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SMK>=fW.YO5^g["Oa ۿߪO?_,\wYE'_ y 89s3Oqѱ¯Ui \Jlѷ@s<ƭMtU|Cyp<vQ= 93LǏ]?WYgXr W3mDWW|o vSU0}Px0FDWHc+&( Ss1_&'7Rbz>KT%J\9OxsHl,.7#PУ#QW~3˰o#c'-N181Z-ND<19iK _v4f~'5Vo0O[ǠX_hl4w[+[7@51q-e"Ʒ޸<~uI~Gkd(ܙ~FDlv8G#)$l5(ykc`q"_6q'Ʀ[{K#hCd #Xcj$Kʇanܓӓ17K{K ^ݎ0gd<̹2g=&1ΰ1\J ~.t)/g.kv.eq6A%-TkV< Wc NtIdE\-X[j?x.os rrU|EM0lr.Enq YkUgGX3j+VTMu-[%f7):fȭq\1]\྇RdmkO9F^8~:P3z o)1}b#в9Y3y-~{KS#gџ:/k)Q5G7W*!wxmʸgop%Os}">O\s<.q?y7>o<[spg=ss^Pˑq>lvQ#5<7|Usl}Sf'ό̝9>f uLQe4/➉[֗<'Xhttp://www.usm.maine.edu/cepare>http://www.usm.maine.edu/ceparez(davids@usm.maine.edu6mailto:davids@usm.maine.edu/ 00DArialn Old Styltt 0DTimes New Romantt 0 DWingdingsRomantt 00DBookman Old Stylet 0@ .  @n?" dd@  @@`` phBa    Q  !"#%y', - /C01Q234689:;<=?>$"$I ŝِ "$+$Vw=+Df廜L "$6Yv;p ~oS$$$"$'#Er!"$ zـgʀ .|Ȑ ($"$뀂! p~4 0AA@8#$oʚ;ʚ;g4-d-d 0ppp@ <4dddd@k 0t t0___PPT10 4___PPT9?  O  =&The Impact of the Maine Learning Technology Initiative on Teachers, Students, and Learning Maine s Middle School 1-to-1 Laptop Program2(d[ ,Presentation to the Joint Standing Committee on Education and Cultural Affairs Maine State Legislature (Abbreviated Version) Dr. David L. Silvernail Director Maine Education Policy Research Institute University of Southern Maine February 2006,P} v-Maine Learning Technology Initiative Approach..$(Philosophical Context: Local autonomy is key component of MLTI program. Educational Context: Appropriate types and level of use dependent upon classroom and learning contexts. Evaluation Context: Need evaluation plans targeted at key questions and implemented in controlled contexts and settings.D) 23UgEvaluation Strategies(Longitudinal survey studies with teachers, students, and principals. Interviews with stratified samples of school personnel. Selected site visits and observations. Analysis of documents. Controlled experimental study in a sample of mathematics classrooms. pd2Recent Evidence and Results$Spring 2005 teacher and student surveys, and Fall 2005 principal surveys. Analysis of documentation. Results from a controlled experiment.DJ pd2 pdX& pd2 3What are the impacts of the laptops on instruction?44$ 0What are the impacts of the laptops on learning?11$ 0What are the impacts of the laptops on learning?11$0What are the impacts of the laptops on learning?11$0What are the impacts of the laptops on learning?11$What do principal s report as the impacts of the laptops on learning?FF$-*Examples of Documented Achievement Results++   !Example of Achievement Results$"Example of Achievement Results$.Summary:There is a growing body of evidence that Maine s Learning Technology Initiative (middle school laptop program) is impacting teachers, students, and learning in many positive ways: Teachers are better able to customize their teaching and curriculum, and more effectively helping children achieve our state learning standard, the Maine Learning Results. Students are more motivated to learn, are learning more, and learning it more deeply. Students are acquiring 21st Century skills. `Z. oZZ / http://www.usm.maine.edu/cepare Inquiries may be directed to David Silvernail at: Telephone: 207.780.5044 Email: davids@usm.maine.edu < $ h  0  0w 0Addendum  , 1rMaine s MEA Program and MLTI Learning: A Cautionary Note:: 2=Limitations of Using MEA Scores to Assess the Impact of MLTI:>>$zLocal autonomy in how laptop program implemented. MEA not designed to measure growth of a specific group of students. MEA not designed to measure many types of learning that may occur with an ubiquitous 1-to-1 laptop program. MEA measures gateway skills and basic knowledge; not most 21st century skills. MEA measures acquisition of knowledge; not the creation of new knowledge.NZZ< ['Sample MEA Item designed to assess students ability to communicate effectively in the application of science and technology }8E(?Sample 21st Century Skill for communicating science information6@  "L" Use appropriate tools to analyze and synthesize information (e.g., diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots) to draw conclusions and implications based on investigations of an issue or question. For example, compile qualitative and quantitative data gathered through an investigation of past and current earthquake epicenters and regions of volcanic activity in order to identify needs and problems arising from events relating to the earth s crust.* *The Partnership for 21st Century Skillsx- )bSample MEA Item designed to apply inquiry and problem-solving approaches in science and technology c"A*)Sample 21st Century problem solving skill6*   Z" Collect real-time observations and data synthesizing and building upon existing information (e.g., online databases, NOAA, EPA, USGS) to solve problems. For example, collect data and search print and electronic resources to gather and record past data on the change in the turbidity of a river after a rainfall and its effect on the plants and animals living in this habitat.* * The Partnership for 21st Century Skillst 33Sample tasks teachers are assigning their students:443To learn about calculating volume and density of irregularly shaped objects, students collected experimental data, graphed it using their laptops, created formulas for doing the calculations, and modeled and tested the formulas on new sets of objects. To examine discrete mathematics concepts, students measured their height, arm span and foot size, used their laptops to collect class data, calculated averages, developed predictions, and then tested their predictions with a second data collection cycle some months later. 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"System:-@Arial-. <2 "$#Technology Initiative on Teachers, .-@Arial-. (2 +7Students, and Learning.-@Arial-. 2 7%Mainet.-@Arial-.  2 74 .-@Arial-. !2 75s Middle School 1r.-@Arial-.  2 7b- .-@Arial-.  2 7dto.-@Arial-.  2 7i- .-@Arial-. 2 7k1 Laptop Program.-@Arial-. $2 C=Presentation to the.-@Arial-. ^2 H:Joint Standing Committee on Education and Cultural Affairs.-@Arial-. *2 N8Maine State Legislature.-@Arial-. '2 S:(Abbreviated Version)r.-@Arial-. *2 [:Dr. David L. Silvernail.-@Arial-. 2 `HDirector.-@Arial-. E2 f&)Maine Education Policy Research Institute.-@Arial-. 12 k3University of Southern Maine.-@Arial-. 2 pA February 2006r.-՜.+,D՜.+,    On-screen Show V ArialTimes New Roman WingdingsBookman Old StyleEchoMicrosoft Graph ChartThe Impact of the Maine Learning Technology Initiative on Teachers, Students, and Learning Maines Middle School 1-to-1 Laptop Program.Maine Learning Technology Initiative ApproachEvaluation StrategiesRecent Evidence and Results4What are the impacts of the laptops on instruction?1What are the impacts of the laptops on learning?1What are the impacts of the laptops on learning?1What are the impacts of the laptops on learning?1What are the impacts of the laptops on learning?FWhat do principals report as the impacts of the laptops on learning?+Examples of Documented Achievement Results Slide 12Example of Achievement ResultsExample of Achievement Results Summary: http://www.usm.maine.edu/cepare Inquiries may be directed to David Silvernail at: Telephone: 207.780.5044 Email: davids@usm.maine.edu Addendum:Maines MEA Program and MLTI Learning: A Cautionary Note>Limitations of Using MEA Scores to Assess the Impact of MLTI:}Sample MEA Item designed to assess students ability to communicate effectively in the application of science and technology@Sample 21st Century Skill for communicating science informationcSample MEA Item designed to apply inquiry and problem-solving approaches in science and technology*Sample 21st Century problem solving skill4Sample tasks teachers are assigning their students:  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles, 8@ _PID_HLINKSA  http://www.usm.maine.edu/ceparemailto:davids@usm.maine.edu