While the 2007 Technology Counts report (Education Week, 2007) notes impressive growth in access to technology in our schools, the nation’s overall grades are still not impressive. Schools' access to technology is a C, use of technology is a C+, and capacity to use technology is a C. A major challenge is supporting teachers to move beyond the use of technology to automate their traditional instructional practices. This model lesson immerses participants in an environment that builds links between learning, instruction, and technology (Dwyer, 1997). The session also makes explicit the connections between the elements of an effective learning environment as described by the National Research Council (NRC)(2000).

The model lesson will engage participants with concrete examples of using technology to implement research-based teaching strategies that support digital equity. Our goal is to create a lesson with a strong foundation in theory that also models practical ways of translating the theory into practice. With more that thirty years of K-16 teaching experience, the presenters have used theory to create a lesson that helps teachers use readily available technology tools to support an inclusive inquiry-based classroom. Both of the presenters currently use these tools in their own teaching.

During the model lesson, participants will take on the role of diverse learners to highlight how different technologies are used in making and explaining their predictions in a science inquiry lesson (TERC, 2004). A key teaching strategy of a knowledge-centered environment will be highlighted; an “emphasis on sense-making--on helping students become metacognitive” (NRC, 2000, p. 137). According to NRC the first step in sense making is for the learner to “use their own words, pictures, or diagrams to describe to a situation” (p. 137). During the model lesson participants will use multiple technology tools to support all learners in the process of sense-making.

The teaching strategies are appropriate for a variety of curricular areas and grade levels, including adults. There are multiple points of entry in this lesson that enable participants with a wide variety of technology backgrounds to gain practical information and ideas, making it possible for participants to replicate. In addition presenters will provide an extensive list of resources via a wiki to support participants' learning and application of these strategies beyond the conference.

By the end of the session participants will have
• used several technology tools (student response system, Alpha Smart, Reading II Pen, Google Images, Online English and International dictionaries, database, spreadsheet, graphic organizer software, and digital camera);
• used technology tools for engaging in metacognitive thinking, making predictions, gathering data, and making visible their thinking;
• been provided with formative assessment tools for use in professional development to improve classroom practices that promote digital equity;
• reflected on their experience;
• received an extensive list of resources.

Outline

10-Minute Introduction
Using LCD to provide an overview of the rationale for using inquiry (handouts available via wiki);
Highlight how current digital inequities can limit successful inquiry-based learning for some learners (handouts available via wiki);
Participants in the lesson will be asked to review their assigned student profile and the role the presenters are asking them to assume during the lesson. Once done reviewing profile but prior to doing the activity, participants will complete a two minute “Think Alone." Based on their assigned student profile, each of the participants will respond to series of sentence prompts; i.e. Comfort level with proposed inquiry lesson, previous experience with inquiry, and ways in which the lesson supports the learners’ strengths and/or areas of weakness. The participants will come back to these initial reflection during the closing.
Gallery participants will also be asked to complete a modified “Think Alone.” Half of the gallery participants’ will be asked to assess the model lesson using a formmative check-list based on the 12 constructivist behaviors developed of Brooks and Brooks (date). The other half will be asked to assess the model lesson using a checklist of teaching strategies incorporating recommendations by the ISTE Digital Equity SIG and other authors interested in digital equity. Instructions will also be provided via LCD.
20-30 Minute Teaching
Participants’ will complete a modified version of the lesson "Drops on a Penny" (TERC, 1994). This lesson was selected because it engages participants in inquiry–based learning, encourages making predictions and the generating and recording of data, uses easy to transport materials, can be modified to fit into the time frame of the session, and can be adapted for use with a multiple technology tools.

The lesson will start with participants making predictions and making explicit their thinking behind the predictions.

Following small group sharing participants will be able to modify their predictions and this will be recorded with either a response system or an online.

Next participants will enage in collecting data and recording it in an online spreadsheet.

Throughout the lesson various participants will make use of technology tools to support learners such as; a) software for creating graphic organizers; b) Web. 2.0 tools for organizing data and c) digital cameras to facilitate visual learning. Other participants will be cued to use the computer/LCD system to model literacy strategies for English Language Learners (Google images, online English & International dictionaries).

10 Minute Closing
During the 10-minute closing, 5 minutes will be allocated to a sampling of participants (ESL profile, learning difference profile, math anxious, profile, stereotypic gender roles) to share one item on their "Think Alone" and the use of technology modeled during the session. Another 5 minutes will be allocated to the gallery participants for their assessment of the lesson.
A handout will be provide for all participants linking each of the teaching strategies to an element of an effective learning environment as defined by the National Research Council (date) and supporting digital equity. Resources for using technology to support inquiry based instruction and digital equity will available via wiki.

Outline (for Model Lesson)

10-Minute Introduction
Using LCD to provide an overview of the rationale for using inquiry (handouts available via wiki);
Highlight how current digital inequities can limit successful inquiry-based learning for some learners (handouts available via wiki);
Participants in the lesson will be asked to review their assigned student profile and the role the presenters are asking them to assume during the lesson. Once done reviewing profile but prior to doing the activity, participants will complete a two minute “Think Alone." Based on their assigned student profile, each of the participants will respond to series of sentence prompts; i.e. Comfort level with proposed inquiry lesson, previous experience with inquiry, and ways in which the lesson supports the learners’ strengths and/or areas of weakness. The participants will come back to these initial reflection during the closing.
Gallery participants will also be asked to complete a modified “Think Alone.” Half of the gallery participants’ will be asked to assess the model lesson using a formmative check-list based on the 12 constructivist behaviors developed of Brooks and Brooks (date). The other half will be asked to assess the model lesson using a checklist of teaching strategies incorporating recommendations by the ISTE Digital Equity SIG and other authors interested in digital equity. Instructions will also be provided via LCD.
20-30 Minute Teaching
Participants’ will complete a modified version of the lesson "Drops on a Penny" (TERC, 1994). This lesson was selected because it engages participants in inquiry–based learning, encourages making predictions and the generating and recording of data, uses easy to transport materials, can be modified to fit into the time frame of the session, and can be adapted for use with a multiple technology tools.

The lesson will start with participants making predictions and making explicit their thinking behind the predictions.

Following small group sharing participants will be able to modify their predictions and this will be recorded with either a response system or an online.

Next participants will enage in collecting data and recording it in an online spreadsheet.

Throughout the lesson various participants will make use of technology tools to support learners such as; a) software for creating graphic organizers; b) Web. 2.0 tools for organizing data and c) digital cameras to facilitate visual learning. Other participants will be cued to use the computer/LCD system to model literacy strategies for English Language Learners (Google images, online English & International dictionaries).

10 Minute Closing
During the 10-minute closing, 5 minutes will be allocated to a sampling of participants (ESL profile, learning difference profile, math anxious, profile, stereotypic gender roles) to share one item on their "Think Alone" and the use of technology modeled during the session. Another 5 minutes will be allocated to the gallery participants for their assessment of the lesson.
A handout will be provide for all participants linking each of the teaching strategies to an element of an effective learning environment as defined by the National Research Council (date) and supporting digital equity. Resources for using technology to support inquiry based instruction and digital equity will available via wiki.

Supporting Research

Ashburn, E. A. & Floden, R. E. (2006). Meaningful learning using technology. What educators need to know and do. New York, NY: Teachers College Press.

Brooks, J.Q. & Brooks, M. G. (1993). In search of understanding. The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Carbo, M. (1995). Chapter One, Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.

Carbo, M. (1995. Barriers to good insturction. Chapter Two in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.

Carbo, M. (1995). A baker's dozen: Effective instructional strategies. Chapter Three in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.

Fosnot, C. T. (Editor) (1996). Constructivism: Theory, perspectives, and practice. New York, NY: Teachers College Press.

Gorski, P. C. (2003). Privilege and repression in the digital era: Rethinking the sociopolitics of the digitial divide. Race, Gender, & Class, 10(4), pp. 1-38.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

National Research Council (2000). How people learn. Brain, mind, experience, and school.Washington, DC: National Academy Press.

Pea, R. (Editor) (2000). Technology and learning. San Francisco, CA: Jossey-Bass.

Presenter Background

Dr. Vivian Johnson is an Associate Professor in the Graduate School of Education at Hamline University, St. Paul, MN. Dr. Johnson uses technology to enhance instruction in her face-to-face courses (Blackboard, Inspiration, etc), developed the curriculum for The Teaching and Technology Certificate Program (a 4-course graduate continuing studies certificate program for licensed teachers), has created courses ( Microworlds, Logo, NIH Image Processing) in a summer program for young women in grades 5-8, and is involved in technology-related professional development activities for K-16 teachers (Identify Changes, Exploring Possibilities and Developing Technology Skills (ICED), faculty development with faculty in the Graduate School of Education, NSF Integrated Instruction In-service Project,). She is a frequent presenter on the topics of technology integration and technology-related professional development at local (2002 TIES conference, state wide broadcasted keynote address for 1999 Minnesota Technology Week), regional (Midwest Education and Technology Conference 2002), and national conferences (NECC 2007, 2003, 2001, 1999, 1998, 1997).

Cara Hagen is an Education Technology Coordinator at TIES in St. Paul, MN. From 2004-2007 Cara coordinated the Keyboarding for Computer Applications K-8 additional licensure program and the Teaching and Technology Certificate at Hamline University’s Graduate School of Education, including teaching the courses in these programs both on campus and in a learning communities as well as acting as advisory to all students participating in either of these two programs. For eleven years Cara was the Technology Coordinate at Highland Catholic School, a K-8 parochial school in St. Paul, MN. She has presented on topics related to teaching with technology and technology integration at local, regional, and national conferences including Hamline University’s Summer Literacy Institute (2005), Minnesota Catholic Education Association (2005, 2007), TIES Educational Technology Conference (2006), and NECC (2007).