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Crescitelli - EdTech 597 - Final Project
Crescitelli - EdTech 597 - Final Project
A Training Protocol
This is a wonderful, state‐of‐the‐art system meant to enhance math instruction to address the
restructuring status given to us by the state of Massachusetts due to MCAS test results. As of
this writing (December 6, 2009), the TI classroom bundle has yet to be used by any teacher at
JFK Middle School. Although adequate information has been sent to Department Chairs, the
Principal, and the Technology Director concerning training, not one teacher has received the
training necessary to integrate the use of the TI Navigator cart into classroom instruction. At
the time of the purchase, no money was allocated for training, and at this time, money has still
not been allocated for training nor has any anyone been in touch with Texas Instruments.
Upon completion, this training protocol will be submitted to Bill Dornbush (Technology
Director) and Lesley Wilson (Principal) in an effort to spearhead the proper training necessary
to adequately integrate the TI Navigator in both Math and Science classrooms at JFK Middle
School.
First Steps
The first step was to contact Texas Instruments in order to meet with an Educational
Technology Consultant (ETC) concerning training options, cost, and availability. The two ETCs
for TI in Massachusetts are Jim Donatelli (jdonatelli@ti.com) and Terri Viana (tviana@ti.com).
They were both extremely helpful in outlining training options available and the cost associated
with each. They introduced me to the T3 program (Teachers Teaching with Technology)
available through TI, a multi‐tiered instructional program designed to adequately teach school
systems at point of need.
Through numerous emails and phone conversations focusing on staff training needs and
learning outcomes, Terri Viana and I determined that a four‐tiered training protocol would be
best for the teachers at JFK.
1. T3 Handson Workshop. This on‐site three‐day workshop Exploring the TI Navigator and
the TI‐84 Plus, facilitated by a certified T3 instructor, is the focal point of the training. It
focuses on the use of both TI instructional components and their proper integration in
the classroom instruction.
2. T3 online courses. It will be a departmental goal that math and science teachers at JFK
participate in the free online courses offered through Texas Instruments
(http://education.ti.com/educationportal/sites/US/sectionHome/pd_onlinecourses_fre
e.html). It will become part of each teacher’s Educational Development Plan to
participate in online lessons in the first year of training. Math teachers will be
encouraged to take the course Middle Grade Math Using the TI Navigator.
3. Regional Conferences and Workshops. In support of on‐site training and online
courses, regional conferences allow educators access to regional ETCs for continued
support and refinement. Math teachers will be encouraged to attend the Math Teacher
Educator Technology Workshop during year two of implementation.
4. T3 Outreach Program. After year two of implementation, teacher assessment will be
conducted to determine next steps in teacher training.
T 3 Handson Workshop
The most critical part of the training is this on‐site, three‐day workshop. A few JFK teachers
have used TI‐84 Plus graphing calculators; however, no teachers at JFK have worked with the TI
Navigator software. The TI Navigator software system is a wireless connection between the
classroom calculators and the teacher’s computer. This interactive learning system allows the
teacher to monitor all calculators simultaneously, enabling “real‐time formative assessment”.
Teachers will learn to set‐up and operate a TI‐Navigator classroom environment, from setting
up the calculators and hubs, to running software that enriches instruction.
The software is a comprehensive teacher resource, enabling teachers to monitor student
growth and create lessons and activities that support and enhance traditional instructional
practices. This software bundle (Navigator 2.0, LearningCheck, TI Connect 1.5, NoteFolio,
CellSheet, StudyCards, and TimeShare) allows teachers to create and grade project‐based
activities, and provide feedback in an engaging and interactive classroom setting. Highlighted
features of Navigator are:
• Activity Center
o Real‐time, project based lessons projected for all students
• Quick Poll
o Immediately assess student comprehension
• Screen Capture
o Monitoring student work from the calculators to the teacher’s computer
• Class Analysis
o Automatic grading
• Interactive Communication
o Send data from the teacher’s computer to student calculators to expedite data
entry
The T3 Hands‐on Workshop is the major expense of the training protocol. Three consecutive
days of T3 instruction (on‐site) with a certified ETC runs at a cost of $4,995. As 25 teachers are
allowed to participate, it is suggested that middle school math and science teachers from
neighboring school districts be encouraged to participate. There will be ~8‐10 available slots for
out‐of‐district teachers. A nominal charge of ~$300 per out‐of‐district participant will help
offset expenditures.
It is suggested that the training sessions run for three consecutive days during the teacher
professional development time at the end of the school year. This is recommended over the
training period at the end of August as teachers will have an opportunity to prepare for on‐line
training courses in the fall with adequate planning time and reflection. This also allows
teachers an opportunity to register for advanced TI training through the University of
Massachusetts for the fall semester. Graduate credits from 1 to 3 credits are offered through
the T3 Alliance program.
T 3 Online Courses
The second component of the training protocol is the advancement of teacher knowledge
through the use of the free online courses offered through TI. This allows teachers the
opportunity to personalize the level of instructional material based on grade level and subject
area. The course Middle Grade Mathematics Using the TI Navigator
(http://education.ti.com/educationportal/sites/US/nonProductMulti/pd_onlinemgnavigator_free.html?bid=2) is
made up of 11 modules and 38 lessons on authentic integration of TI Navigator and TI 84‐Plus
use in middle schools. The lessons are appropriate for teachers from both the math and
science departments.
It is expected that teachers identify lessons and modules completed and how those modules
improved instructional practices. Determining the number of lessons or modules that need to
be completed each year is determined during Professional Development Plan review.
It is also expected that twice yearly a review of T3 initiatives be conducted during department
meetings. This does not need to be a formal assessment, merely a staff check‐in to generate
professional discussion on the process of implementation. Department minutes should reflect
the activity and results.
Regional Conferences and Workshops
Certainly, only a support, conferences and workshops provide opportunity to reinforce
understandings and strengthen practices. The Hampshire Educational Collaborative
(http://www.collaborative.org/) will often offer STEM workshops that are pertinent. The University
of Massachusetts has educational opportunities in TI Education Technology
(http://www.massachusetts.edu/stem/t3%20ti-84%20ti%20navigator.html ). Currently, T3 does not have a
regional conference plan for our region in 2010.
T 3 Outreach Program
At the end of year two, both the math and science departments will survey and examine the
successes and needs with concern to the implementation of this learning practice. Staff needs
will be determined by department chairs, in tandem with the principal and the technology
director. A meeting will be held with the TI ETC representative to determine continued training
options.
TI has an outreach program that is designed to meet schools at point‐of‐need
(http://education.ti.com/educationportal/sites/US/nonProductSingle/pd_outreach.html). The TI instructor
designs the training and comes directly to the school for implementation.
Final Project Overview
The final project for this class took on a more personal note for me and gave me another great
perspective when looking at education technology. For this final project I was both the training
developer and the student. I designed a training protocol that I hope to submit to my principal
and actually go through myself. I got to see how this training looks from both sides and assess
for myself whether I thought it would be successful. I kept asking myself if I would want to go
through this training as a teacher. And then I would put on the hat of the trainer and analyze
the training via class elements addressed in this class.
I’ve think that the training is viable and important if we intend to use a big school expense to
address our restructuring status. The expense of training can be mitigated by the inclusion of
teachers from other schools, and the inclusion of free online continuing education is a plus.
Are the goals SMART?
Teachers will be expected to know how to correctly use TI Navigator software with TI 84‐Plus
graphing calculators. They will also be expected to know how to monitor students using the
integrated software and how to manage the major software and hardware components. The
goals meet SMART requirements.
The intended goal of proper integration of graphing calculators is to improve mathematical
understandings in all students, and hence, improve state test scores. Because teachers can
monitor all students simultaneously on one screen, it allows the teacher to make instantaneous
corrections and easily discernable differentiations.
What activities are planned?
As noted above, the training protocol calls for four different levels of teacher training:
1. T3 Hands‐on workshop
2. T3 Online classes
3. Conferences and Workshops
4. Outreach support
(see above for details)
What are the expected outcomes?
It is intended that the math department stay abreast on the best ways to differentiate
instruction, and that includes the integration of technology. With the math department in year
3 of restructuring, it is critical that teachers use all available tools to differentiate in order to
address student need.
It is expected that teachers use the TI Navigator and TI 84‐Plus calculators to enhance
instruction and improve understandings. It is expected that a teacher be able to set‐up and
operate the calculator cart in his/her classroom without interruption. That entails the use of
the laptop and software, LCD projector, Plus Silver teacher calculator with view screen,
navigator hubs, and thirty graphing calculators.
Beginning in grade 7, the Connect Math 2 Program (the math program adopted by the school
system) calls for the integration of graphing calculators in several activities. That integration
will now be a focal point as initial areas of implementation. It is further expected the the
building Math Coach initiate discussions about facilitating that integration to ease the process.
How will the learning be measured?
Training protocol 1 will be identifiable in several areas. First, and most important, teachers
must be able to perform the basic operations necessary to use TI Navigator and the TI 84‐Plus
calculators to perform a lesson in his/her classroom. Before successfully completing the three
day workshop, each teacher must be able to set‐up and run the mobile calculator hub in the
classroom. Everything depends on those understandings. If a teacher cannot complete those
basic elements, he/she will receive mentoring.
The next step is to measure the carryover into the classroom. This is where the building Math
Coach comes into play. There are several areas in the CMP2 Math program that suggest the
use of graphing calculators. The coach can help the teachers prepare for the integration and
can then help analyze and process during an observation review. Part of department meeting
could be devoted to this transition.
It will be expected that all trained teachers be able to operate the software and hardware as
intended upon review and also be able to use it correctly with the school’s math program.
Training protocol 2, online training, can be addressed during a review of a teacher’s
professional development plan. Teachers are required to document yearly education for
performance reviews, so this training should be well documented. During those reviews,
administration might inquire about how the online training has improved classroom
performance.
How will you assure the learning returns to the classroom?
There are several ways to assure the training returns to the classroom. In both the 7th and 8th
grade, Connected Math 2 (the math program used at the school) suggests the use of graphing
calculators for different classroom activities. It should then be expected that those be areas
where the training be incorporated at the very least. JFK has a Math Coach (Ms. Smith) to help
facilitate math instruction using CMP2. As her job is to help teachers implement the
curriculum, the use of graphing calculators should fall under her job description. She should be
able to monitor 9 math teachers.
The Math Department Chair will be required to place math technology in meeting agendas
twice yearly to address technology integration (including TI Navigator). This should also be an
area to discuss the online learning that is part of phase two of the training protocol. Integration
of technology will need to become a department goal when goals are determined in the fall.
That will assure that teachers place a technology goal in his/her professional development plan.
The department chair needs to be pro active on the technology integration and needs to be
proactive in training and workshop opportunities.
The principal, during a pre observation conference, might ask to observe the use of the
technology in the classroom. She/he might ask to see the technology used in a lesson or how it
is being used in a unit. During a performance review, a technology integration goal should be
added.
How will you measure the outcome on student learning?
The ultimate goal of all teachers training is how it will benefit the students. That is no different
with this proposed training. Measurable progress in mathematics is extremely important to the
school, and is a valued goal in the school improvement plan. Looking at measurable outcomes
is complex, however.
The state of Massachusetts now provides schools with a wealth of data concerning mandated
testing. This now allows school systems to conduct a cross analysis of very specific subject
matter. JFK, for example, can look at subject matter taught before and after implementation of
the calculator integration. Was there measurable growth in subject areas that integrated the
use of this new technology? This may provide some of the raw data so many are looking for.
What is more challenging to measure is the personal progress. Did the use of technology make
learning more meaningful? Was it more engaging? Did it help kids make connections? These
questions are much harder to answer. Polling students with a Likert type scale may give some
data that is of pertinence, but it cannot measure attitude, interest, and connection.
This technology tool is a valuable asset at differentiating instruction and improving instruction
for all students.
References
T3 Professional Development. (2009). Retrieved on December 6, 2009, from
http://education.ti.com/educationportal/sites/US/sectionHome/pd.html