Is it true what they say about learning

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Is it true what they say about learning?

• SREB Educational Technology
• Cooperative
• Jan. 17, 2002

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The drive to learn is as strong as the sexual
driveit begins earlier and lasts longer.
Edward T. Hall, anthropologist
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Implications

• Learning should be what you need when you need it
• Learning should be personal
• Learning should be social

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Information is Not Knowledge

• Information is a wonderful thing, but it is not
  knowledge. You wouldnt be educated if you
  managed to memorize the entire encyclopedia.
• You would just be weird.
• Historian David McCullough
• (from NSBE report)

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Technology Push Over the Years

• Overhead projector in every classroom (bowling
  alley??)
• Technology in special areas (language labs,
  science labs)
• Computer labs
• Technology for every professor
• Teaching with technology

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What to Teach/What to Learn?

• Computer literacybits and bites
• BASIClearn by programming
• LOGOcreative thinking and turtles
• CAIsoftware that moves with the child
• Special tools for contentscience, math
• Surfing the Web
• Creating Web sites

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The Killer Ap

• Teachers who
• know what the technology offers to help children
  learn better,
• understand how to use that technology as
  comfortably as they use other tools in their
  teaching toolbox, and
• help students identify and develop the unique
  skills associated with new media and technologies

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Learning about technology is Not instinctual

• 2/3 of K12 teachers feel not at all or somewhat
  prepared
• Only 23 of teachers feel well prepared and only
  10 very well prepared to teach with technology
  (NCES, 2000)
• Average training less than 8 hours

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We Wont Get What We Dont Pay For!

• 30 of tech budgets for professional development
  as goal
• 17 is the realityon average

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New Models for P12

• Project MEET in MA (www.doe.mass.edu/edtech/teache
  r/projectmeet)
• Maryland Technology Academy (http//cte.jhu.edu/te
  chacademy/)
• Louisiana INTECH (www.lcet.doe.state.la.us/laintec
  h/
• Online PD
• e.g. SREB Algebra
• Concord Consortium (www.concord.org)
• (e.g. Hands On Physics)

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Technology Training Model for Effective
Professional Development

• National Staff Development Council's Standards
  for Staff Development
• (www.nsdc.org)
• No More Drive By Staff Development!

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CONTEXT

• Learning communities
• Leadership
• Resources

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PROCESS

• Data-driven
• Evaluation to test value
• Research-based
• Multiple learning strategies
• Learning theory in practice
• Collaboration

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Keys to Success

• Mentoring
• Mentoring
• Mentoring
• Time
• Support

• Sharing
• Reflecting
• Visioning
• Re-visioning
• More Time

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The Faculty Challenge Crossing the Chasm
Late Majority
Early Majority
Innovators/Early Adopters
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The Chasm Challenge

• Different perceptions of
• risk reward!
• Innovators technology enthusiasts looking for
  the next new thing!
• Early Adopters risk takers looking for great
  gains or improvements from adopting innovation!
• Early Majority low risk preference the
  pragmatists want proof the innovation works
  and provides some improvement!
• Late Majority risk averse the conservatives
  only adopt when most colleagues have adopted the
  innovation!
• 
  (Moore Crossing the Chasm)

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Can Faculty Change? Yes, But

• Very consistent patterns
• Best Guess, Just-in-Case workshops have
  limited results
• Targeted, Just-in-Time, Just-as-Needed,
  one-on-one faculty support shows most promise
• release time and personal time with consultants
  (e.g. SW Missouri State)
• Student tech mentors (lots of examples)
• Teaming with other faculty (e.g. (K12/COE/ AS
  Triads , Columbus State, GA)

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Collaboration with P-12

• Teams for methods redesign
• ( U NE Lincoln)
• Training K12 supervising faculty along with
  higher ed and student teachers
• (TX Womens U)
• Build local P12 capacity
• U MO Columbia only 5 were tech-savvy--developed
  database training of local teachers
• St. Bonaventure put multimedia carts in local
  schools for student teacher use

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Collaboration with ArtsSciences

• Less activity/Great promise
• AS seek out SCDE as leader in tech
  implementation
• (e.g. Business, Engineering,Wichita State)
•  Collaborations (COE/AS/K12) for
  technology/course development
• (e.g. Kent State)
• Iowa State Toying with Technology

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NETWORKED LEARNING COMMUNITY
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CLASSROOMS BECOME NETWORKED LEARNING HUBS
Teachers and Students Become Collaborative
Learners
From Producer Driven Education To Consumer Driven
Learning
Personal Learning Portals
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Any Where, Any Time, Any Place, Any Pace
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Schools That Learn

• Mental modelswhat do we believe about how
  children learn? Content? Delivery?
• Personal mastery
• Team learning and reflection
• Shared vision and responsibility
• Mentor, collaborate, model 21st C skills

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Systems thinking
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We Are Educators, We Touch the Future
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• Kathleen Fulton
• National Commission on Teaching and Americas
  Future
• www.nctaf.org
• Kathleen_fulton_at_lycos.com