The Pure Vermont section of VTcite is a collection of links to Vermont projects and/or organizations that support the integration of educational technology. If you know of a web resource for a group or organization that is not listed here, please send an email to slathem@uvm.edu so it can be added.
A listing of Vermont educators who maintain educational blogs.
A blog and resource site maintained by Bjorn Behrendt.
Web site: http://www.askbj.net/cms/blog/1
Web Site: http://lucie.typepad.com/blog/
A listing of higher education organizations in Vermont that focus on educational technology.
Web Address: https://gradcenter.marlboro.edu/academics/mat/
The MAT qualifies licensed instructors in Vermont with the required Educational Technology Specialist endorsement.
Web Site: http://www.actioneducation.com/
We are a Field-based (off-campus) Graduate Program in Education
which began its alternative delivery in 1994 at Trinity College of
Vermont. In May, 2001, it moved to Southern New Hampshire University's
new Vermont Graduate Programs. The program occurs in school
communities, oftentimes in rural settings, recognizing the professional
educators working environment as a vital center of learning. The
program offers a Certificate of Professional Studies (C.P.S.), a Master
of Education (M.Ed.) and/or a Certificate of Advanced Graduate Study
(C.A.G.S.).
Web Address: http://www.smcvt.edu/graduate/programs/ged/lic_tech.asp
Saint Michael’s College Graduate Programs in Education has an approved
program that leads to licensing as an Educational Technology Specialist
for grades K-12.
Web Address: http://www.uvm.edu/~doe/curriculum/?Page=edtch.html&SM=requirementssubmenu.html
The Educational Technology Strand in the Curriculum & Instruction
Masters degree program provides an opportunity to pursue a master's
degree online and to concentrate studies to meet the Vermont
Educational Technology Specialist endorsement.
Listservs of interest to Vermont educators.
To join SCHOOL-IT list: http://list.uvm.edu/cgi-bin/wa?SUBED1=school-it&A=1
SCHOOL-IT is a list serv created by the Vermont Department of Education
to post topics of interest to Vermont teachers and education technology
specialists concerning the integration of technology in teaching.
This link takes you to the form where you can join the SCHOOL-IT list serv.
SCHOOL-IT Archive ... to see an archive of past SCHOOL-IT posts, go to:
http://list.uvm.edu/cgi-bin/wa?A0=school-it
Professional development resources for educators.
Web Link: http://vtcite.org/node/2042
This table provides a list of local professional development provides in specific areas of interest.
Web Address: http://www.uvm.edu/pt3/vt3
VT3 contains information about Vermont teachers who are using
educational technology in their classrooms to enhance, enrich, and
improve student learning. Using case studies of Vermont teachers in
elementary, middle, high school, and higher education, VT3 provides
stories of typical classroom teachers who will tell you about
themselves, their schools, and how they use technology in teaching.
VT3 also provides links to case studies of teachers outside Vermont
and includes resources that will help you learn more about using
technology in teaching and learning in practical ways.
VT3 is an outgrowth of the University of Vermont's Preparing
Tomorrow's Teachers to Use Technology (or PT3) 2000-2003 grant -- also
known as UVM's Technology FEAT. In this grant, UVM created a
partnership with the Burlington and South Burlington School Districts.
The case studies illustrated on this site showcase teachers from these
two districts and will expand over time to include teachers from
additional school districts.
For more information, please contact:
Sandy Lathem
University of Vermont
College of Education and Social Services
Burlington, Vermont 05405
Voice: 802-310-0374
Email: slathem@uvm.edu
This is the course module page. This is where instructors have placed
content for their modules including readings & assignments.
Research has shown that certain philosophical approaches to
educating students along with specific teaching strategies and
instructional models are much more conducive to effective use of
technology in the classroom. Teachers who tend to use a whole class
instructional approach, who teach the same information, concept or
skill to all the students in the same way at the same time often find
it difficult to integrate technology effectively. On the other hand,
teachers who individualize instruction, allow students to work in
collaborative groups, encourage students to find out for themselves
rather than be told, provide multiple opportunities and paths to
acquire knowledge, build on students past experiences, provide
authentic opportunities for learning and expressing what they have
learned, and use multiple forms of assessments have set the stage for
effective integration of technology.
During the next four weeks we will consider some (but not all) of these approaches to teaching and learning.
We will consider the philosophical approach called Constructivism.
We will also look at differentiated instruction, project-based
learning, and finally you will self select either learning styles &
multiple intelligences or using a station or centers approach to
organizing/managing the classroom. We will consider all of these
through the lens of effective and meaningful technology integration.
Throughout the four weeks, we will consider how the above mentioned
strategies and models connect or mesh with one another.
Each week I will assign several readings on a given topic. I will
also pose questions about the topic. These questions are intended to
stimulate your thinking. You are expected to react to the questions
each week in your blog.
You are also going to consider what types of resources on the given
topic would make a good addition to the portal. In other words, what
resources can you find that would be excellent to share with other
Vermont educators? These can be resources that you have used in the
past, have created yourself or have located on the Internet or in other
places. Of course, please be aware of copyright issues. Remember it
isn’t against copyright to give us a URL that points to an excellent
resource on the Internet. Although articles and essays on the topics
are acceptable I encourage you to locate other types of resources.
Consider simulations, videos, PowerPoint shows, lesson/unit plans,
worksheets & check lists, rubrics, etc. Each week you will send one
of these resources to the portal. Along with the resource you will
write a synopsis of the resource and justify why you believe it is both
useful and of high quality.
Finally, using the criteria that I will make available, you will be
asked to review three resources that other people have put on the
portal on the given topic. Each resource will juried by a maximum of
three people on a first come basis.
In summary, over the four week period you will react to the readings
each week on a different topic in your blog, submit four resources that
include a synopsis, and finally review twelve resources sent by other
people.
nformation Technology is always changing. Integrating it into the
curriculum implies change in instructional practice, which may or may
not be part of the natural disposition of the teacher or the
organization. Despite having technology available for over twenty
years, there are generally few significant examples of impact on
instruction. Why?
We will examine four parts of this question. What do we know about
change and adoption of new technology by people in organizations? Since
technology change is continuous, what do we know about how to create
processes for continuous change and improvement in organizations? What
are specific and necessary precursors to successful implementation of
technology in schools? What roles do leaders play in planning for
implementing change, and what can we do as technology leaders in
promoting change?
Throughout the late ‘90’s the integration of technology in
classrooms became a major focus of most public school technology
programs. Often times, schools approached the acquisition of technology
with all possible resources but failed to include solid practices of
professional development in their plans. This led to great technology,
often times cutting-edge, but little practical use for the methods by
which teachers would employ it with students. We have learned quite a
bit from those “early” days, (though less than ten years ago), and many
initiatives now make significant requirements for the inclusion of
professional development with any acquisitions of equipment. Still, we
have a ways to go. Schools still face significant issues in regards to
professional development and good integration of technology. Time,
teacher incentive, accessibility to technology, administrative,
community support, and a host of other issues continue to make
technology difficult to integrate for many teachers. We are seeing
change. As the teaching population grows younger and more “native”
technology users join the profession, the integration of technology
increases. Students to some degree drive change as well. Research has
shown that engagement and motivation go up when students are utilizing
good technology within the context of their learning. Initiatives such
as One-to-One computing are building more momentum around the country
as schools experiment with students having their own computers as a
learning device. At the same time that we struggle with these “school
issues”, the online possibilities for good teaching and learning are
exploding. Online tools for interactive learning, multimedia resources
for a wide variety of subjects and topics, streaming video,
communication and socialization tools, online cameras from every corner
of the world, manipulatives for Math and Science, and up to the minute
data streams combine to give us access to a dizzying amount of
information. These tools are powerful and contribute much to the
technology integration in classrooms. As we move forward with the
integration of technology at our schools it also becomes important to
assess the impact that it has as we go along. Assessment and its
careful consideration are powerful tools in developing what we teach
and when. Vermont, as well as some other states, have developed
specific sets of assessments for technology use. We’ll look at some of
that work here in this module. This 4-week module will explore some
questions around technology integration and the ways that we assess it
in the classroom. We will also look at and share ways in which some of
these powerful teaching tools and resources are utilized in your
schools. It is my hope that you share some of the ways that you employ
these resources with others in the group that are tackling similar
tasks from your teachers and staffs. There will be some guiding
questions to go along with each week as well as some readings to absorb
and reflect upon. Since many of you work every day with teachers in
your schools to integrate technology, there should be some stimulating
discussion around these topics. As in the other modules, as we move
through the 4 weeks, you will be expected to read and discuss as
indicated above, but you should also be looking within your own “bag of
tricks” to bring high quality resources and tools concerning technology
integration and assessment to our portal for all to review. You should
present the resource with a synopsis of it and some justification for
how you utilize it in the classroom or with teachers. As well as
reacting to the readings and posting some resources, you will be
reviewing some of the other postings as well and rating them according
to our criteria we developed at our initial meeting in Randolph on
March 29th.
A listing of Vermont professional organizations.
Web Address: http://www.retn.org/
RETN is a local producer and provider of media for learning in the
Champlain Valley community. RETN is a public service organization with
our media center located on the Saint Michael’s College campus in Fort
Ethan Allen in Colchester. All programs on RETN channels are produced
or selected locally, and all programs produced using RETN’s equipment
and facilities are designed for RETN cablecast and meet RETN policies
and procedures.
Web Site: http://www.techsavvygirls.com/
The Vermont Alliance for the Social Studies offers the products of
our recent projects. In partnership with the Regional Educational
Technology Network, we videotaped classroom activities and collected
resources.
Web Address: http://vermont.ascd.org/
Vermont ASCD is the Vermont chapter of the Association for Supervision and Curriculum Development.
Web Site: http://www.vcgi.org/
A web-based curriculum delivery and data collection system
specifically designed to meet the Vermont School Quality Standards
requirement for a Local Comprehensive Assessment System
Web Address: http://www.vermontdata.org/
The Vermont Data Consortium (VDC) is a statewide collaborative
delivering district-wide student information warehousing, data analysis
tools, and training for data driven decision-making. The function of
VDC is to ensure that Vermont school districts have cost effective,
timely, and accurate student information available to address school
improvement, and state and federal reporting requirements.
Visit the Vermont Historical Society for information and artifacts about Vermont.
Web Address: http://www.vitlink.org/
VIT is a statewide videoconferencing system that can save you time and
money. If you're tired of traveling to meetings and want to make the
most of your valuable time then VIT may be just right for you. VIT has
14 studios statewide which provides you with a gateway to all of
Vermont as well as the world. Since its inception in 1988, hundreds of
Vermont businesses and organizations have discovered the advantages of
VIT.
Web Address: http://www.vtmidi.org/
For ten years, the Vermont MIDI Project has fostered a community of
music educators, professional composer mentors, and pre-service
educators who encourage and support music composition for students.
Addressing composition in the curriculum for classroom music, theory
and composition courses, instrumental and vocal ensembles is being
achieved through a variety of activities.
Professional composers and other project participants critique
compositions in-progress and make suggestions about possible changes
and improvements. This work takes place in a respectful climate with
established protocols for this mentoring.
Resources for music composition are gathered and disseminated
through a variety of means: print handouts, interactive learning
network sessions, lecture/demonstration sessions, and in-school
residencies.
Since April 2000, the Opus events have been held each fall and
spring. The power of live performance by professional musicians has
become a driving force for students in the Vermont MIDI Project.
Teachers also encourage live performance of original compositions in
their own schools.
Since 1996, the project has provided residential summer
institutes where educators compose as well as learn technology. One
teacher remarked that he had never been asked to compose in his 30-year
career. "I have not been able to play (practice or perform) or listen
to ANY piece, since the institute, in my old way of doing things. I
have been given a new set of ears!”
The Vermont MIDI Project is a non-profit organization. If you are interested in more information, contact us:
Vermont MIDI Project
30 Steeplebush Rd.
Essex Junction, Vermont 05452
Phone: 802-879-0065
FAX: 802-879-3384
Email: Vermont MIDI Project
Web Address: http://vsla.info/
The mission of the school library media program is to ensure that all
students and staff are effective users of ideas and information." AASL
GOALS:
Web Address: http://www.uvm.edu/vsta/
The Vermont Science Teachers Association (VSTA), an affiliate of the
National Science Teachers Association (NSTA), is committed to
excellence in science curriculum and instruction in schools and
communities throughout the state.
The VSTA advocates for needed resources and staff development opportunities in elementary, middle-level, and high schools.
Ways in which the VSTA responds to this mission include:
The VSTA may work on targeted initiatives such as curriculum
frameworks, science teaching standards and assessment, use of
appropriate technology, science award programs, and interdisciplinary
learning.
Web Address: http://www.vermontsocialstudies.org/vssp/home.html
The Vermont Social Studies Project presents exemplary strategies and methods for implementing social science instruction in Vermont schools. In the project, a collaboration between VASS - Vermont Alliance for the Social Studies and RETN - Regional Education Technology Network, we sought to find and share methods, resources and philosophy related to development and implementation of curriculum on district as well as classroom levels.
Downloadable PDF files of lesson plans and curriculum building examples, as well as in-the-classrom videos are available here.
Web Address: http://vtmathcoalition.org/
The Vermont State Mathematics Coalition serves to improve understanding in mathematics education in Vermont.
The Young Writers Project builds interactive, multimedia Web sites
for schools, after-school groups and special projects. It also provides
Digital Learning courses and workshops for teachers. For more: http://ywpvt.net
Geoffrey Gevalt
Director, Young Writers Project
Champlain Mill
20 Winooski Falls Way, Suite #4
Winooski, VT 05404
802-310-0642
Vermont Information Technology Association for the Advancement of Learning
URL: http://homepage.vita-learn.org/Pages/index
VITA-Learn is a non-profit, charitable corporation whose mission is
to promote and support the use of Information Technology to transform
Vermont education through the provision of professional development,
training and networking opportunities. Its goals are to:
1. provide professional development opportunities in information technology to Vermont educators;
2. engage Vermont educators in the discussion and interchange of
ideas pertaining to the use of information technology at all levels and
in all subject areas;
3. encourage cooperative study of the challenges of using information technology in education
4. provide a forum for discussion and the development of local and
state policies regarding the use of information technology in
education;
5. foster partnerships; and
6. provide support to Vermont educators through financial resources,
publications and other activities that encourage and strengthen
regional support groups and organizations.
Membership in VITA-Learn is open to anyone interested in supporting
its goals. VITA-Learn is governed by a board of directors consisting of
30 members who represent Vermont's five regional groups, higher
education, professional organizations and business.
A listing of Vermont educational agencies.
Web Site: http://www.learn.vermont.gov/
Web Address: http://www.state.vt.us/educ/new/html/pgm_edtech.html
Vermont Education Service Areas (or ESAs) are regional partnerships between school districts or supervisory unions,
institutions of higher education (both educator preparation programs
and College of Arts and Sciences) and Service Providers.
The Purpose of ESAs is to increase student learning and improve schools
by providing high quality professional development to:
Download the attached .pdf file for contact information for each of the six ESAs in Vermont.
Riverdeep Learning Village for Vermont
http://rlv.education.vermont.gov
Learning Village is an online environment for instructional
development and collaboration. It has been built with your
instructional needs in mind.
Learning Village offers teachers an Instructional Organizer with
tools to create instructional materials and assessments that are
correlated to state and local standards. In addition, it provides
online collaboration and sharing for all the members of your learning
community.
For further information and assistance on VTDOE's Learning Village, contact Arlyn Bruccoli, Educational Technology / VTDOE’s Learning Village Administrator.