finding and acquiring the funds for all the new technologies and the expenses that go along with them. Many school districts do not have the necessary funds to implement technology at all grade levels throughout the district.  However, with some persistence and effort, obtaining the funds is possible. Teachers should first go to their principal and other district administrators for additional software and equipment. If more funding is needed, there are other sources available such as local school districts, public and private businesses, and government agencies. Along with these sources, there are other options available to support technology in the classroom.

35.  Some other options open for teachers are class car washes, bake sales, and other activities. These can help with obtaining the funds necessary for computers and additional software for classrooms. Local businesses such as banks, car dealerships, grocery stores, and department stores often are eager to help schools improve the quality of their education with small donations. They will often contribute equipment, funds, or expertise. Even small amounts of funds can make a difference in making technology available in the classroom.  Another option for teachers is for their classrooms to enter academic contests. Information on current academic contests can be located on the Internet and in educational journals and magazines.  Prior to seeking funds, teachers should always get the permission from their district administration first.

36.  In seeking to raise funds, teachers should involve the community, especially the parents and should encourage their support. This will help to get the parents’ support on the side of the schools and often, parents have contacts and affiliations with certain people that teachers would not otherwise have access to. Teachers can also display their classrooms’ use of technology at the school’s Parent Teacher Association (PTA), Parent Teacher Organization (PTO), or at a Parent Teacher Student Organization (PTSO) meetings.  Schools also should consider asking for volunteer services from the community instead of asking for funds to pay for services. Many schools have found that this increases the community’s commitment to technology integration and strengthens the long-term community-school partnerships.

37.  A large majority of acquiring outside funding are found in the form of grants. Grants are funds provided by a funding source that transfers money, equipment, or services to the grantee. The grantee is the teacher, school, or organization to which the funds are distributed. Grants can be obtained from school districts, state Departments of Education, federal sources, foundations, and corporations and the amounts can range from a few hundred to millions of dollars.  In order to obtain a grant, a school district, a single school, or a teacher must first send in a grant proposal in response to a request for proposal (RFP). This is a document provided by whoever is sending the funds that lists the information teachers and schools need to provide to write a successful grant proposal. A grant proposal is the document that the potential grantee sends in. This document can range from a simple one-page application to a more extensive multi-page document.

38.  Several options are available when it comes to writing the grant: a single person may write it: teachers may write the grant proposal with other teachers, personal, media specialists, etc; or the school district may employ a grant-writing specialist or consultant to increase the availability of technology in their classrooms. Permission should always be obtained from the school administration before applying for a grant.

39.  In summary, there are many tools and resources available to teachers to determine the appropriateness of educational technology and the effectiveness of it’s integration in the classroom.  There are different strategies for integrating technology into classrooms with only one computer and on all the grade levels.  There are various options available for teachers to acquire the necessary funding in order to implement the integration of technology in today’s classrooms.