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The Technology Model Schools Program
Results from West Virginia’s EETT Grant Program2008-2009
Summary
• The Technology Models School program is successfully:
• Communicating 21st Century skills to teachers and students• Transitioning to the support of middle and high schools
Contents
• Teachers – beliefs, computer use• Students – beliefs, computer use• 21st Century skills for teachers• 21st Century skills for students
Two changes to EETT for 2008-09.• Emphasis on 21st Century skills for teachers and
students• Grants to middle and high school
Capacity-building through specialty-trained “Technology Integration Specialists” in 16 schools.
TISs Teachers Students
• As the TISs grow the enthusiasm, mastery and use of computer-related technology in school faculties, the teachers grow those same attributes in their students.
• The relation between faculty technology-related component measures and student enrollment-related component measures is
.768 (p = .0001).
The Technology-Related Components for Teachers
HS #6
HS #5
MS #10
HS #4
MS #9
HS #3
HS #2
MS #8
MS #7
MS #6
MS #5
MS #4
MS #3
MS #2
HS #1
MS #1
0.00 1.00 2.00 3.00 4.00 5.00 6.00
0.71
0.71
0.74
0.72
0.76
0.74
0.78
0.79
0.77
0.79
0.78
0.81
0.79
0.84
0.82
0.88
0.77
0.76
0.81
0.82
0.85
0.84
0.80
0.80
0.83
0.84
0.87
0.84
0.88
0.81
0.88
0.95
0.69
0.74
0.72
0.75
0.75
0.72
0.77
0.74
0.79
0.77
0.82
0.76
0.77
0.83
0.82
0.93
0.69
0.67
0.68
0.70
0.71
0.71
0.73
0.80
0.74
0.74
0.76
0.75
0.78
0.79
0.78
0.88
0.14
0.13
0.14
0.14
0.14
0.14
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0.15
0.15
0.15
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0.16
0.18
0.14
0.20
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0.20
0.15
0.19
0.20
0.12
0.20
0.19
0.23
0.13
0.16
0.22
0.21
0.31
0.41
0.44
0.48
0.53
0.43
0.49
0.46
0.52
0.48
0.51
0.52
0.59
0.62
0.52
0.55
0.70
0.64
0.65
0.72
0.65
0.74
0.69
0.75
0.78
0.74
0.75
0.61
0.81
0.69
0.80
0.78
0.86
Component 1: Computer-related mastery Component 2: Acceptable use and copyright policies
Component 3: Integration of computer-based technology into the classroom instruction Component 4: Attitudes and opinions about educational technology
Component 5: Use of computer labs for students Component 6: Reported instructional time for student computer use.
Component 7: Use of state-sponsored applications Component 8: 21st Century practices and beliefs
Aggregated score of individual components (Possible score of 8)
A sense of mastery among teachers that grew over the year:– I learn new technology easily– I have enough professional development to use
technology– I can explain technology and software to other
teachers – I can use technology independently – Technology does not take a lot of extra work
A vote of teacher confidence in the TMS/TIS process:– 22 of 26 teacher computer-related beliefs grew
positively (directionally) between the Fall and Spring.
TechSteps
Teachers said it was easy to use for:– Assessing students – Analyzing group student performance – Analyzing individual student performance – Reporting to administrators – Reporting to parents
IWBs
• Used about once a week (median 1 day, mean 2.2 days).
• Teachers strongly agreed that students liked it when IWBswere used
• IWBs were reliable • IWB’s helped improve student basic skills
performance
The Technology-Related Components for Students
MS #10HS #6HS #5HS #4
MS #9MS #8HS #3HS #2
MS #7MS #6MS #5MS #4MS #3MS #2HS #1
MS #1
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
22%
22%
24%
25%
21%
20%
29%
25%
24%
27%
27%
23%
32%
29%
41%
50%
16%
17%
20%
21%
25%
21%
24%
24%
25%
22%
21%
32%
23%
25%
31%
51%
72%
75%
74%
76%
77%
76%
75%
73%
74%
78%
82%
75%
74%
77%
76%
81%
55%
51%
52%
53%
55%
59%
56%
60%
60%
56%
58%
56%
62%
65%
65%
74%
57%
57%
58%
56%
61%
65%
61%
62%
62%
63%
63%
59%
61%
64%
66%
75%
55%
59%
57%
61%
60%
56%
58%
61%
60%
63%
58%
65%
59%
58%
61%
69%
Component 1: General use of technology and computing software within the most recent five days
Component 2: Use of state-supported applications, e.g., TechSteps, Acuity, Thinkfinity
Component 3: Opinions about the benefit of school-related technology
Component 4: Computer time spent by curriculum topic
Component 5: Project-based and assessment-based applications of computers
Component 6: Beliefs about and participation in 21st Century initiatives
Aggregated scores of individual components (1 point possible for each component for a total possible score of 6)
Student enthusiasm
• “It is important for me to learn how to use a computer” • “I can learn many things when I use a computer” • “Computers are helpful for doing assignments on my own” • “I like to learn new things”• “Computers make school more fun”.
Students at the end of the TMS school year
• “My concentration is better when I’m working on a computer”
• “I would work harder if I could use computers more often” • “…(T)he more teachers use computers, the more I enjoy
school” • “Computers are helpful for working with other students”
and• “I enjoy lessons on the computer”
Increases in student computer use
“Have you worked with particular computer applications ‘in the last five days’?”
• For 10 of the 13 applications, students reported increases
• 4 X week - web resources and internet research • 3 X week - practice tests, tests, multimedia, artwork,
graphs and charts and videos
Student computer use by class
• 4 X week - electives and “computer lab” • 3 X week – English, Math, Science and Social
studies/history • 2 X week - foreign language class
Teachers and 21st Century Skills
• 21 paired statements – 21st Century or Conventional Schooling
• The average TMS teacher selected the 21st Century item 70% of the time– Inquiry-based teaching and learning– digital or web-based resources and – “evidence-based teaching”
• And, 21st Century use grew from Fall to Spring in both middle and high schools.
Students and 21st Century Skills
• 59% of TMS school student responses were positive about 21st Century skills EOY 2009. – “I will be able to get a good job if I learn how to use
a computer” – “Instead of just copying things, I use computer
technology to make original work” – “I use computer technology to think about the
future” • Students say teachers expect them to do
inquiry-based work.
Students and Churches’ Digital Taxonomy
Students and the hierarchy of digital skills from most to least demanding“I have done the following this year at school…” Spring Fall
1. Mashing 5% + 3%
2. Wiki-ing or video casting 20% + 14%
3. Twittering or annotating 9% + 4%
4. Blogging 18% + 17%
5. Posting 35% + 24%
6. Networking 27% + 20%
7. Uploading or sharing 35% + 24%
8. Linking or tagging 34% + 18%
9. Running or loading 51% + 40%
10. Googling or favoriting 84% + 72%
11. Searching 94% + 90%
12. Bullet pointing or highlighting 65% + 47%