# data[].attributes.headline
The more our tech consultants can attend content area training the better--so that their support is true to the intent of each discipline area.

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The more our tech consultants can attend content area training the better--so that their support is true to the intent of each discipline area.

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I think the idea of consultants modeling and having teachers experience the power of technology is the best way to get true integration into the classroom.  

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I think the idea of consultants modeling and having teachers experience the power of technology is the best way to get true integration into the classroom.  

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A MS/HS district I work with has a technology coach and she meet with teachers to discuss tech issues and also how they are using tech in lesson formats - data, instruction, reflection.  They are learning a lot and everyone is willing to learn and try.  They are not hesitant to try technology with the support they receive and with their TLC coaches integrating technology.  It is not foreign any more or scary since there is support in place.

# data[].attributes.subject
A MS/HS district I work with has a technology coach and she meet with teachers to discuss tech issues and also how they are using tech in lesson formats - data, instruction, reflection.  They are learning a lot and everyone is willing to learn and try.  They are not hesitant to try technology with the support they receive and with their TLC coaches integrating technology.  It is not foreign any more or scary since there is support in place.

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Some resources for boots on the ground: Atomic Learning (each AEA person has their own account), Twitter, and Google+.

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Some resources for boots on the ground: Atomic Learning (each AEA person has their own account), Twitter, and Google+.

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Teachers, especially elementary teachers, are learning SO much right now in terms of curriculum, instruction and assessment. Technology HAS to make that learning/implementing easier and not an added burden.  They are overwhelmed.

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When working with families, parents often take videos to show new skills/ child progress.
With providers, videos and websites can be used as a teaching tool to support and empower caregivers to build new skills to use with their child/children.

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In my experience, technology has been used to accommodate for some type of barrier (e.g., fine motor, language, reading disability, etc.) to demonstrating knowledge on tasks in the classroom that "typical" peers are completing. 

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In my experience, technology has been used to accommodate for some type of barrier (e.g., fine motor, language, reading disability, etc.) to demonstrating knowledge on tasks in the classroom that "typical" peers are completing. 

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What would kids say about utilizing tech tools for instruction? How do they want support and/or instruction?

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What would kids say about utilizing tech tools for instruction? How do they want support and/or instruction?

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Adds opportunities for differentiating for adults by offering choice in many areas, additional practice. Provides a model that adults can then translate to their own practice. 

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Adds opportunities for differentiating for adults by offering choice in many areas, additional practice. Provides a model that adults can then translate to their own practice. 

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We can empower teachers and paras to consider the power of the tool. This can enhance high quality good instruction and interactions. It can increase the # of interactions and corrective feedback. 

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We can empower teachers and paras to consider the power of the tool. This can enhance high quality good instruction and interactions. It can increase the # of interactions and corrective feedback. 

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With blended options, we would expect to see additional reduction of teachers and AEA staff travelling for PD - driving could be reduced.

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With blended options, we would expect to see additional reduction of teachers and AEA staff travelling for PD - driving could be reduced.

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It looks like a combination of explicit instruction of technology use as well as embedding technology in provided PD as a model of quality integrated instruction.

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Thinking differently about the potential for learning to be anytime, anywhere.  

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Thinking differently about the potential for learning to be anytime, anywhere.  

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It is hard to divide good instruction from a great teacher among lots of kids that need just in time teaching, AND easy to multiply good instruction with technology.

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It is hard to divide good instruction from a great teacher among lots of kids that need just in time teaching, AND easy to multiply good instruction with technology.

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Modeling in PD ways to use technology to engage learners---through choice, differentiation, etc.

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Modeling in PD ways to use technology to engage learners---through choice, differentiation, etc.

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projectors, computers, phones, apps - those tools we use in our daily lives are integrated into the learning process - a joint journey in learning where students are engaged in learning with others through collaborative tools and face to face conversations.

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In Early ACCESS, tech integration is more with providers, using it as a teaching/learning tool themselves. Nice handout on embedded interventions through a tiered system (sort of): http://fgrbi.fsu.edu/handouts/approach4/Tip%20SheetEmbedding.pdf

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In Early ACCESS, tech integration is more with providers, using it as a teaching/learning tool themselves. Nice handout on embedded interventions through a tiered system (sort of): http://fgrbi.fsu.edu/handouts/approach4/Tip%20SheetEmbedding.pdf

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We are models of what good instruction looks like and so incorporating technology into our instruction for adults will help them understand how to do the same in their classroom. This includes modeling good presentation skills. :)

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We are models of what good instruction looks like and so incorporating technology into our instruction for adults will help them understand how to do the same in their classroom. This includes modeling good presentation skills. :)

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Boots leave a substantial footprint - more so than simply shoes.  Boot prints stay longer and have a more lasting impression.  In selecting boots for the prescribed hike, we need to fully understand the expectations of the hike and be able to generalize applications of the boot to the task at hand. 

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Boots leave a substantial footprint - more so than simply shoes.  Boot prints stay longer and have a more lasting impression.  In selecting boots for the prescribed hike, we need to fully understand the expectations of the hike and be able to generalize applications of the boot to the task at hand. 

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It looks like use of technology to support learning.

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It looks like use of technology to support learning.

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We are offering an online learning team specific to secondary math.

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We are offering an online learning team specific to secondary math.

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working with teachers to see the use of technology for practice with feedback (when practice is needed but not instructional), exploration of grade level content, and part of targeted instruction based on need (ST math and Dreambox)

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At this time we need to work on how technology is tied to good instruction.

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At this time we need to work on how technology is tied to good instruction.