Conquering the Textbook Syndrome

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Conquering the Textbook Syndrome

• Melissa Dark
• K-12 Outreach Coordinator
• CERIAS, Purdue University
• 765.496.6762 dark_at_cerias.purdue.edu
• http//www.cerias.purdue.edu/education/K-12

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Workshop Overview

• Textbook Syndrome Defined
• Analogies 101
• Crafting Messages to Meet Your Goals
• Focus Groups
• Running Technology Campaigns
• Acceptable Use Policies

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Introductions

• Name
• Home
• School Position
• First or Favorite Technology Use
• What do you hope to get out of this workshop?

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If you dont know where youre going.Youll
probably end up somewhere else.---Yogi Berra
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North Star Activity

• Are we preparing kids for yesterday, today, or
  tomorrow?
• Do our schools currently focus upon the skills of
  the past---or the skills of the future?

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Points to Ponder 1

• Imagine that you have just received your teaching
  degree from Purdue. You are applying for a job
  in the Nampa School District, which has a strong
  reputation for being very "technologically
  oriented." Jobs within this school district are
  highly desirable and thus, very competitive.
• After your interview, the school superintendent
  asks you to clarify your ideas about technology
  integration by doing two things

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1 continued

• Groups of 4-5. Debrief the following---be sure
  to jot down notes/sketches so that you can share
  with the group.
• 1. Describe your definition of technology
  integration within an elementary or secondary
  school.
• 2. Illustrate how you would arrange your
  classroom resources to support an integrated
  classroom with 24-30 students.

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Textbook Syndrome Defined

• General Tendency to treat technology as
  textbooks.
• Horse-Automobile Analogy
• Purchasing
• Technical Support
• Availability
• Training
• Collective Perspective

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• Research shows that canned educational software
  does little to improve
• Students Thinking
• Technical Abilities
• Best Results
• Open-ended, performance based lessons use
  technology as a tool.
• Cooperative learning, Problem-based learning
  environments, relevant educational products.

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What is needed to do technology in this fashion?

• Hands-On Professional Development
• Desktops v. Laptops
• Move from spending money on educational
  softwareto spending money on educators.

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• On his 80th B-day, Thomas Edison was asked, What
  invention does the world need most today?
• His Answer The world doesnt need more until
  general intelligence has increased.so that we
  can operate what we have.

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Analogies 101

• Common Barriers face all tech integration.
• Best response? Prepared, relevant, and logical
  response analogy.
• In groups of 5, consider how you could create a
  response analogy for the following situations

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The board member who asks, Why do we need to
give students increased access to technology?
They already have computer class two times a
week. That should be ENOUGH!
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The veteran teacher who asks Why do I need
to learn this technology? Ive been teaching for
XX yearsand I never needed to know it before. I
can live without it!
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The hesitant teacherI dont mind learning the
technologybut Im not comfortable with the fact
that the kids know more than I do. What do I do
if they ask me a question?
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The Parent who statesWe should be putting
money into _________ and not spending it on
costly computers and technology!
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Crafting Messages to Meet Goals

• Dont Mess With Texas
• The best part of waking up
• Clear goals and measurable steps towards
  them.are supported by messages that are
• Simple
• Concise
• Relevant to the Target Audience

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Messages Should

• Hit an Emotional Chord
• Hearts first, minds second
• Acknowledge Busy People
• Contain a Stickiness Factor
• Distinguish from Opposition through
• Intelligent theme
• Relevant Perspective

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Message Development Activity

• Divide into groups of 3.
• Identify a tech integration plan or funding
  drive (technology-based).
• Work through the types of messages.
• Select a spokesperson to debrief.

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Message Debriefing

• BRIEF summary of organization or drive.
• Briefly describe message and supporting points.
• Identify the groups strongest message.

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Focus Groups

• Timing
• Note Taking
• Open-Ended Questions
• Presenting Options
• Discussing Scenarios
• Ongoing Communication
• Building a FAQ list

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Timing

• 3-5 sessions over a 2 month period.
• Individual sessionsshort
• 90 minutes MAX
• Comfortable environment
• Refreshments
• Correlation refreshments and participation ?

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Note Taking

• Large Print Newspads
• Dedicated note taker/transcriber
• Audio or Video Recording

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Open-Ended Questions

• Maintain an air of friendly, cooperative
  brainstorming.
• NO FINISHED PLAN.
• Unearth attitudes, opinions, questions PRIOR to
  hearing your plan.

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Sample Open-Ended Questions

• What should our schools focus on?
• What do you think are our districts
  strengths/weaknesses?
• What role do you see technology playing in our
  schools?
• What are the strengths/weaknesses of our current
  technology use?

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Presenting Options

• After discussion, present them with 3 to 4
  possible scenarios (one of which is your idea)
• Broad rangemaintain status quo to radical
  integration ideas.
• Provide written description, pros/cons, etc.

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Discussing Scenarios

• How does this scenario address the issues talked
  about earlier?
• How would this choice impact students, teachers,
  and tech support?
• What would participants need to know before they
  could choose this scenario?

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Ongoing Communication

• Conclude with SINCERE appreciation.
• Encourage continued participation.
• Create an open-dialogue.

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Building a FAQ List

• Go back over all questions, issues, concerns.
• Categorize in one list.
• Determine how YOUR idea addresses these areas.
• Draw comparisons between alternatives.
• Powerful tool to create BUY-IN.

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Debrief Focus Groups

• How can the use of focus groups benefit a school
  district?
• What are some possible pitfalls to their use?
• What are some of your personal concerns/thoughts
  regarding FGs?

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Running a Successful Technology Campaign

• Preamble
• Preparation
• 7 Constituents

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Preamble

• Be sure you know where you are going.
• Identify the specific CHANGE you want to make.
• Align your personal beliefs.

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Preparing for Battle

• Understand Objectives.
• Examine the REALITIES of your plan.
• Learn to speak/network with everyone
• Soccer mom to superintendent
• Develop Patience.

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The 7 Constituents

• Superintendent
• Midlevel Administrators
• Teachers, Teachers Union
• Parents, PTO, Students
• Community Leaders
• School Board
• Naysayers and Skeptics

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Battle Synopsis

• Be Prepared.
• Be Willing to Listen and Answer all stakeholders
  questions.
• Be ready to dig in for the long haul.
• Be open to compromise.

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Acceptable Use Policies

• AUP website

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Basic Classroom Internet Rules

• Supplement to the AUP
• Opportunity to discuss issues with students
• Clarifies expectations
• Great CYA technique
• Contractual Agreement

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Teachers Guidelines

• Discuss Rules/Consequences
• Supervise all of the time
• Review sites PRIOR to use
• If searching, teach the students how to search
  first.
• Protect privacy.

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Questions???