North Dakota Teaching with Technology Initiative

Best Practices Summary

Alias: ND TWT
Funding Source: Technology Innovation Challenge Grant
Award year: 1998
Lead LEA: Bismarck Public School District #1, ND
Web site: www.ndtwt.org
Funding in Year 1: $789,390.00
Total Funding: $7,282,557.00

Contact: Tanna Kincaid
806 North Washington
Bismarck, ND 58501
Phone: 701-355-3041
Fax: 701-221-3454
E-mail: nd.twt@sendit.nodak.edu

Abstract:
The North Dakota Teaching with Technology initiative (ND TWTi) is a statewide program within North Dakota. The initiative provides training and support to public and private K-12 educators. ND TWTi consists of three phases of professional development for technology integration. All three phases are customized to the school and individual. Within each phase there are three roles that participants can assume: classroom educator, mentor, or administrator. Each phase of professional development is split into two strands of content: Leadership Strand and Educator Strand. Activities for these two strands are embedded in professional practice within the building. The Initiative is building-based and teams 10 or fewer teachers within a single building with a team mentor. Project host schools house ND TWTi staff, Regional Education Technologists (RETs), who serve 521 buildings throughout the state.

Innovations:
There are three primary innovations within the ND TWTi professional development model:

1. Each phase of professional development is customized to the need of the individual participant. Participants submit a proposed plan of action, in essence their learning contract, and work through development and implementation.

2. The primary means of assessment is a portfolio that includes student artifacts.

3. Building-based implementation focusing on the identification and development of in-house leaders (administrators and mentors).

Strategies employed by this project:

• What are the expected outcomes?
  • increased technology integration
  • professional development opportunities for underserved populations
  • research-based online curriculum
  • increased buy-in and support from leadership
  • building-based mentoring framework for supporting teachers
  • teacher-based projects (units) available online
    
• What research base, theory, or practice informs the professional development?
  • Dimension 3: Professional Competency Continuum (PCC) developed by the Milken Exchange on Education Technology.
  • enGauge developed by the North Central Regional Educational Laboratory.
  • National Educational Technology
  • Standards for Students (NETS*S) developed by ISTE.
  • National Educational Technology
  • Standards for Teachers (NETS*T) developed by ISTE.
  • National Educational Technology
  • Standards for Administrators (NETS*A) developed by ISTE and built on the work of the TSSA Collaborative.
  • Inquiry-based, Problem-based, and Project-based Learning.
  • Authentic Learning
  • Authentic Assessment
  • Mentoring Theory and Methods
  • Understanding by Design model developed by Wiggins and McTighe.
    
• When do professional development opportunities occur?
  • opportunities are offered across three separate phases
  • enrollment occurs at the school building level
  • all professional development opportunities span one semester
    
• What delivery methods are used for workshops and follow-up training?
  • Phase I for teachers is delivered face-to-face at the school site (by RETs)
  • Phase I for administrators is delivered in three separate modules: A regional face-to-face meeting, an interactive video session, and via an online course.
  • Phase II and III for teachers are delivered via an online course with on-site support provided by the building leadership team.
  • Phase II and III for leadership teams are delivered via a regional face-to-face workshop and an online course.
    
• Who attends the professional development opportunities?
  • Administrators
  • Mentor teachers
  • Classroom teachers
  • Technology coordinators
    
• What skills and knowledge are covered?
  • Educator Strand includes:
    • technology integration
    • curriculum-focused skills that address content standards and technology standards
    • teaching strategies (inquiry-based, problem-based, and project-based)
    • teaching and learning theories and related strategies (including cooperative learning and authentic learning)
    • authentic assessment
    • professional practice skills using online courseware and tools
    • instructional design strategies (backward design model)
      
  • Leadership Strand includes:
    • technology integration
    • Technology Standards for School Administrators (TSSA)
    • curriculum-focused skills that address content standards and technology standards
    • planning for professional development
    • planning for technology integration
    • planning for school improvement
    • strategies for supporting teachers
    • modeling effective use of technology
    • student assessment techniques that utilize technology
    • using data
    • professional practice skills using online courseware and tools
      
• What incentives do participants receive?
  • Up to 5 graduate credits
  • Up to $600 in stipend pay (more for mentors)
  • Certificate of competence for each phase.
    
• Who does the training and/or provides support?
  • ND TWT staff – Regional Educational Technologists (RETs)
  • peer-support via building mentors and administrators
    
• How does technology facilitate the process?
  • In general, the scope and state-wide nature of this project would not have been feasible without the ability to use online assessments and evaluations, online course delivery, video conferencing, email, and information management systems.
  • Online Professional Competency Continuum (PCC) provided participants with some professional practice experiences and allowed for multiple “takes” of the assessment and a graphical interface for viewing results.
  • The use of Blackboard for the delivery of content also provided participants with some professional practice experiences and assisted in the dissemination of materials in a consistent and “just-in-time” mode.
  • Video conferencing provided an “easy-access” opportunity for administrators to gain information on TWT and collaborate with colleagues across the state. Video conferencing also made it possible for the TWT staff to meet on a regular basis without the expense and time associated with driving to a central location.

References:
Bowens, R. (2000). Research, analysis, communication: Meeting standards with technology. Retrieved on June 1, 2001, from International Society for Technology in Education http://www.iste.org/L&L/archive/vol27/no8/features/bowens/index.html.

CEO Forum on Education and Technology. (1997, October). From pillars to progress
Year 1 report). Washington, DC: Author.

CEO Forum on Education and Technology. (1999, February). Professional
development: A link to better learning (Year 2 report). Washington, DC: Author.

CEO Forum on Education and Technology. (2000, June). The power of digital learning:
Integrating digital content (Year 3 report). Washington, DC: Author.

Cheong, W. The Power of Questioning. (2000) Connect, Synergy Learning, March-April 2000, pp.17-19. Retrieved June 1, 2001 from http://www.exploratorium.edu/ifi/resources/classroom/connect/cheong.html.

Contextual Learning Resources: Project-Based Learning. (2001) Retrieved June 1, 2001, from Contextual Learning website: http://www.cord.org/lev2.cfm/65.

Coughlin, E. C. & Lemke, C. (1999). Professional competency continuum: Professional
skills for the digital age classroom. Santa Monica, CA: Milken Family Foundation.

Eisenberg, M. B. and D. Johnson. (1996, March). Computer skills for information problem-solving: Learning and teaching technology in context. ERIC Digest ERIC Clearinghouse on Science & Technology. Available: http://ericir.syr.edu/ithome/digests/computerskills.html.

Esch, Camille. (1999). Project-based and problem-based: The same or different? Retrieved on June 1, 2001, from Challenge 2000 Multimedia Project website: http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm.

enGauge® Professional Development Program. North Central Regional Educational Laboratory (NCREL). Available online at: http://www.ncrel.org/engauge/pd/

Lemke, C. & Coughlin, E. (1998). Technology in American schools: Seven dimensions for gauging progress. Santa Monica, CA: Milken Exchange on Education Technology.

National Educational Technology Standards for Teachers: Preparing Teachers to Use Technology. ISTE: Eugene, OR, 2002. Available online at: http://www.iste.org

Olson, S., Loucks-Horsley, S. (2000) Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Retrieved on June 1, 2001, from the website: http://www.nap.edu/html/inquiry_addendum/ch6.html.

Penuel, W., Means, B., (1999). Observing classroom processes in project-based learning using multimedia: A tool for evaluators. Retrieved on June 1, 2001, from the Secretary’s

Conference on Educational Technology website: http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper3.html.

Problem-based learning overview. Retrieved June 1, 2001 from the Maricopa Center for Leaning and Instruction website: http://www.mcli.dist.maricopa.edu/pbl/info.html.

Standards for Students (NETS) Project. Connecting Curriculum and Technology. ISTE: Eugene, OR. 2000. Available online at http://www.iste.org

Wiggins G., & McTighe, J. (2000). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.