Instructional+Technology+with+Marzano's+Strategies

toc There are 2 editions of the book, "Using Technology with Classroom Instruction that Works". The first edition was published in 2007 while the updated 2nd edition was published in 2012.
 * Instructional Technology with Marzano's Strategies **

I. Setting Objectives
In the text, setting objectives helps students focus their learning. Teachers should help students to personalize their learning. Although goals should be focused, they should not be too narrow.
 * ** 2007 Edition **- Microsoft Word, Kidspiration, Inspiration, Survey Monkey, Rubistar Online Rubric Builder
 * ** 2012 Edition **(Ch. 1) - GoogleDocs, Inspiration, MindMeister, Survey Monkey, Rubistar, Microsoft Readability Check, eClicker, Microsoft Word with Track Changes
 * ** 2012 Edition **(Ch. 1) - GoogleDocs, Inspiration, MindMeister, Survey Monkey, Rubistar, Microsoft Readability Check, eClicker, Microsoft Word with Track Changes

__Additional Resources for Setting Objectives__ >
 * **Popplet** iPad app - Graphic organizer tool
 * **Educreations** Digital Dry Erase board app
 * **Kidblog** Type Objectives into posts and directions (Example at KES Kidblog - @http://kidblog.org/WritingatKES )

II. Providing Feedback
According to "Using Technology with Classroom Instruction That Works", feedback should be "corrective in nature, timely, and specific to criterion. Students can provide some of their own feedback."

Listed below are some programs, websites, and apps that would be appropriate for providing feedback.
 * ** 2007 Edition ** - Microsoft Word with Track Changes and Inserted Comments, CPS's Histogram, Instructor Summary, Question Report, and Study Guide, www.mathplayground.com, blogs, wikis, email, instant messaging, video conferencing,
 * ** 2012 Edition ** (Ch. 1) - GoogleDocs, Inspiration, MindMeister, Survey Monkey, Rubistar, Microsoft Readability Check, eClicker, Microsoft Word with Track Changes

__Additional Resources for Providing Feedback__
 * **Class Dojo** website and/or app
 * Immediate feedback to students in web-based quiz and review tools, such as **Kahoot!** and **Socrative**
 * Replying to students' comments and posts in **Kidblog**
 * **Socrative**
 * **Google Forms**

III. Providing Recognition
Rewards don't quite have a negative affect on intrinsic motivation. Rewards that are rely on levels of performance of some standard are the most effective. Intangible recognition is more effective than concrete rewards.
 * ** 2007 Edition ** - Certificate of Recognition from Microsoft PowerPoint, Print Shop Deluxe, Wikis, Blogs, and other sites to publish student work, www.printablecertificaterewards.com,
 * ** 2012 Edition ** (Ch.2) - Google Docs Spreadsheet, Microsoft Excel, Survey Monkey, Micropoll, Web20Badges.com

Additional Resources for Providing Recognition
 * **Edmodo** - Badges can be awarded to students for specific actions
 * **Class Dojo** website and/or app
 * **BigHugeLabs** website for creating many printable documents of many kinds that can be used to motivate and recognize students' effort.
 * **Kidblog** - Visible teacher replies to student comments or blog posts

IV. Cues, Questions, and Advance Organizers
These should focus on important information to the standard. High order questions and advance organizers yield deeper learning. Advance organizers really show their value with information that isn't well organized on its own. Taking advantage of "wait time" before accepting student answers produces deeper answers. Questions before a learning experience set the stage for students.


 * ** 2007 Edition ** - Cueing with Kidspiration, Organizers in Inspiration, Inspiration's Rapid Fire tool, Stellarium open source planetarium software
 * ** 2012 Edition ** (Ch. 4) - Inspiration, Inspiration with Rapid Fire, Drawing App on iPad, Star Chart

Additional Resources for Providing Cues, Questions, and Advance Organizers
 * **Bubbl.Us** - Online graphic organizer with rapid fire capability
 * **Google Earth** - 3D model of the Earth with searchable locations, articles linked to their location, and Google Sky, Google Moon, Google Mars built-in
 * **Microsoft Word** and **PowerPoint** documents for student use; given as a frame to begin organized learning, not simply presented from teacher station
 * **Popplet App** in iPad

V. Nonlinguistic Representations
The purpose is to elaborate on knowledge. Use these to represent knowledge. Students can create a physical model of abstract knowledge. Pictures, pictographs, and kinesthetic activities can be used to represent knowledge.
 * ** 2007 Edition ** - Data from USGS turned into a graph in Excel, Kidspiration's Vocabulary Word template, Graphic Organizer made in Microsoft Word, Time Sequence Pattern Organizer in Inspiration, Process Chart/Cause-Effect Organizer in Microsoft Word, Graphed data in Vernier Logger Pro, Digital images from Proscope digital microscope, Video from Proscope, TIme-Lapse movie on Plant Growth
 * ** 2012 Edition ** (Ch. 5) - AudioNote, PaperDesk, Seismic Data from US Geological Survey, Microsoft Excel, Wolfram Alpha Chart, Gapminder, Pasco SPARKvue, ProScope Digital Microscope, TIme-Lapse Movie, Kidspiration's "Vocabulary Word" template, Bubbl.us, Inspiration, Microsoft Word, Visuwords, Google Earth's Ancient Rome Layer, Google Sketchup, PowerPoint, Animation/Stop Motion software/app, simulation from National Library of Virtual Manipulatives, ExploreLearning's Mouse Genetics Gizmo

Additional Resources for Nonlinguistic Representations
 * Google Earth - Layers and data
 * Digital Still Images from **DiscoveryEducation**, **Wikipedia**, and classroom document camera
 * Videos from **DiscoveryEducation**, **YouTube** and classroom document camera
 * Time-lapse video from **DiscoveryEducation**, **YouTube** and classroom document camera
 * Online Virtual Manipulatves for Math - **McGraw-Hill VM**, **Houghton-Mifflin iTools**, **Mr. Nussbaum's Mobile Math**, and **DreamBox Teacher Tools**

VI. Summarizing and Note Taking
To be effective, students must delete some and keep some information. To do this, students need to analyze the information deeply. Awareness of the structure of the information can be a significant aid in the process.
 * ** 2007 Edition ** - Microsoft Word's Track Changes, Definition Frame Template in Inspiration, Combination Notes in PowerPoint, Kidspiration
 * ** 2012 Edition ** (Ch. 6.) - Microsoft Word's Track Changes and Notebook Layout, Kidspiration, Webspiration, PowerPoint, Wordle

Addtional Resources in Summarizing and NoteTaking
 * PDF programs with the ability to annotate - **Preview** on Mac, **Adobe Acrobat Reader** for PC/Mac, **PaperPort** **Notes** for iPad
 * AutoSummarize in **Microsoft Word** - @http://office.microsoft.com/en-ca/word-help/automatically-summarize-a-document-HA010255206.aspx
 * **ReWordify.com** - Changes difficult text into simpler text
 * **Actively Learn**

VII. Cooperative Learning
Organizing groups by ability should be __rarely done.__ Cooperative groups should be small in size and use consistently, but not overly so.


 * ** 2007 Edition ** - Collaborative Rubrics, JasonProject, Website building, Shared Calendars, Social Bookmarking, like Diigo and Symbaloo; Web-enabled Multiplayer Simulation Games
 * ** 2012 Edition ** (Ch. 3) - Glogster, Syncpad

Additional Resources for Cooperative Learning
 * **Edmodo** - Find other classes in your town or across the globe; Work in small groups
 * Collaborative documents with real-time multi-user writing such as **Google Docs**, **Google Sheets**, and **Google Slides, ****Office 365** and **TitanPad**
 * **Minecraft**

VIII. Reinforcing Effort
Not all students understand the importance of effort. Students can learn this belief.
 * ** 2007 Edition ** - Microsoft Excel Progress chart, SurveyMonkey
 * ** 2012 Edition ** (Ch. 2) - Google Docs Spreadsheet, Microsoft Excel, Survey Monkey, Micropoll, Web20Badges.com

Additional Resources for Reinforcing Effort
 * **PowerSchool** - With the exception of kindergarten students in our district, all students can login to PowerSchool to check their own progress by using their lunch number as the username and first initial capitalized, last initial capitalized, and last 4 numbers of their state issued PIN.

IX. Identifying Similarities and Differences
Explicit guidance in identifying similarities and differences enhances their understanding of knowledge. Requiring students to independently search for similarities and differences also does. The creation and use of graphic representation of those similarities and differences further enhances their understanding.
 * ** 2007 Edition ** - Classification tables in Microsoft Word, Comparison spreadsheet in Microsoft Excel, Classification templates in Kidspiration, Graphs in Vernier Logger Pro
 * ** 2012 Edition ** (Ch. 8) - Classification activities in Google Docs and Microsoft Word,

Additional Resources for Identifying Similarities and Differences
 * Weather Vs. Climate - **Online Text** and **WunderStation** App for iPad
 * Texts from different online sources - **Worldbook Online, NewsELA, PebbleGo, National Geographic Young Explorer, TimeForKids, TumbleBooks, National Geographic Kids, Library of Congress **

X. Homework and Practice
The amount of homework assigned should be determined by student's grade. Parent involvement should be kept to a minimum. The reason for homework needs to be understood by the students. Homework should be commented on by the teacher.
 * ** 2007 Edition ** - Practice activities in Microsoft Excel
 * ** 2012 Edition ** (Ch. 7) - BattleGraph PowerPoint Game, Writeboard,

Additional Resources for Homework and Practice
 * **K-2 CCSS Math Links**
 * **3-5 CCSS Math Links**

XI. Generating and Testing Hypothesis
Generating and testing hypotheses should be done in either an inductive or deductive manner. Teachers should ask students to explain their hypotheses and conclusions
 * ** 2007 Edition ** - Interactive Spreadsheets in Microsoft Excel, Digital probe activities with Vernier equipment and Logger Pro, Making History multiplayer strategy game
 * ** 2012 Edition ** (Ch. 9) - Cause analysis in Inspiration, Digital probe activity

Additional Resources for Generating and Testing Hypothesis
 * STEM projects
 * Online science simulations - **PhET Simulations**, **BBC Science Clips**, **Lawrence Hall of Science**, **EdHeads**

Pitler, H., Hubbell, E., & Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
 * Books Referenced by this page**

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD. - See more at: http://www.mcrel.org/products-and-services/products/product-listing/01_99/product-24#sthash.t7fr6alK.dpuf