Provide access to technology to support meaningful learning

To use technology fully in ways that support meaningful learning, teachers need to have basic technology skills and access in the classroom to technology that supports meaningful learning.

1. Provided 1:1 access for classroom instruction through wireless, Internet-connected laptops in five pilot sites in social studies. The success of this approach has prompted several school districts to allocate additional funds to support 1:1 access.
2. Increased ease of access to professional development through an on-line course registration and database system.
3. Developed and delivered basic skills training modules covering such areas as website copyright/citing, Internet searching, evaluating websites, and computer troubleshooting.
4. Increased access to the Internet for all teachers by placing Internet-connected computers and printers in teacher workrooms in all school buildings.
5. Provided computer lab access beyond school hours at the local community college for all secondary students.

Implement professional development focused on teaching for meaningful learning using technology.

The intention of Project TIME’s professional development (PD) strategy is to create and implement a model for professional development that fosters teachers’ use of meaningful learning using technology (ML/T) ideas more intentionally, systematically, and skillfully. An important component of this vision is the belief that PD is a continual, collaborative process that takes place over time. Our approach includes intensive experiences in learning the big ideas of teaching for ML/T, followed by sessions on applications to practice, and participation in a professional community of reflective discourse about implementing these ideas. The professional development is content-based, and our initial focus is social studies teachers in grades 6-12.

1. Produced "What’s the Big Idea?" -- a 20-minute videotape addressing the urgency for changing pedagogy to teach for deep and enduring understanding of complex ideas using technology.
2. Provided a 4-day workshop for all secondary social studies teachers to develop skills in integrating technology into the curriculum.
3. Adopted and implemented online software database that supports teachers development of understanding and skill in designing curriculum for meaningful learning using technology.
4. Developed and piloted professional development modules for secondary social studies teachers focused on meaningful learning, reflection and inquiry, assessment technology integration, copyrighting and citing of electronic sources and learning strategies.
5. Developed and convened a weeklong Social Studies Innovators’ Institute that incorporated best practices, big ideas in social studies, and the use of technology to support meaningful learning. One-third of the districts’ secondary social studies teachers participated in developing their understanding about ML/T ideas, as well as their skills in using wireless Internet-connected laptops as tools to enhance their social studies curriculum.
6. In partnership with the Michigan State University College of Education, developed and facilitated a 1 ½ day Leadership Symposium for Meaningful Learning using Technology.
1. A total of 160 area superintendents, curriculum and instructive technology leaders, building principals, lead teachers, school board members, community leaders, and representatives from state-wide education organizations participated in the symposium
2. A panel of eight local teachers were the symposium keynote speakers, showcasing their experiences using ML/T in the classroom.
3. Nine national experts gave presentations responding to two questions: What do teachers need to know, believe, and be able to do to teach for ML/T? AND What do districts leaders need to know, believe, and be able to do to support teaching for ML/T? Their resulting papers are being prepared for inclusion in a national publication
4. Participant groups used networked wireless computers and a Web-based information forum software to record their input and rank-order essential questions for the national experts.
5. A Meaningful Learning using Technology Continuing the Conversation Facilitator’s Guide has been published and disseminated to support other districts as they seek to connect the use of technology to their learning goals.
7. Developed, tested and have begun training teachers to use a software evaluation guide that informs the selection of commercial curriculum software to support teaching for ML/T in the core disciplines

Develop curriculum units that model meaningful learning using technology (ML/T)

Project TIME seeks to develop innovative curriculum units that use the power of technology to teach complex, standards-based content that is relevant to students’ lives. In addition to support for instruction in subject matter, the units will provide student learning assessment methods that use technology.

A primary focus for meaningful learning is content that is central to the discipline. We use the term big ideas to describe themes or premises within or across subject areas that integrate and transcend isolated concepts and bits of information. They are grounded in big ideas that compel learners to engage the material in such a way that builds understanding, that has meaning for them, and that will endure and be applied beyond the classroom. Our model units will also develop habits of mind such as analyzing, synthesizing and evaluating multiple perspectives in relation to problem-solving that are critical for learning and working in the 21^st century. Our curriculum unit development teams are led by faculty at Michigan State University’s College of Education. In order to demonstrate the full potential of technology to support this kind of teaching and learning, we are creating a model ML/T unit in middle school social studies and in science.

1. Developed an 8-week social studies ML/T model curriculum unit. The unit focuses on Mexico and migration.
2. Successfully piloted this unit with five teachers (one representing each of the consortium districts) and 357 students
3. After the pilot, revised and expanded use of the model unit to include ten teachers and approximately 800 students.
4. Developed, piloted, and revised innovative web-based software "The Narration Creation Station," to support meaningful learning.
5. Developed a pre-pilot framework for an 8-week science ML/T model curriculum unit at the middle school level.

Communicate to develop shared understanding about the significance of ML/T

ML/T is a complex idea, not easily grasped by a sound bite. We believe that we must engage teachers, school administrators, board members, parents and community leaders in conversations about the meaning of this idea in order to bring about the changes in understanding required for successful implementation.

1. Communications ambassadors to champion ML/T ideas and conversations.
2. An interactive web site to promote understanding of ML/T through the dissemination of project information, communications, on-line course registration for professional development, and access to teacher resources and helpful links.
3. An on-line and hard copy monthly newsletter featuring ML/T ideas and implementation strategies occurring in district classrooms.
4. Power Point presentations with video clips of teachers and students to showcase ML/T ideas.
5. Presentations to school boards, area superintendents and administrative staff members, parent groups, local and state organizations interested in learning about ML/T.