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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
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Appendix C
Workshop Materials

DECEMBER 2001 WORKSHOP AGENDA

Committee on Improving Learning with Information Technology

Workshop

December 11, 2001

8:30 am

Welcome, Introduction of ILIT Committee, and Project Overview

Oak Room

Roy Pea and Wm. A. Wulf, ILIT cochairs

8:45

Workshop Participant “Show and Tell”

Attendees are invited to share information or a short demonstration of some exciting education technology they are familiar with (5 minute limit).

• Michael Turturice will share his experience as a first year teacher in a fully online criminal justice class that he created through and for Virtual High School <www.govhs.org>.

• Jim Minstrell will present the tools of the Diagnoser Project. Teachers use it for formative assessment in science and mathematics from grades 7-10. It is also considered a professional development tool for teachers to learn more about

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

 

content but especially to learn more about learners’ thinking in science and mathematics <tutor.psych.washington.edu>.

9:30

Break

9:45

Understanding Literacy in an Educational Context

Tom Landauer, University of Colorado

Professor Landauer will discuss “reading to learn” literacy challenges as a contextual foundation for viewing the subsequent technology demonstrations.

Tom Landauer joined Bell Labs in 1969, where he worked in the Human Information Processing research department until the late seventies when he formed the computer-user psychology group, the first industrial human-computer interaction research laboratory. This group moved to Bellcore and changed its name and span of interest to Cognitive Science Research. A highly interactive team of computer scientists and cognitive psychologists, the group specialized in research on information retrieval, navigation and display, primarily based on empirical studies of users and the invention of computer-based solutions to their problems, as well developing methods for improving the usefulness and usability of computer-based mental work tools in general. Landauer was the group’s director from 1984 to 1994. Among its major accomplishments were the development of the Latent Semantic Indexing (LSI) text retrieval method and the SuperBook text browser. Landauer was one of the principal designers of both, and of several other applications. In 1994, Landauer moved to the University of Colorado, Boulder, where he is a professor of psychology and a fellow of the Institute of Cognitive Science, an interdisciplinary combination of cognitive psychology, linguistics, computer science, education and philosophy. Landauer is a fellow of the American Association for the Advancement of Science (AAAS) , the American Psychological Association and the American Psychological Society. He received his Ph.D. in psychology from Harvard.

10:15

General Overview of Each Technology Station (5 minute limit)

Marlene Scardamalia and Chris Teplovs, Knowledge Forum

Susan Goldman, Little Planet Literacy Series

Bernard Dodge, WebQuest

10:30

Break and Groups of 20 Shift to View the Technology Stations

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

10:45

Three Stations Showcasing a Variety of Technologies Contributing to “Reading to Learn” Literacy Goals

The participants will circulate among three different stations.

• Spruce Room, Station 1: Knowledge Forum, which allows users to create a knowledge-building community. Each community creates its own database in which to store notes, connect ideas, and tackle complex problem solving. The note-taking, searching, and organizational features of this sophisticated tool allow any type of community to build knowledge.

• Maple Room, Station 2: Little Planet Literacy Series, developed in collaboration with Vanderbilt University’s Learning Technology Center, an interdisciplinary group involved in state of the art cognitive research on learning with technology. The series involves “Anchored Instruction,” which is a multi-sensory approach. Anchored Instruction works for students with a wide variety of abilities, including those with very limited literacy skills. Students accomplish a series of tasks revolving around the context of a single story or “Anchor Story” by collaborative or individual effort. By revising the story and sharing the common knowledge of the Anchor Story, students become successful readers and writers.

• Oak Room, Station 3: WebQuest—WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis and evaluation.

11:45

Break and Shift to Breakout Group Discussions About Technology Presentations

What was impressive about the demonstrated technologies?

What seemed to be their limitations?

Group A1: Oak Room North

Group A2: Sequoia Room

Group C: Spruce Room

Group D: Maple Room

1:00 pm

Break for Lunch

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

1:30

During Lunch, Randy J. Hinrichs, Group Research Manager, Learning Sciences and Technology at Microsoft Research will report the roadmapping work of the Learning Federation.

2:00

Improving Middle School Science

Joseph Krajcik, University of Michigan

Professor Krajcik will share an overview of challenges to improving middle school science as a contextual foundation for viewing the subsequent technology demonstrations.

Joseph Krajcik is professor of science education in the School of Education at the University of Michigan and a member of the Center for Highly Interactive Computing in Education. His work during the past ten years has focused on working with teachers in science classrooms to bring about sustained change. Working closely with colleagues, he has endeavored to create classrooms that focus on students collaborating to find solutions to important intellectual questions that subsume essential curriculum standards and use new technologies as productivity tools. His goal is to create classroom environments where students are actively doing the intellectual work. He recently published a book with Charlene Czerniak and Carl Berger titled Teaching Children Science: A Project-based Approach, intended for use in elementary and middle school methods.

2:30

General Overview of Each Technology Station (5 minute limit)

Douglas Kirkpatrick and Marcia Linn, WISE

Elliot Soloway, University of Michigan

Kevin Aylesworth, iPaq Probeware

2:45

Break and Groups of 20 Shift to View the Technology Stations

3:00

Three Stations Showcasing a Variety of Technologies Contributing to Improving Science Pedagogy

The participants will circulate among three different stations.

• Spruce Room, Station 1: Web-Based Inquiry Science Environment (WISE) is a free on-line science learning environment for students in grades 4-12. In WISE, students work on inquiry projects on topics such as genetically modified foods, earthquake prediction, and the deformed frogs mystery. Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all via the Web.

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

 

• Oak Room, Station 3: Science Laboratory, The Center for Highly Interactive Computing in Education (hi-ce) focuses on interdisciplinary research on technology and systemic educational reform, especially in the areas of technology and innovative science curriculum projects where thousands of students and teachers in K-12 urban school districts learn science concepts and scientific inquiry processes.

• Maple Room, Station 3: New Probeware for iPaq Handhelds, demonstrating how one can use modeling and probeware on handheld computers in chemistry, biology, physics.

4:00

Break and Shift to Breakout Group Discussions About Technology Presentations

4:15

Breakout Group Discussions About Technology Presentations

 

What was impressive about the demonstrated technologies?

What seemed to be their limitations?

 

Group A1: Oak Room North

Group A2: Sequoia Room

Group C: Spruce Room

Group D: Maple Room

5:30

Break

5:45

Breakout Group Report Back

5:45-6:00

Group A1

6:00-6:15

Group A2

6:15-6:30

Group B

6:30-7:00

Group C

7:00-7:15

Concluding Remarks

Roy Pea and Wm. A. Wulf, ILIT cochairs

7:15

Reception and Dinner

DECEMBER 2001 WORKSHOP PARTICIPANTS

Roy Pea (Cochair), Stanford University

Wm. A. Wulf (Cochair), National Academy of Engineering

Alice Agogino, University of California, Berkeley

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

David Alexander, Cisco Learning Systems

Barbara Allen, Lemon Grove School District

Sara Armstrong, The George Lucas Educational Foundation

J. Myron Atkin, Stanford University

Mark Atkinson, Teachscape

Kevin Aylesworth, National Research Council

Clarence Bakken, Gunn High School, Palo Alto, California

Stephen Barley, Stanford University

Linda Chaput, Agile Mind

Milton Chen, The George Lucas Educational Foundation

Edward R. Dieterle II, Northwestern High School, College Park, Maryland

Bernard Dodge, San Diego State University

David Dwyer, Apple Computer

Louis Gomez, Northwestern University

Randal Harrington, The Harker School

Randy Hinrichs, Microsoft Research Lab

Terry K. Holmer, National Research Council

Chuck House, Intel

Yasmin Kafai, University of California, Los Angeles

Amy Jo Kim, NAIMA

Douglas Kirkpatrick, University of California, Berkeley

Joseph Krajcik, University of Michigan

Jay B. Labov, National Research Council

Marsha Lamb, Cisco Learning Institute

Tom Landauer, University of Colorado

Edward D. Lazowska, University of Washington

Herbert Lin, National Research Council

Marcia C. Linn, University of California, Berkeley

Charles Lynn, San Antonio Elementary, San Jose, California

Kathleen Luchini, University of Michigan

William Mark, SRI International

Sue Marshall, University of California, Irvine

Miriam Masullo, IBM

Florence McGinn, GKE

Karen Mendalow, Exploratorium

John Mergendoller, Buck Institute for Education

David Messerschmitt, University of California at Berkeley

Jim Minstrell, Talaria Inc.

Eric Muller, Exploratorium

Steve Nelson, Sun Microsystems

Nancy Nien, Alum Rock Union School District, Sunnyvale, California

Nancy Pang, Alum Rock Union School District, Sunnyvale, California

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

James Pellegrino, University of Illinois, Chicago

Harold Pratt, President-elect, National Science Teachers Association

Gail Pritchard, National Research Council

Chris Quintana, University of Michigan

Randall E. Raymond, Detroit Public Schools

Timothy Ready, National Research Council

Jeremy Roschelle, SRI International

Nora Sabelli, SRI International

Bill Sandoval, University of California, Los Angeles

Marlene Scardamalia, University of Toronto

Jane F. Schielack, Texas A&M University

Marshall S. Smith, William and Flora Hewlett Foundation

Jim Spohrer, IBM Almaden

Doug Sprunger, National Research Council

Mark Svorinic, Cisco Learning Systems

Chris Teplovs, University of Toronto

Louis Tornatzky, Tomas Rivera Policy Institute

Uri Treisman, University of Texas at Austin

Michael Turturice, McClintock High School, Tempe, Arizona

Lucia Vega, San Antonio Elementary, San Jose, California

David Vogt, Brainium Technologies

Adam Wieczorek, University of Michigan

Linda S. Wilson, International SEMATECH

Tina Winters, National Research Council

JANUARY 2003 WORKSHOP AGENDA

Planning for Two Transformations in Educational and Learning Technology

Workshop of the Committee on Improving Learning with Information Technology (ILIT)

Monday, January 20, 2003

The National Academies

500 Fifth Street, NW, Room 100

Washington, DC

8:00 am

Continental Breakfast

8:30-8:45

Purposes, Outcomes and Introductions

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

 

• Description of previous exploratory planning effort by ILIT committee involving learning researchers, teachers, and industry representatives, using roadmapping techniques

• Commitment of the National Academies to an ongoing role in encouraging the effective use of educational and learning technology

 

Wm. A. Wulf, National Academy of Engineering

Michael Feuer, National Research Council

Roy Pea, Stanford University

8:45-10:15

The First Transformation: Integrating Cheap, Fast, Robust Computers into Instruction for Every Student in America

• Reducing cost of ownership

• Preparing teachers with adequate professional development

• Providing access to educational software linked to standards

• Involving parents and providing home access

• Who needs to be involved to make it happen

• The impact on learning

 

Speakers:

Barbara Allen, LemonLINK

Darryl LaGace, LemonLINK

Steve Rappaport, Advanced Networks and Services

 

Comments:

Cheryl Lemke, Metiri Group

Wanda Bussey, Teacher Advisory Council

Geneva Henry, Rice University

Moderator: Edward Dieterle, Harvard University

10:15-10:30

Break

10:30-12:00

Interactive Discussion: What Are the Two Key Enablers of the First Transformation?

 

Step 1: Breakout groups elaborate possible answers in such areas as:

• Promotion of the vision

• Research demonstrating effectiveness

• Push by industry

• Changes in teacher education and professional development

• Changes in local, state or national education policy

• Funding

 

Step 2: Participants individually review answers of the different breakout groups and identify their own choices for key enablers

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

 

Step 3: Discussion of the leading candidates for key enablers Moderator: Martha Darling

12:00-12:45

Lunch and Completion of Discussion of First Transformation

12:45-2:15

The Second Transformation: Combining Advances in the Science of Learning with IT Capabilities to Dramatically Improve Student Learning

 

Research

• Vision for the next generation of educational software and its potential impact on learning

• What research is necessary to develop techniques further and to demonstrate effectiveness

 

Development

• What development is necessary to scale up these approaches to be used in all schools

• What institutional and financing models are necessary to produce this development

 

Speakers:

Roy Pea, Stanford University

Louis Gomez, Northwestern University

James Pellegrino, University of Illinois at Chicago

Edward Lazowska, University of Washington

Robert Tinker, Concord Consortium

 

Comments:

Nora Sabelli, SRI International

David Vogt, New Media Innovation Center

2:15-2:30

Break

2:30-4:00

Interactive Discussion: Assuming That the Infrastructure of the First Transformation Is in Place, What Are the Two Key Enablers for the Second Transformation?

 

Step 1: Breakout groups elaborate possible answers in such areas as:

• Promotion of the vision

• Push by the research community

• Preliminary research demonstrating effectiveness

• Funding for research

• Institutional changes to promote educational software development

• Changes in local, state or national education policy to encourage adoption

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

 

Step 2: Participants individually review answers of the different breakout groups and identify their own choices for key enablers

Step 3: Discussion of the leading candidates for key enablers

Moderator: Martha Darling

4:00-5:00

Comments and Discussion: How Can the National Academies Partner with Teachers, Industry, Learning Researchers, and Policy Groups to Help Bring About These Two Transformations?

 

Comments:

Milton Goldberg, National Alliance of Business

Marshall Smith, Hewlett Foundation

Terry Rogers, Advanced Network and Services

 

Moderator:

Wm. A. Wulf, National Academy of Engineering

JANUARY 2003 WORKSHOP PARTICIPANTS

Roy Pea (Cochair), Stanford University

Wm. A. Wulf (Cochair), National Academy of Engineering

Jason Adsit, American Association of Colleges for Teacher Education

Barbara Allen, Lemon Grove School District

Bobbie Baird, Texas Instruments

David Barnes, National Council of Teachers of Mathematics

Larry Berger, Wireless Generation

Corey Brady, Texas Instruments

Wanda Bussey, Rufus King High School

Richard A. Chase, Learning Pathways, Inc.

Martha Darling, Education Consultant

Edward R. Dieterle II, Harvard University

Stuart W. Elliott, National Research Council

Michael Feuer, National Research Council

Ann Lee Flynn, National School Boards Association

David Fulker, National Science Digital Library

Milton Goldberg, National Alliance of Business

Louis Gomez, Northwestern University

Sara Hall, State Educational Technology Directors Association

Geneva Henry, Rice University

Michael Hill, National Association of State Boards of Education

Terry K. Holmer, National Research Council

Henry Kelly, Federation of American Scientists

D. Midian Kurland, Scholastic Education

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×

Jay Labov, National Research Council

Darryl LaGace, Lemon Grove School District

Edward D. Lazowska, University of Washington

Cheryl Lemke, Metiri Group

Miriam Masullo, Information Technology Consultant

Steve McClung, Glencoe McGraw-Hill

Ray Myers, U.S. Department of Education

James W. Pellegrino, University of Illinois at Chicago

Louis Pugliese, OnCourse

Steve Rappaport, Advanced Network and Services

Terence W. Rogers, Advanced Network and Services

Nora H. Sabelli, SRI International

Mark Schneiderman, Software & Information Industry Association

Marshall S. Smith, William and Flora Hewlett Foundation

Larry Snowhite, Houghton Mifflin Company

Kendall Starkweather, International Technology Education Association

Timothy Stroud, American Federation of Teachers

Anna Sumner, International Technology Education Association

Robert Tinker, Concord Consortium

Kristan Van Hook, Partnership for 21st Century Skills

David Vogt, New Media Innovation Center

Ken Whang, National Science Foundation

Gerry Wheeler, National Science Teachers Association

Linda Wilson, International SEMATECH

Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
Page 120
Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
Page 121
Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
Page 122
Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
Page 123
Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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Suggested Citation:"Appendix C: Workshop Materials." National Research Council. 2003. Planning for Two Transformations in Education and Learning Technology: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10789.
×
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In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council’s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students.

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