Dr Bob Marzano CUE 2009 Keynote Part l - Educational Research
Dr Marzano speaks at the CUE 2009 Conference about his recent research on IWBs.
He addresses the question What do we know about the effect of technology on student achievement?
On this first part of the keynote, the discussion centres on educational research, its value, how to read results and some instructional implications.
The second part focuses on assessment. (on separate post).
Here my notes as I watch. My reflections at the end.
Min 8
Quotables on stats and findings
"If you line up all the studies what you will find is that on the average, it all works pretty weel, but there will always be a big chunk of studies that say it doesn't work."
"If you use it, you do it less well than if you don't use it."
What is the implication of that?
"All research is equivocal, particularly in education.
And here's why: you can never account for all the factors in the classroom that impinge upon the strategy, the technology, etc, etc. You cannot take the human being out of it. It's always going to be that way."
Good news
"We can have all these tools we can use, but none of them is a silver bullet."
You cannot use everything all of the time. The point is which set of tools bring the best results in my classroom.
"The more experience you have with technology, the more effectively you can integrate it to classroom use."
An expert user is not just someone who uses technology, but someone who reflects, re-thinks and relearns and then goes out again into his blog, forum or community.
An expert is someone who models how he learns, how he evaluates the tool and practices.
Slide
Sweep Spot
Conditions under which you obtained the projected highest increase in student achievement.
This is linked with good teaching
"You can't just give the technology to teachers and expect to automatically enhance student achievement."
"Sometimes it is possible to get better results without the technology."
Professional development= technology+ instructional strategy
Q1 How do you modify an instructional strategy with the use of technology?
We only have guesses.
Proper use of technology includes
-Clue: keep focus on the content, not the bells and whistles
-Keep track which students are "getting it" and which are not
Min 18
Questions can work against you in the classroom
Strategies to increase response rate- Student involvement
Voting technology (not just taken at face value)
Min 22
Starts discussing assessment, which is dealt with in depth on the second part.
------------------
My reflections
(marginally relevant)
It is interesting to note that although expertise and time spent experimenting with the tools is an entry level requirement, these things cannot be taught in a particular sequence. Everyone of us in the edublogosphere is reaching out, finding what they have to say and trying to model. Yet, none of us is following or trying to figure out some grading to the acquisition of 21st century literacy. There will be guidelines; yet not unquestionable rules of best practices.
The informal learning we make is more like jumping into the deep end of the pool and then tweeting out for help. Someone in the network will throw us a lifesaver link with some resources to learn how to swim. You keep calm and confident you'll make it with a little help from your friends and your autonomous learning skills.
I note this here to remind myself when I prepare a presentation for people new to the eduverse who might take Dr Marzano's statement of expertise at face value.
He addresses the question What do we know about the effect of technology on student achievement?
On this first part of the keynote, the discussion centres on educational research, its value, how to read results and some instructional implications.
The second part focuses on assessment. (on separate post).
Here my notes as I watch. My reflections at the end.
Min 8
Quotables on stats and findings
"If you line up all the studies what you will find is that on the average, it all works pretty weel, but there will always be a big chunk of studies that say it doesn't work."
"If you use it, you do it less well than if you don't use it."
What is the implication of that?
"All research is equivocal, particularly in education.
And here's why: you can never account for all the factors in the classroom that impinge upon the strategy, the technology, etc, etc. You cannot take the human being out of it. It's always going to be that way."
Good news
"We can have all these tools we can use, but none of them is a silver bullet."
You cannot use everything all of the time. The point is which set of tools bring the best results in my classroom.
"The more experience you have with technology, the more effectively you can integrate it to classroom use."
An expert user is not just someone who uses technology, but someone who reflects, re-thinks and relearns and then goes out again into his blog, forum or community.
An expert is someone who models how he learns, how he evaluates the tool and practices.
Slide
Sweep Spot
Conditions under which you obtained the projected highest increase in student achievement.
- An experienced teacher
- who has been using the technology for two years
- who uses it about 75% of the time in class
- who has had enough training to be confident in their use of the technology
This is linked with good teaching
"You can't just give the technology to teachers and expect to automatically enhance student achievement."
"Sometimes it is possible to get better results without the technology."
Professional development= technology+ instructional strategy
Q1 How do you modify an instructional strategy with the use of technology?
We only have guesses.
Proper use of technology includes
-Clue: keep focus on the content, not the bells and whistles
-Keep track which students are "getting it" and which are not
Min 18
Questions can work against you in the classroom
Strategies to increase response rate- Student involvement
Voting technology (not just taken at face value)
Min 22
Starts discussing assessment, which is dealt with in depth on the second part.
------------------
My reflections
(marginally relevant)
It is interesting to note that although expertise and time spent experimenting with the tools is an entry level requirement, these things cannot be taught in a particular sequence. Everyone of us in the edublogosphere is reaching out, finding what they have to say and trying to model. Yet, none of us is following or trying to figure out some grading to the acquisition of 21st century literacy. There will be guidelines; yet not unquestionable rules of best practices.
The informal learning we make is more like jumping into the deep end of the pool and then tweeting out for help. Someone in the network will throw us a lifesaver link with some resources to learn how to swim. You keep calm and confident you'll make it with a little help from your friends and your autonomous learning skills.
I note this here to remind myself when I prepare a presentation for people new to the eduverse who might take Dr Marzano's statement of expertise at face value.
Labels: conference, Dr Marzano, eltnotes, iwb, research, technology integration
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