Project DIRECT II

Project DIRECT II:
Distance Innovations for Rural Educators using Communication Technologies

Project DIRECT II is a collaborative effort between (a) two professional development units in the University of Oregon’s College of Education (the Center for Advanced Technology in Education and the Oregon Writing Project); (b) two academic departments in Arts and Sciences (English and Journalism); and (c) six high need/high-poverty rural school districts. Teacher and administrator participants will engage in a high quality, intensive, two year professional development program designed to accommodate the unique instructional challenges and geographic isolation of educators in rural schools. Participants in Project DIRECT II will develop and teach evidence-based strategies for ensuring “college and career readiness” by improving students’ abilities to read, write, and learn from informational text. In addition, participating educators will learn to implement evidence-based strategies for effective online reading, writing, and research using digital tools and online resources.

For more information, contact Lynne Anderson.

Project SAIL

Project SAIL is a three-year development and evaluation effort of the Center for Advanced Technology in Education at the University of Oregon, the New Literacies Research Lab at the University of Connecticut, and four partnering school districts. The goal of Project SAIL is to develop, revise and pilot-test technology-based reading and learning strategies designed to improve online reading and studying by secondary students with learning disabilities. Project SAIL also proposes to develop, revise and pilot-test instructional materials and video-based, interactive, online learning modules designed to teach the strategies for online reading and studying to students with learning disabilities in middle and high schools. Project SAIL is a Goal Two IES proposal to the National Center for Special Education Research addressing item two under the topic Reading, Writing, and Language Development. This item requests proposals for “developing curricula, instructional approaches or strategies for teaching reading, writing, or language skills to students with identified disabilities.”

Research Questions 
Project SAIL is designed to answer the following research questions related to the strategies developed for online academic reading and the materials used to teach those strategies. 
  1. To what extent and in what ways do students with learning disabilities use online reading/learning strategies that help manage the online reading environment? 
  2. To what extent and in what ways do students with learning disabilities use online reading/learning strategies that promote use of eText supports? 
  3. To what extent and in what ways do students with learning disabilities use online reading/learning strategies to find, evaluate, synthesize, and share information on the web? 
  4. Given specific tasks for reading and using information online, what strategies or combinations of strategies for online academic reading/learning do students with learning disabilities use? 
  5. What are the factors that affect student use of strategies for online academic reading/learning and do they facilitate or inhibit student ability to benefit from this intervention? 
  6. Do the strategies for online academic reading/learning function as intended when used by students with learning disabilities in secondary level classrooms? 
  7. Do the materials designed to teach strategies for online academic reading (e.g., onepagers and online instructional modules) function as intended (i.e. adequately prepare teachers and students to use the strategies for academic assignments)?
For information, please contact Dr. Carolyn Knox.

The India Teachers Service Project

In 2009, the Center for Global Teaching and Learning (CGT&L) was instrumental in the formation of the first organizational affiliate of ISTE (The International Society for Technology in Education) in India, named ICIE (the India Council for Integral Education).

One CGT&L staff member works on the board of ICIE, which is located in Puducherry, India. In 2010, ICIE purchased 30 acres of land where it plans to create a teacher and pre-service teacher training facility. CG&L and the UO College of Education will continue to be involved as this teacher-training project grows.

In 2010, CGT&L and ICIE wrote the The Ringtones Student-Designed Learning Content for Mobile Devices Project proposal to develop two technology enhanced classrooms: one in the slums of Mumbai and one in the poor rural schools near Puducherry. This proposal was funded by Hewlett Packard’s Catalyst Initiative: The New Learner Consortium.

CGT&L is proud of its partnership with ICIE and plans to continue this collaboration in the future.

Center for Global Teaching Learning

CGTL: The Center for Global Teaching Learning

a new CATE initiative

CGTL intends to use emerging technologies — cloud computing, multimedia, synchronous and asynchronous networking, computer-based study environments, conceptual maps, immersive worlds, and other tools — to support learning, bridge the digital divide, and improve the use of technology for authentic teaching around the world.

CGTL empowers teachers and learners to use technology to:

  • facilitate communication and inter-group dialog;
  • evoke and share narratives of place and ethnography;
  • teach and learn across distance;
  • develop inquiry-driven studies of data and texts;
  • facilitate collaborative conceptual model building;
  • foster educational partnerships across regions or borders.

Specific projects include:

  • COPELLS Project: an NSF-funded (2009) collaboration with the national department of education (ILCE) in Mexico to provide richly enhanced online science modules for English Language Learners in Oregon middle schools;
  • India Council for Integral Education (ICIE): successful collaboration (2009) between CGTL and the Sri Aurobindo Society (Pondicherry, India) to create the first Indian affiliate organization of ISTE (the International Society for Technology in Education);
  • The India Teachers Service Project: a collaborative project (2009) with CGTL and ICIE to provide professional development in India for teachers using technology (in proposal stage);
  • Sakhalin/Siuslaw Partnership: international environmental education (2005-2008) (wild salmon habitat restoration — Sakhalin Island, Russia and Mapleton, Oregon school district);
  • AP Russian: online Russian language learning (2007-present; Irkutsk State Technical University; Russia);
  • Every Language in Every School: initiated in collaboration with the Irkutsk State Linguistic University in Russia to develop online classes for high school students who wish to study from a native speaking, Russian as a Second Language teacher, who is living in Russia. Key People: Tom Layton, Uladzimir Slabin.
  • Sapsikwala Resource Center: online resources for Native American educators (2008-present).

Contact: Carolyn Harper Knox, Ph.D.

CLIVE

The Center for Learning in Virtual Environments (CLIVE) at The University of Oregon is dedicated to research and outreach of the evidence-base emerging on the use of virtual environments for teaching and learning. The CLIVE research team is interested in discovering what works to best engage learners within virtual worlds and immersive environments. Finding appropriate design and teaching strategies within virtual environments for particular learning populations engaged with specific learning content is CLIVE’s mission.

Dr. Jonathon Richter, Director

Project DRAW

Title of project: Project DRAW: Digital Reading and Writing

Director/s : Dr. Lynne Anderson-Inman, Director and PI

Funding agency: U.S. Department of Education, Title II, Part A University School Partnerships for Improving Teacher Quality (through Teaching Research Institute)

Beginning – Ending Dates: 2006 – September 30, 2009 (need to check start date with Gale)

Description:
Project DRAW: Digital Reading and Writing was a three year literacy professional development project for teachers in 16 high need Oregon schools, funded through two separate grant awards (DRAW 1 and DRAW 2) from the Title II A University/School Partnership Program. DRAW I (2006-2008) included four school districts: Portland Public Schools, Nyssa School District, Molalla School District, and McKenzie School District. DRAW 2 (2007-2009) also included four school districts: Rogue River School District, Dayville School District, Myrtle Creek School District and Eugene School District.

In each district, an on-site Technology Teacher Consultant (Tech TC) (trained using funds from the Oregon Writing Project’s involvement in the NWP Technology Seed Grant Initiative) coordinated a variety of professional development workshops for participating teachers, planned in conjunction with the schools’ administrative leaders. Each Tech TC worked with teachers in two schools (one elementary school and one middle school) to enhance literacy instruction through technology-supported materials and strategies; defining problems and issues, creating local solutions, and celebrating successes. The range of professional development activities presented by the Tech TCs was diverse, and designed to meet the needs of the individual teachers and schools. The Tech TCs introduced teachers to a variety of literacy related software, online literacy tools, and strategies for effective lesson planning (e.g., Comic Life, Digital Storytelling, Delicious, Inspiration, Publishing, Research, Podcasting, Google Tools, I Touch Curriculum, Blooms Taxonomy, and Lesson Study.) With support from grant funds and the Oregon Writing Project our Tech TCs provided 33 hours of professional development activities at each site, for a total of more than 528 hours of teacher-to-teacher presentations.

Key people:

  • Dr. Lynne Anderson, PI and Director
  • Dr. Carolyn Knox, Coordinator
  • Peggy Marconi, Research Assistant

Collaborators/partners:

Partnering Districts:

  • DRAW I School Districts
    • Portland Public School District
    • Nyssa School District
    • McKenzie School District
    • Mollala School District
  • DRAW 2 School Districts
    • Rogue River School District
    • Dayville School District
    • Eugene School District
    • Myrtle Creek School District

Contact person: Dr. Carolyn Knox, Coordinator

Teachers Are Key

Project Title: Teachers are Key: Partnering with and Supporting Quality Computer Science Teachers within the Second Largest School District in the Country

Director: Joanna Goode, Ph.D.

Funding agency: National Science Foundation, Broadening Participation in Computing program

Beginning – Ending Dates: September 1, 2009 – August 31, 2012

Description:

This project focuses on building effective supports and a professional development system at a local and national level for computer science teachers. Many of these Los Angeles Unified School District teachers are new to computer science and are the lone teacher at their schools making professional development and support networks a necessity. This comprehensive support network will offer 1) continuous in-classroom teacher professional development supported by a district-wide CS coaching / peer-to-peer mentoring system, 2) on-going professional development workshops throughout the school year and 3) an on-line learning community. The programs designed and corresponding lessons learned will be disseminated nationwide as a guide and assistance for other school districts and universities. At the heart of these initiatives are strategies to recruit and retain traditionally underrepresented students into computer science courses.

Collaborators/partners: Jane Margolis, UCLA; Todd Ullah, LAUSD; Diane Watkins, LAUSD

Contact: Dr. Joanna Goode, Project Director