Technology Integration Project (TIP)
A Rhode Island adult education project to advance the purposeful use of technology to improve instruction
What is TIP?
The Technology Integration Project (TIP) is a professional development offering focused on purposefully and effectively incorporating technology into instruction. It is a blend of face-to-face meetups, an interactive 8- week online course and on-going support from peers and technology coaches.
Participants do not need to be highly experienced with technology, but need to be able to benefit from online learning (successfully navigate and participate in an online course and discussion forums).
TIP will run from January 20 - March 17, 2017, and is limited to 15 participants.
Project Objectives:
· Strengthened ability and confidence in using students
· Developed capacity to address College and Career Readiness (CCR) standards
· technology for instruction and professional development
· Enhanced learning experience and greater achievement for
· Expanded collection of sample technology-infused lessons for practitioner reference
TIP Schedule and Overview
This project will begin with a 2 hour face-to-face kick-off meeting on Friday, January 20, 2017 from 2-4pm. At the first meeting, project mentors, Kim Libby and Sherry Lehane, will review course requirements, expectations for participants, and assist participants in navigating the online course.
The online course is divided into 3 modules. Each module contains resources, discussion prompts and assignments. Course participants will post answers to discussion prompts and assignments on a google site. Bi-weekly office hours and optional meetups will be available with course mentors throughout the course to exchange ideas, resources and get feedback.
The course concludes with a culminating project that gives participants an opportunity to apply what they have learned by developing a technology infused lesson or unit for their learners. This project will be due at the end of the course and must be posted on the TIP site.
(Note: The time estimates for the project will vary based on each participant’s interests, tech fluency, and teaching experience.)
· January 20: 10 a.m.-noon Participate in a face-to-face kick-off meeting to the TIP project and the LINCS course. (2 hours)
· January 20 – March 17, 2017: Complete the LINCS on-line course, Integrating Technology into the Adult Education Classroom (8-weeks), collaborating with and observing a partner (optional) and discussing ideas and challenges through an online community of practice (CoP). (Estimated 12 hours)
· January-March 2017: Optional participation in meetups to share ideas, resources and get feedback from peers and mentors on your project and progress. Bi-weekly office hours will be available with course mentors as well.
· March 2017. Attend last face-to-face meetup and present your final project.
· March 2017: Post final project to TIP site.
Benefits to participation
· Increased confidence and effectiveness in using technology to advance student learning
· Personalized coaching from an educational technology expert
· Participation in a community of practice with other instructors
· Links to activities, lessons and other resources developed by colleagues and project staff
· Certificate of completion
Who can participate?
Anyone who teaches adult students in RI could benefit from being part of this initiative. Priority will be given to distributed participation across the state.
To participate in TIP, instructors must:
· Be teaching for the full semester, as participants will be developing and implementing instructional activities
· Complete the following technology self-assessment to determine whether they have the tech readiness to benefit from this project
· Have approval of a supervisor
· Make a commitment for the entire initiative
· Although not required, participants are encouraged to apply with a partner, as the project includes peer observation. Partners can be mixed (instructor/PD provider, ABE/ESL, etc.)
For more information
For more information, please contact Jill Holloway ().
Next Steps:
1. Complete the Technology Self-Assessment on the next page.
2. If you have the requisite technology skills in the assessment, click here to apply though the RI Adult Education Professional Development Center.
Applications must be received by January 6, 2017. Notifications of acceptance will be sent by January 13, 2017.
Pre-Application Technology Self-Assessment
Which of the following can you do? Note: The 15 competencies that are BOLDED are prerequisites we feel you will need in order to successfully participate in TIP.
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Basic Computer Operation/ Perform basic PC or tablet operations, such as managing files, opening and closing programs (Microsoft Word, Excel), moving between programs.
/ Help students learn basic computer operations in the context of instruction, such as file management, keyboarding, using the toolbar, or printing documents.
/ Fix common, minor computer problems, such as the computer 'freezing', not printing or no sound coming from the speakers.
Productivity Software
/ Use functions of a word processing program to create a variety of documents.
/ Implement classroom activities in which students use word processing software to complete assignments or projects.
/ Use relevant features of presentation software to create presentations.
/ Implement classroom activities in which students use a presentation program to complete assignments or projects.
/ Use relevant features of a spreadsheet for personal use and to automate administrative tasks, such as keeping a budget.
/ Implement classroom activities in which students use a spreadsheet to complete assignments or projects such as making a budget or graphing the results of a class survey.
/ Locate, scan and manipulate graphics and save in a variety of formats.
/ Implement classroom activities in which students use graphics to complete assignments or projects.
Instructional Software
/ Evaluate and use a variety of instructional software programs, including drill & practice or other skill-building software.
/ Track student progress using software and intervene appropriately.
Assistive Technology
/ Make computers more accessible to adults with disabilities, for example, by slowing down the cursor speed or increasing font size(s).
/ Locate software, for example, graphic organizers and text-to-speech software and/or other assistive devices such as adaptive keyboards.
Using the Internet
/ Use the Internet on a regular basis for research, communication and/or other purposes.
/ Use the Internet as an instructional tool on a regular basis, and teach students to move easily between web sites and other sources of information.
/ Evaluate the content of web sites for reliability and appropriateness for use in the classroom and/or with students.
/ Create and maintain a web site for class information and communication.
Virtual Communication and Collaboration
/ Regularly use email and email features, such as sending and receiving attachments.
/ Help students set up email accounts, and communicate with students via email to receive and respond to assignments and for other communication purposes.
/ Have participated in or have created at least one of these: online discussion board, blog, podcast, social media tool, or instant messaging.
/ Have used one of these in the classroom and/or had students create one of these: online discussion board, blog, podcast, social media tool, or instant messaging.
/ Help learners become comfortable with online learning, for example, by maintaining a class web site where students receive and complete assignments and access other classroom/school information.
Video Technologies
/ Use a video camera for personal use.
/ Create video projects - for example, use video to document student progress or give students a video camera or a video project assignment.
Evaluating and Incorporating New Technologies
/ Use multiple new technologies for personal use.
/ Keep up with new developments in technology and consider whether they can be effective learning tools.
/ Look for ways to use new technologies in the classroom, and evaluate results.
/ Personally, use advanced features of mobile phones, such as text messaging and web access and/or apps.
/ Use various cell phone features or apps in the context of the classroom.
Managing the Technology-Enhanced Classroom
/ Select technology appropriate for each learning task.
/ Take risks to try new things, and not 'panic' when things go wrong.
/ Regularly assign class projects that integrate a variety of technologies that are also learning tools.
/ Tolerate "controlled chaos" in the classroom, as groups of students work on a variety of tasks related to the lesson or project assigned.
/ Accept not always being the 'expert,' and allow that students can sometimes be more expert than teachers at technology-related tasks.
Assessment
/ Use commercial computer-based assessment tools, such as online standardized tests or the learning management component of large instructional software systems.
/ Create online quizzes and other assessments.
/ Incorporate technology into performance-based assessment, such as videotaping a role -play, online rubrics and forms, or e-portfolios.
Professional Development
/ Regularly participate in professional development courses or workshops related to new and emerging technologies, or integrating technology into the curriculum, for example.
/ Have taken, or would be comfortable taking, professional development courses online.
/ Regularly use websites, listservs (email lists), blogs, virtual communities of practice, or wikis for the Internet for professional development purposes.
This has been adapted from work done by Sacramento County Office of Education and University of Michigan with funding from the U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy, under contract ED05CO0062. The content does not necessarily reflect the policy or position of the U.S. Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the Federal Government.
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II. Requirements for Participation
Inform your supervisor that you are applying to participate in the TIP activities below.
If accepted to participate in TIP, you will be expected to:
· January 20, 10 am -noon: Participate in the face-to-face kick-off to the TIP project.
· January-March 2017: Complete the LINCS on-line course, Integrating Technology into the Adult Education Classroom (8-weeks), collaborating with and observing a partner, and discussing ideas and challenges through an online community of practice (CoP).
· January-March 2017: Participate in monthly meetups where selected lessons are presented and discussed.
· January-March 2017. Develop, implement, and share an expanded/ elaborated lesson or unit for a new class and post on TIP site.
· March 2017: Attend final meetup and present final project.
III. Minimum Technical Requirements
To participate in this initiative, you must have access to a reliable computer or tablet with audio capacity and Internet connection.
Deadline for applications is January 6, 2017
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TIP Application Rubric
Purpose: TIP is a professional development offering focused on building the capacity to purposefully and effectively incorporate technology into instruction.
Objectives:
· Strengthened ability and confidence in using technology for instruction and professional development
· Enhanced learning experience and greater achievement for students
· Developed capacity to address CCR standards
· Expanded collection of sample technology-infused lessons for practitioner reference
Criterion / Excellent / Good / Fair / TOTALTeaching assignment and learners / Teaching context and learners that will definitely allow for implementation of TIP strategies
Points possible: 6 / Teaching context and learners should allow for implementation of TIP strategies
Points possible: 4 / Some question that teaching context or learners will allow for implementation of TIP strategies
Points possible: 2
Benefits to teaching and students / Clearly articulated vision of benefits to teacher and learners
Points possible: 5 / Vision of benefits to teacher and learners
Points possible: 3 / Insufficiently articulated vision of benefits to teacher and learners
Points possible: 1
Comfort with technology / Sufficient comfort using technology that it will not be a barrier to virtual self-study; participant will definitely be able to draw from prior experience with technology
Points possible: 6 / Some comfort using technology so it should not be a barrier to virtual self-study;
participant should be able to draw from prior experience with technology
Points possible: 4 / Unclear that comfort using technology is sufficient to not be a barrier to virtual self-study; unclear whether participant has sufficient experience with technology to draw from
Points possible: 2
Other considerations:
· program distribution
· administrative support
· identified partners
· commitment to full participation
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