End of the Year Data Collection and Report! 2009-2010
RE: Literacy and Technology Pilot, Title ll, 2009-2010
Summary: Rubric Composition and Data Collection
Date: June 10, 2010
Title ll has funded the Literacy and Technology Pilot for two consecutive years. This has given the teachers in Western Maine a chance to have a voice in the Maine technology initiative, resulting in representation of the large number of schools in Maine who have endured financial constraints and reductions for some time. It has been our intent to give these schools a voice and look at real life solutions for maximizing limited resources.
The following districts have been involved: RSU 10, RSU 36, RSD Mt. Blue, MDSA 58, Jay School District, and Winthrop School District.
Our first year lead us to several realizations.
1. Technology is a tool.
2. In order for the tool to be useful to 21st century citizens, teachers must instruct students how to process the information acquired through technology.
3. Teachers must be taught how to process the information as well.
4. Instruction in technology – for teachers and students – must be given in a meaningful context and be embedded in the strategic use of information.
Our second year focused on a closer look at classroom implementation based on above 4 understandings. The committee decided to meet during the summer. Together we began to explore best practices within the confines of real school scenarios. We identified the following areas:
1. Physical Space – the lay out of the classroom – based on Ruth Reynard’s research (2008)- and accessibility to technology
2. The use of technology itself – access through instruction of teachers and students as well as link to the curriculum – based on David Warlick’s research (2004-2007)
3. Guided Inquiry Framework – the use of technology as a tool for guided inquiry in the 21st century - based on the research of Carol Kuhlthau, Leslie Maniotes, and Ann Caspari (2009)
After several rough drafts, the team created 3 rubrics.
Parameters of Study:
1. The data was collected from 3 cohorts:
· 33 high school teachers
· 16 middle school teachers
· 9 elementary school teachers
2. All teachers have previously participated in strategic literacy training.
3. Teachers were observed at least twice.
4. Teachers were interviewed along with technology integrators, librarians, and administrators where possible.
5. The three rubrics created by the committee where used to gather the data: