Overview
One need only walk into nearly any
office, store, or place of business in our country to realize that we are living
in a technological world. Educators and the public no longer discuss whether to
integrate; the discussion has now changed to how to integrate. Although
educators agree about the need for integration, teachers continue to struggle
with a variety of obstacles to integration.
In addition to the current need to
integrate technology into the curriculum, teachers also face the challenge of
changing their instructional strategies to meet the changing needs of today’s
students. With the focus on standards-based education and accountability
testing, educators look to many current learning theories to help them
understand how students think and learn. One of these learning theories is
Howard Gardner’s theory of multiple intelligences. Gardner proposes that each
person has strengths and weaknesses in nine areas of intelligence: linguistic,
logical/mathematical, musical, naturalist, interpersonal, intrapersonal,
existential, spatial/visual, and bodily/kinesthetic.
Considering the multiple
intelligences while planning technology integration activities, will help
teachers provide lessons that will encourage students to construct knowledge,
become problem solvers, and prepare for successful roles in our changing
society. For my capstone project, I will combine professional development
activities with a resource website to inspire and enable teachers to begin
integrating technology with a focus on various areas of the multiple
intelligences.
Rationale
Teachers recognize the need to have
their students use technology, but sometimes are resistant to planning
technology integration because of various obstacles. As school librarian and
instructional specialist, I am qualified as well as highly motivated to help my
school’s teachers overcome as many of these obstacles as possible. My capstone
project is designed to provide teachers with ideas and resources to overcome one
of the obstacles: creating lessons that utilize technology, while considering
diverse needs of students, and meeting state standards.
This project is meaningful to me
because I think it will help both students and teachers. I have been interested
in the multiple intelligence theory since I first learned about it in 1993. I
believe that it is very important to differentiate instruction to serve the
diverse needs of students by planning technology-integrated lessons with the
multiple intelligences in mind. I also look forward to the video segment of this
project as I believe that it will not only benefit teachers, but it will also
demonstrate to administration how our teachers are integrating technology and
working toward meeting state standards and raising cognitive levels.
I will only have time to cover five
of the nine intelligences, so that means that even after I have submitted my
capstone for evaluation, I will continue to work with this project. I will hold
at least four additional professional development sessions and continue video
clips and other materials to the resource website. After, I in-service the
teachers at my site, I expect that I may offer some district-wide professional
development sessions as well. I am quite sure I will maintain the website as
long as I work for Parker Unified School District.
Setting/Target Audience/Learners
I will conduct the professional
development portion of the project at Parker High School in Parker, Arizona.
Teachers who participate in the professional development sessions will implement
what they learned with Parker High School students. I will interview Parker High
School students and teachers as additional resource material for the website. I
will upload the website to our district’s server and that portion of the project
will be available worldwide via the Internet.
Although I hope and plan that the
audience for this project will extend to teachers throughout my district and to
worldwide teachers who may discover my resource website, for the capstone
project I am focusing on Parker High School teachers in Parker, Arizona. I have
worked with many of these teachers in a collaborative role in my position as
high school librarian since 1992 and in a professional development role since
2003. These teachers and I will meet for a professional development session on
integrating technology and one of the multiple intelligences on a monthly basis
starting in October 2006. In addition, some of these teachers will implement
what they have learned from the monthly meetings and resources from the website
I will be creating.
Goals/Objectives
1.
Participants will grow in
knowledge, skills, and understanding of concepts
related to technology.
2.
Participants
will become aware of a variety of technological instructional strategies to
support the diverse needs of learners.
3.
Participants will use a variety of
technology tools to provide differentiated learning experiences.
4.
Teachers will prepare technology rich
lessons designed to raise cognition levels to analysis and/or knowledge
utilization (Marzano’s Taxonomy)
5.
Teachers will use resource website for
assistance in planning technology-rich lessons in a variety of multiple
intelligence areas.
Content
Throughout this project,
participants will meet for a minimum of five professional development sessions
on how to integrate technology with the following multiple intelligences in
mind.
·
Logical/Mathematical
·
Visual/Spatial
·
Intrapersonal
·
Interpersonal
·
Musical
These sessions will provide teachers
with suggested activities presented through video clips and/or PowerPoint
presentations. Teachers will have the opportunity to discuss ways they could
integrate these or similar ideas into their lesson plans. As a follow-up, I will
meet individually with teachers to help them implement their plans and reflect
with them following their implementation.
Some of the technology tools that
participants will use include:
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PowerPoint |
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CDs |
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Excel |
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Inspiration |
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MS Word |
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Digital Camera |
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Internet |
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Blogs |
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Publisher |
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Web Quests |
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DVDs or VHS tapes |
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Windows Movie Maker |
A second component of this project
is the creation of a website with resources to inspire and assist teachers to
integrate technology in a way that will help students learning from working
memory to long-term memory. The contents of this website will include:
·
Links to sample learning activities with assignment description, dominant
intelligences, instructional technologies utilized, and Marzano’s levels of cognition addressed.
·
Video clips of interviews with
students/teachers.
·
Quick links to help teachers navigate.
·
I will use a combination of FrontPage and
Dreamweaver to create this site.
·
It will be hosted on our district’s website.
Data Collection/Analysis
I will be using three forms for data
collection and analysis. The first form,
Teacher Observation Form, is adapted from a form created by Charlotte
Wing who has been working with teachers in our district for several years. Our
district has hired Charlotte to help teachers improve classroom instruction by
using more activities that are in higher levels of thinking such as analysis and
knowledge utilization. I will use this form to assess how teachers are
implementing the technology skills and teaching strategies they gained as a
result of my professional development sessions. Through these observations, I
will analyze the extent of successful implementation of the professional
development. This information will provide me with summative data for my
analysis.
The second form,
Teacher Questionnaire, is adapted from a form I found online at
http://ej.gaetc.net/prodev/intech/instrumentation.htm.
I will use this form as a pre and post assessment to determine if there is any
increase in technologies used or changes in how they are used. I will use this
to find summative data for my research portion of the capstone project.
The third
form,
Staff Development Form, is one that we have been using at Parker High
School for several years. I will use this data as formative information to help
me provide quality professional development sessions for PHS teachers.
Teacher
Observation Form
(adapted from a form created by Charlotte Wing and
used at Parker Unified School District)
Purpose: To assess successful implementation of professional development
activities:
Section A: Teaching Methods
(Painter & Valentine, 2002)
Check each Method observed
q
Active Engaged Learning
Teacher facilitating students doing project work, cooperative learning,
hands-on, demonstrations, active research, etc. Higher order thinking
evident.
q
Learning Conversations
Active
conversation with all/nearly all students engaged, all relevant ideas are
encouraged (divergent thinking, no “right” answer), teacher initiated or
facilitated, but not directed. Higher order thinking evident.
q
Teacher-Led Instruction
Lecture, question & answer, teacher
giving instructions, media instruction w/ teacher inter- action, discussion may
be occurring but instruction/ideas come primarily from teacher.
q
Student Work /Teacher
Engaged
Students doing seatwork, worksheets,
book work, tests, individual reading, independent or group work, with teacher
providing assistance to individuals or groups of students.
q
Student
Work /Teacher Disengaged
Students doing seatwork, worksheets,
book work, tests, individual reading, independent or group work, with teacher
doing something not related to the learning tasks of students
q
Total Disengagement
Students and teacher not engaged in
activities associated with learning curriculum.
Section B: Cognition Level
(Marzano, 2000)
Check one—level most frequently observed
q
Knowledge Utilization
Apply or use knowledge in a new or specific (authentic) situation:
Problem-solving,
decision-making, planning, experimental inquiry, producing, investigating,
designing, resolving, composing, creating
q
Analysis
Examine knowledge in fine detail and,
as a result, generate new conclusions:
Classifying,
comparing/contrasting, distinguishing fact/opinion, predicting, making
analogies, specifying applications or logical consequences, constructing &
defending new conclusions
q
Comprehension
Identify the key elements of
information—get the essential meaning:
Summarizing,
condensing meaning, getting the main idea, expressing in a graph or other
non-linguistic representation
q
Knowledge Retrieval
Recall or execution of knowledge as
previously learned:
Defining; remembering; listing; answering questions such as who,
what, where, when, how; describing; showing; practicing a skill (i.e. math
problems, physical activities, etc.)
Section C: Standards/Objectives
Check one—level most frequently observed
q
Clear Objective—Aligned
Clear objective aligned to state
standards at the appropriate grade level / level of difficulty
q
Clear Objective—Not Aligned
Clear objective but not aligned
to state standards at appropriate grade level / level of difficulty
q
Process Objective
Necessary objective but not in
standards (i.e. using a microscope, roles in groups, etc.)
q
Unclear Objective
Learning-related activities but without
clear objective directly aligned to standards
q
No Objective
Activities without relevance to state
standards or learning objectives
Section D: Instructional Design/Delivery
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1. Well-planned
instruction/activities clearly designed to enable students to meet
objectives/standards were evident.
(task analysis, activities
aligned to objective, student practice, teacher feedback, etc.)
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2. Students clearly understood
the instructional objective/standards and why they are important
to learn.
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3. Teacher linked lesson
content to student’s background knowledge or prior experiences.
(helped students make
personal or emotional connections, used anticipatory set, activated
prior knowledge)
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4. Students were motivated.
(engaging or high
interest activities, relevant to student, student had input/choice,
lesson generated student success, etc.)
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5.
Teacher modeled, gave clear examples, or clearly explained what students
were to do.
(students were not confused)
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6. Instruction was designed to
support different learning styles, differing student needs, and special
needs populations.
(visuals, art, music, manipulatives, concrete objects/props, graphic
organizers, simulations, differentiation, group work, connections to
culture, etc.)
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7. During lesson delivery,
teacher monitored and adjusted instruction to meet learning needs of
individual students or entire class.
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8. Teacher elicited responses
(formal or informal assessments) from all students to check for
understanding.
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Section E: Learning Culture and Environment
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9. Print-rich environment
designed to cue student learning.
(vocabulary words/word walls,
content/process specific posters, reading books/materials accessible,
model student work displayed,)
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10. Classroom management was
handled effectively and efficiently with student behavior conducive to
learning.
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11. There was a positive
classroom climate/rapport with fairness and respect demonstrated by both
teacher and students.
(sensitivity to issues of
gender, race/ethnicity, special ed, English learners, culture, or
socio-economic status)
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12. Instructional time was
focused, used effectively, with minimal disruptions, transitions, or
logistical tasks.
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Section F: Student Engagement
Circle approx. % of students engaged
Section G: Use of Best Practices
Circle one—Based on evidence from Research
High Some Minimal
Section H: Overall effectiveness
Circle one—Refer to rubric below.
Highly
Effective Mostly Effective
Somewhat
Effective Not Effective
TEACHER QUESTIONNAIRE
(Adapted from a form
available online: http://ej.gaetc.net/prodev/intech/instrumentation.htm)
Purpose: pre and
post assessment of teachers’ technology use.
Name: __________________________________
Date:____________________
3. For what
instructional purpose(s) do you use computers in your classroom? (check all
that apply)
_______ (1) do not use
computers _______ (6) presentation of new
material
_______ (2) remediation
_______ (7) research
_______ (3)
enrichment _______ (8)
testing/evaluation
_______ (4) drill and practice
(reinforcement of skills)
_______ (9) as a vital part of regular instruction
_______ (5) reward
system
_______ (10) Other (please
specify)_____________________________________________
4. What types
of software programs do your students use for instructional purposes.
(check all that apply)
_______ (1) word processing
_______ (9) on-line communications software (Internet)
_______ (2)
spreadsheets _______ (10)
draw/paint
_______ (3)
databases _______ (11) slide
shows
_______ (4) drill/practice
_______ (12) simulations
_______ (5) desktop publishing
_______ (13) tutorials
_______ (6) multimedia production
_______ (14) programming
_______ (7)
games _______ (15) math-related
software
_______ (8) Multimedia CD-ROM research _______ (16)
problem-solving software
_______ (17) Other(s) (please specify)
_____________________________________________
__________________________________________________________________
7. Please
indicate how you typically group students for computer-related
assignments.
(check all that apply)
_______ (1) Students work alone
_______ (2) Students work in pairs
_______ (3) Students work in groups of 3-5
_______ (4) Students work in groups of 6 or more
_______
(5) Students work in large or small groups as I present
information from the computer via a display system such as a T.V., LCD Panel, or
video projector.
_______ (6) Other (please specify)
________________________________________________
8. Please indicate the factors that limit your use of computers in
teaching.
(check all that apply)
_______ (1) I do not know how to use computers in
teaching.
_______ (2) I do not have time to learn to use them.
_______ (3) I do not have time to use them in class.
_______ (4) Computers are not appropriate for my
curriculum.
_______ (5) Computers do not fit with my teaching
style.
_______ (6) I do not have sufficient access to
computers.
_______ (7) I do not have sufficient access to
software.
_______ (8) The software available is of poor
quality.
_______ (9) There is not sufficient technical support
in my school.
_______ (10) There is not sufficient administrative
support in my school.
_______ (11) Other (please specify)
__________________________________________________
9. During
your planning time, approximately how many minutes per week do you spend
planning and preparing specifically for the use of instructional technology in
your classroom? (Please indicate a specific number of minutes--not a range of
minutes. Ex: 13 minutes, not 10-15 minutes.)
_______ minute(s)
10.
Approximately how many minutes per week do you spend utilizing
computers for professional purposes such as developing worksheets or handouts,
creating tests, averaging grades, etc. (Please indicate a specific number of
minutes--not a range of minutes. Ex: 13 minutes, not 10-15 minutes.)
_______ minute(s)
11. Think
about the software that you integrate regularly into your curriculum to help
achieve the curricular objectives. Place a check beside all multiple
intelligence areas for which your students use computers on a regular basis
(daily or weekly). (Please do not check the subject areas for which your
students use computers solely for reward purposes.)
_____ (1) Verbal/linguistic
_____ (4) Naturlist _____ (7) Visual/Spatial
_____ (2)
Logical/Mathematical _____ (5) Intrapersonal _____ (8)
Bodily/Kinesthetic
_____(3)
Musical _____ (6) Existential
_____ (9) Interpersonal
Your content area:
_____________________________________________________________________
12. Below is a
description of the various levels of technology implementation that teachers
pass through as they use computers more and more in their classrooms. Please
read the descriptions thoroughly and place a check beside the level that best
represents your level of technology implementation in the classroom.
(Check Only One Level)
Level In my lessons....
______ 0 Technology-based tools are not included.
______ 1 The use
of technology has little or no relevance to the instructional curriculum.
Technology-based tools are used primarily by students in other classes.
______ 2 The
technology is used primarily for remediation, enrichment, or extension
activities (e.g., reinforcement of skills, tutorials, educational games).
______ 3 The
technology is used to help students complete in-class activities and assignments
involving word processing, data collection (spreadsheets), graphing,
telecommunications, and simulations.
______ 4
Technology-based tools (e.g., word processing, spreadsheets, multimedia,
telecommunications) are easily integrated into the instructional curriculum and
perceived as a tool to identify and solve authentic problems relating to an
overall theme or concept.
______ 5
Technology access is extended beyond the classroom to business enterprises,
governmental agencies (e.g., contacting NASA to establish a link to an orbiting
space shuttle via (INTERNET), research institutions, and universities to expand
student experiences and solve authentic problems relating to an overall theme or
concept.
______ 6 Students
have ready access to and a complete understanding of a vast array of
technology-based tools to accomplish any particular task. Technology is
perceived as a tool toward students solving "real-world" problems or issues
relating to an overall theme.
Staff Development Evaluation form
(Used at Parker High
School for staff development sessions)
Purpose: Assessment
of ongoing professional development
The
number one goal of Parker High School is to increase student achievement. With
this goal in mind, please fill out the evaluation instrument.
SD
– Strongly Disagree D – Disagree A – Agree SA –
Strongly Agree
1.
The presentation/activity was of high
quality. SD
D A SA
2.
The content was relevant to my
needs.
SD D A SA
3.
The session length was
appropriate.
SD D A SA
4.
Participant’s questions were addressed during the
session. SD D
A SA
5.
. The session provided practical strategies/methods for improving classroom
instruction/student learning.
6.
The session provided practical strategies/methods for improving student
achievement
SD D A SA
7.
As a result of this session, I feel more confident of my ability to have a
positive impact on student achievement.
SD D A SA
8.
Overall, I found this session to be
worthwhile. SD
D A SA
9.
The most effective aspect of this session was….
10. The least effective aspect of this session was…..
11. Comments:
Evaluators
1.
Ed Tech Faculty Member 1
2.
Ed Tech Faculty Member 2
3.
Dr. LeRoy Shontz: Parker High School
Principal – As leader of our school, Dr. Shontz needs to be aware of how
teachers are integrating technology and providing students with well-designed
lessons that meet state standards and challenge students to higher order
thinking skills. He is a highly qualified evaluator who will assist me in
determining if the professional development and teacher resources are meeting
the needs of our teachers.
4.
Sandy Cooke: District Curriculum Director –
Sandy and I have worked together for several years. Prior to her position as our
district curriculum director, Sandy worked as the instructional specialist for
the primary and elementary schools. She will help me assess the effectiveness of
the professional development and the web resource.
5.
Amy Conway: District Instructional/Math
Specialist – This is Amy’s second year as an instructional specialist. Prior to
these two positions, Amy worked in our district for several years as an
elementary school teacher. Many teachers look to Amy for assistance in
technology integration in addition to other classroom teacher concerns. Amy will
help evaluate the effectiveness of the professional development and the web
resource.
Capstone Course Standard Outcomes
Pre-Assessment Survey
TL-I.A.1:
Identify and
evaluate components needed for the continual growth of knowledge, skills, and
understanding of concepts related to technology.
Professional
Development sessions
TL-I.B.1:
Offer a variety of professional development opportunities that facilitate the
continued growth and development of the understanding of technology operations
and concepts.
TL-III.A.5:
Design methods and model strategies for teaching concepts and skills that
support use of media-based tools such as television, audio, print media, and
graphics.
Professional
Development sessions; Teacher Resources Website
TL-II.A.2:
Identify and evaluate methods and strategies for teaching computer/technology
concepts and skills within the context of classroom learning and coordinate
dissemination of best practices at the district/state/regional level..
TL-II.B.1:
Locate and evaluate current research on teaching and learning with technology
when planning learning environments and experiences.
TL-III.E.2:
Investigate major research findings and trends related to the use of technology
in education to support integration throughout the curriculum.
TL-IV C
Apply multiple
methods of evaluation to determine students’ appropriate us of technology
resources for learning, communication, and productivity.
TL-VIII.A.1:
Communicate and apply principles and practices of educational research in
educational technology.
TL-VIII.D.2:
Use evaluation findings to recommend modifications in technology
implementations.
TL-VIII.D.2:
Use evaluation findings to recommend modifications in technology
implementations.
Concept Map (click to access online)