Technology Implementation:

1
Technology Implementation
Through Curriculum Enhancement, Professional
Development, Innovative Technology Assessment
and Student Involvement

• Created by
• Brock
• Sonia
• Michael
• Nancy
• Note To exit the program, press the esc key
  on your keyboard

2
Table of Contents

• General Introduction --Technology Implementation
  (Brock)
• Introduction
• Purposes/Objectives
• Implementation
• Limitations

• Technology Implementation Through Professional
  Development (Sonia)
• Introduction
• Purposes/Objectives
• Implementation
• Resources
• Limitations

• Technology Implementation Implications for
  Planning and Assessment (Matthew)
• Introduction
• Purposes/Objectives
• Implementation
• Resource Requirements
• Evaluation
• Limitations

• Technology Implementation Through Student
  Involvement (Nancy)
• Introduction
• Purposes/Objectives
• Implementation
• Testimonials
• Resource Requirements
• What the research says
• Limitations

• Additional Information (All)
• Ensuring Equitable Access
• Assessment
• Overlapping Issues
• Fast Facts (the Digital Divide)
• Conclusions
• Internet Web Links
• References

3
Curriculum Enhancement Introduction

• Technology Education
• Students should learn about, understand, and use
  technology to enrich their lives, expand academic
  opportunities, and provide critical employment
  skills for entering the workforce of global
  economy.
• Using Education Technology
• School districts and school leadership must
  support federal programs that help train teachers
  and other school personnel in the use of
  technology tools to improve teaching and
  learning.
• Fact Statistics released by the U.S. Department
  of Education in April 2000 found that less than
  35 of teachers felt they were well prepared or
  very well prepared to use technology
  effectively.

4
Curriculum Enhancement Purposes/Objectives

• Creating a high school environment that provides
  opportunities to effectively use technology in
  the classroom
• The National Education Association (NEA)
  identifies three important aspects to the use of
  technology in education http//www.nea.org/technol
  ogy/
• Technology Education
• Using Education Technology
• Access to Equipment
• Shared Leadership
• In Cultivating Leadership in Schools (2001),
  Donaldson presents a leadership model that
  suggests that an organization can act to
  accomplish goals more successfully than
  individuals alone.
• With advances in technology occurring at a
  phenomenal rate, successful leaders will take
  advantage of all learning opportunities.
  Students, teachers, and volunteers a like may
  take leadership roles while exploring
  technological programs.
• Teaching with technology
• Successful teachers recognize that technology
  mediums are merely tools that can increase
  student learning.
• With effective training and resources, teachers
  can utilize technology as a resource to
  supplement student learning, and energize a
  classroom.

5
Curriculum Enhancement Implementation

• There are two major approaches to using media
  and technology in schools. First, students can
  learn from technology, and second, they can
  learn with technology. Learning from is
  often referred to as instructional television,
  computer-based instruction, or integrated
  learning systems. Learning with technology is
  referred to in terms such as cognitive tools and
  constructivist learning environments.
• Source http//www.athensacademy.org/instruct/tech
  /reeves0.html
• In the Classroom
• After developing a learning climate that supports
  technology, the responsibility of using the
  technology effectively resides with the classroom
  teachers.
• How teachers implement the use of technology is
  their classroom determines how positive the
  effect technology will have on student learning.
• The next step...
• With the added pressure of budget cuts and
  impatient school boards, successful principals
  will follow two steps in addition to the NEA
  guidelines.
• Gather information about successful programs at
  similar schools and use those programs as models.
• Develop an assessment plan to determine if
  technology strategies are working within the
  school.

6
Curriculum Enhancement Limitations

• Resources- Creating lesson plans that use
  technology mandates that students have access to
  the appropriate equipment. This equipment
  (hardware or software) is not always available or
  working properly. Teachers must remain flexible
  with plans.
• The Internet is the greatest information resource
  in the history of man. However, it also presents
  risks of exposure to inappropriate and inaccurate
  content.
• A professor at Southern Colorado University found
  that only 27 of the Web sites used by middle and
  high school students in his study used for
  research were considered reliable sources of
  information. (source www.nea.org/technology/ )
• Everyone in agreement?
• While most parties currently support the
  technology boom in schools, there remain
  skeptics.
• In an Atlantic Monthly article entitled The
  Computer Delusion began with the following
  sentence There is no good evidence that most
  uses of computers significantly improve teaching
  and learning, yet school districts are cutting
  programs- music, art, physical education - that
  enrich childrens lives to make room for this
  dubious nostrum(Oppenheimer, 1999, p.45).

7
Professional Development Introduction

• Thanks to generous contributions from businesses,
  schools are acquiring computer hardware at a
  rapid pace. The upkeep of educational technology
  has likewise taken over a considerable portion of
  school districts budgets. But with all the money
  being spent on hardware, software, and wiring,
  schools have forgotten to invest in the most
  important part of educational technology, the
  human infrastructure.

8
Professional Development Purposes/Objectives

• Identification of the major shortfalls within
  teacher technology training must be identified so
  that..
• Successful teacher technology training practices
  can be analyzed and..
• Solutions to teacher technology training problems
  can be proposed

9
Professional Development Implementation

• In 1999, the National Center for Education
  Statistics (NCES) surveyed teachers about their
  use of education technology in their classrooms
  and schools. It found that although half of the
  teachers who had computers or Internet available
  in their schools and used them for classroom
  instruction, only one-third of those reported
  feeling well or very well prepared to use them as
  such (U.S. Department of Education, 2000).
• Ironically, the less experienced teachers
  reported that they felt well or very well
  prepared to use educational technology with
  greater frequency than their more experienced
  colleagues.
• Most teachers in the well prepared category cited
  independent learning, college or graduate work,
  followed by professional development activities,
  had prepared them to use technology. (U.S.
  Department of Education, 2000)
• Lack of quality professional development
  opportunities is often cited for lack of
  technology competency. When training is offered,
  very seldom is follow-up support provided to show
  how to integrate the new skills into the
  curriculum (Mouza, 2002-2003).
• The types of activities most often offered during
  technology training professional development
  are training on software applications, the use
  of the Internet, and the use of computers and
  basic computing (U.S. Department of Education,
  2002).
• Technology-oriented professional development was
  available for 91 of teachers in schools with
  low minority enrollments (6-20 ) compared
  availability for 81 of teachers in schools with
  50 or higher minority enrollment (Ibid).

Continued
10
Professional Development Implementation (cont.)

• In order for quality technology-oriented
  professional development to take place the focus
  needs to be more than skill-based training.
  Technology integration training must also be
  provided. (Mouza, 2002-2003)
• Effective technology training involves multiple
  support levels in which colleagues and
  administrators, along with the training
  professional provide support to the teacher-
  in-training. (Mouza, 2002-2003)
• Effective technology training is organized around
  real classroom situations and provides outside
  resources as well as in-classroom-assistance
  while teachers attempt to implement the new
  practices. (Mouza, 2002-2003)
• Professional development requires time and money,
  both of which district Technology coordinators
  are realizing are even more important than the
  hardware. (Miller, 1997)
• The federal Office of Technology Assessment
  suggests that 30 percent of the nations
  education technology spending should be devoted
  to teacher training. Likewise, State Departments
  of Education are requiring districts to spend at
  least 30 percent of technology budget on
  training. (Miller, 1997)
• Federal technology grant programs are requiring
  applicants to include a training aspect in their
  grant proposals. (Miller, 1997)

11
Professional Development Resources

• Regional education laboratories and regional
  technical assistance centers funded by the U.S.
  Department of Education provide direct training,
  advice or referrals.
• The International Society for Technology
  Education works with districts and education
  agencies to help them develop technology-oriented
  professional development activities.
• ISTE also sponsors the Academy for Technology
  Leadership, training designed for district
  technology coordinators and other administrators.
• Train the trainers programs train groups of
  teachers who are then sent out to train other
  teachers. One districts nationally recognized
  technology implementation model has a training
  component which includes a commitment to give
  mentor teachers a year away from their
  classrooms in order to train other teachers.
• For-profit companies such as Tele-Communications,
  Inc. one of the nations largest cable
  television companies, also has an educational
  technology training subsidiary called ETC
  education, training and communications.
• (Miller, 1997)

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Professional Development Limitations

• Budget restrictions
• Time away from the classroom for initial and
  follow-up training.
• Adequate time for teachers to discuss technology
  issues and how to integrate technology use into
  the curriculum.
• Technology support staff and/or technology
  coordinator is needed.

13
Planning Assessment Introduction

• For much too long, weve waited for standards
  and expectations for our school administrators to
  reflect the presence of technology in schools and
  in our society. Ensuring sophistication with
  technology among leaders in our schools will
  ensure that we better prepare our students for
  their futures and that we effectively and
  efficiently manage the entire enterprise that is
  schooling. Don Knezek, Director TSSA
• Educational leaders ensure that curricular
  design, instructional strategies, and learning
  environments integrate appropriate technologies
  to maximize learning and teaching.
• Technology Standards for School Administrators
• Leadership and Vision
• Learning and Teaching
• Productivity and Professional Practice
• Support, Management, and Operations
• Assessment and Evaluation
• Social, Legal and Ethical Issues
• Educational leaders use technology to plan and
  implement comprehensive systems of effective
  assessment and evaluation.

14
Planning Assessment Purposes/Objectives

• Develop a list of basic technology competencies
  for students and include them as part of high
  school graduation requirement.
• Include computer programming courses in district
  curriculum.
• Include sample assignments as part of curriculum
  for every course.

15
Planning Assessment Implementation

• Make It Happen-- Ways Principals Can Promote the
  Use of Technology
• School provided email addresses for teachers,
  staff and students.
• Communicate with staff and parents using email
  whenever possible.
• School Web Site Developed and Updated Regularly.
• Establish Technology Competency Committee
  comprised of administrators, teachers, and
  students to develop and promote the use of
  technology in the high school.
• Professional Development Programs on Technology
  Available to Teachers.
• Submit grant requests to help with the cost of
  new computers and computer software.
• Lead By Example - be aware of the technology
  competencies and comfortable using technology in
  the everyday operations of the high school.
• Data - Driven Decision Making Use of data and
  resources available to evaluate and analyze
  school capacity and readiness for implementation
  of various programs.
• Instructional Strategies
• Use of the internet to design lessons appropriate
  for all learners.
• Use of books on tape for students with dyslexia
  and other learning disabilities.
• Incorporate videos as part of lesson plans in the
  humanities and social sciences.
• Regular class trips to the school media center in
  all classes.
• Interactive white boards in the classroom.
• Use of geometer sketch pad in math classes.
• Web sites for each course that contain
  assignments, links and a course outline.

Continued
16
Planning Assessment Implementation (cont.)

• Basic Technology Competencies
• Use formulas when creating a spreadsheet.
• Insert a picture into a word document.
• Use various search engines on the Internet to
  locate information.
• Build a database.
• Create a web site.
• Use various forms of multimedia to present
  information.
• Computer Courses
• Introduction to Computer Programming
• AP Computer Science
• JAVA
• Info Systems
• Sample Assignments
• U.S. History classes participating in a Model
  United Nations Program with other students
  throughout the world using the Internet.
• Calculus classes using a TI 89 graphing
  calculator to study volumes of solids of
  revolution.
• Video Production classes using an animation
  program to build a movie.

17
Planning Assessment Resource Requirements

• Learning Environments
• Television, Computer, VCR or DVD player, Focus
  Box and Internet Access in EVERY classroom.
• Graphing Calculators and Overhead Projection
  Screens available for math teachers.
• Electronic scales, high strength microscopes and
  probes in all science labs.
• New tools for industrial arts and home economics
  classes.
• Digital Cameras for Photography Classes.
• Up to date computer labs located throughout the
  building.
• Email communication with students, teachers,
  parents and school staff.
• Distance Learning Professional Development.

A sample of student work from a history course
introducing the unit on the Italian Renaissance.
Students took their own faces and using
photo-editing software, placed themselves into
the paintings. Students researched the painters
and paintings and as a final project made
Mothers Day cards from their work. The project
was team taught between the art teacher, TLC
student, and history teacher.
18
Planning Assessment Evaluation

• Evaluation of Student Performance
• Use of Electronic Portfolio to evaluate and
  assess student understanding of basic computer
  competencies.
• Videos, Web sites and Power Point presentations
  employed as alternate forms of assessing student
  progress.
• Use of New Anti-Plagiarism Software to detect
  student work that may not be authentic.
• Student course registration, progress reports and
  report cards available online.
• Evaluation of Teachers
• Classroom visitations recorded and evaluation
  reports done using laptop computers. Objectives
  and lesson plans emailed to administrator or
  downloaded from class web site beforehand.
• Use of Technology in the Classroom encouraged and
  noted in review of teachers.
• Specific goals involving the increased
  integration of technology set for all teachers.
• Basic Technology Competencies developed for
  teachers.
• Mastery of Technology Competencies rewarded with
  stipend and use of laptop computer.
• Evaluation of Principals
• Basic Technology Competencies developed for
  administrators.
• Number of students and teachers who have
  demonstrated a mastery of the competencies.
• Attend Professional Development Workshops on the
  Integration of Technology into a high school.

19
Planning Assessment Limitations

• Lack of resources including but not limited to
  equipment, personnel and funds.
• Staff resistance.
• Student use of the internet to plagiarize papers
  and other projects.
• Administrative Issues That Effect the Integration
  of Technology

Got a GLITCH on your computer???
20
Student Leadership Introduction

• The introduction of complex technological
  infrastructure is leading many schools to create
  new roles for students not only as managers of
  the technology but also as teachers and mentors
  to other members of the school community.
• Students learn how to serve as teachers of
  technology for other members of the school
  community. In addition to making the community a
  richer and smarter place technologically, the
  students are learning about the teaching and
  learning process itself and becoming better
  learners in general. (This work is part of
  Vanguard for Learning, a research project funded
  by the National Science Foundation and sponsored
  by the Department of Defense Education Activity.)
•  The Technology Leadership Community (TLC) class
  formalizes and supports many ways in which
  students can contribute to their school
  environment in new roles. Students-as-teachers
  can assist the school community in disseminating
  technology knowledge while enabling those
  students to examine their own learning styles.
  When a student teaches others, he learns the
  dynamics of teaching and learning and becomes a
  better learner.
• Two of the most critical elements being taught
  during the class are
• Problem-Solving teachers are encouraged to give
  students a challenge and have the students work
  through the problem-solving process while
  developing a teaching lesson to be presented to
  others
• Metacognative Thinking Thinking about
  thinking specific ways to get students to
  think about how and why they think (see web links
  page for links to more information)

21
Student Leadership Purposes/Objectives

• Technology Leadership Programs
• The goal is to create a cadre of technologically
  and pedagogically trained students who can give
  quality workshops and mentor others, which
  enables them to become useful and knowledgeable
  consultants for the entire community.
• The key learning objectives and activities,
  beyond studying the technology itself, include
  examining their own roles as learners by teaching
  and raising questions about effective teaching
  practices. They do so by becoming experts at
  specific technologies and sharing that expertise
  with others.
• Although the visible outcome of the class is a
  series of services performed by the students to
  members of the school community, the class work
  emphasizes learning to teach.
• While studying technology, they also learned how
  to communicate, think critically, and reflect
  upon themselves as learners.

22
Student Leadership-- Implementation

• Class Size/Orientation Determined by School Needs
• Create one or two periods with a computer lab
  teacher dedicated to teaching a full TLC class
  (around 20 students per class)
• Have supplemental students placed with a teacher
  (who has the resources in their room) during
  multiple periods (For example at RHS, there are
  four classes of TLC with no more than 5
  students per class. The librarian is the
  teacher/facilitator and the students use
  computers in the library lab, allowing for other
  students to use the remaining computers.)
• Major Instructional Activities
• Complementing the technology support in their
  school community
• Technology study includes
• Internet navigation, searching, and web site
  creation
• Server management
• Desktop publishing
• Graphics applications
• Computer Aided Design and other specialized
  software
• Pedagogical study includes
• Methodology of teaching
• Materials preparations
• Presentation strategies
• Evaluation techniques
• Formalized self-reflection activities (such as
  log-keeping, using video tape to observe,
  analyze, and improve their own teaching efforts

• Teaching activities include
• Weekly one-on-one mentoring sessions with
  faculty, staff, students or community members
• Teaching in larger group situations
• Preparing manuals and other instructional
  materials for clients
• Regularly assessing the schools technology
  learning needs and developing strategies to
  effectively meet those needs

Continued
23
Student Leadership Implementation (cont.)

• Components
• Mentoring
• Preparation for mentoring
• Pedagogy
• Reflection and Planning
• Technology (application) learning by the TLC
  students
• Scheduling
• Producing
• Production
• Promotion (advertising program within school
  community)
• Training
• Types of Activities
• With Teachers
• Taught teachers one-on-one in regular sessions
  email, word processing, Excel, Web browsing
  techniques, Hyperstudio
• Assisted in setting up classroom technologies
• Helped teachers use new educational technologies
  in their classrooms
• Helped a teacher build computer-based math
  tutorials
• With Students
• Taught younger students one-on-one basic html,
  desktop publishing techniques

24
Student Leadership Testimonials

• Teachers
• A greater percentage of the time than in the
  past, the kids were able to facilitate and help
  me and each other, because we were using
  computers. I saw them in roles that I think I
  would not have seen them in. They work also in
  learning how to listen in meetings to become a
  cooperative person within committees that are
  mostly adults and how to make connections to what
  they have heard in meetings... they become an
  active and contributing part of a group.
• TLC students, they were wonderful. We teachers
  took a half day off with subs, and it was really
  neat. Heres these high school kids teaching
  these teachers how to do all the skills they
  knew. They were a wonderful group of kids. They
  knew what they were doing. They were patient with
  us. They walked things through with us over and
  over. It was nice to see something that the
  students know so much better than I do. (using
  computers).
• Students
• I like teaching teachers. I dont think teachers
  have a problem with students teaching them it
  made me feel like I knew something.
• Teaching younger children really helps you a lot
  because you see that you have to put yourself in
  their places you have to put it in your own
  words so if you can explain it then you have
  really learned it.

25
Student Leadership Assessment

• Many times students create their own assessments
  of their work based on established rubrics.
  Doing so enables them to set learning objectives
  and have a clear understanding of what is
  expected of them. They do this individually with
  the teacher.
• The students will be graded on completion of
  tasks and participation and there are several
  reflection essays throughout the course.
• While the actual technology learning can be
  assessed by a variety of traditional methods,
  including written tests but this would defeat the
  purpose of the collaborative learning environment
  and the learning-by-teaching emphasis. A
  primary purpose is to teach students to be
  responsible observers of their own learning, and
  not just learn new technologies. By doing so,
  they will become better learners. That growth and
  development is not of the nature that can be
  tested by traditional methods.
• The TLC teacher and student examine pre/post
  surveys and determine how much of the
  technological knowledge the student has learned.
  Students are expected to attain a high level of
  competence in one or two applications, rather
  than learning only a small amount about as many
  applications as possible.
• Sample Assessments
• Questionnaires, surveys and journals
• Participant (learner i.e. the teachers as
  learners) evaluation of the student as teacher
• Self-assessments on their teaching others

26
Student Leadership Resource Requirements

• Infrastructure Recommendations
• Class Needs
• Administration Commitment
• Requires support with scheduling conflicts
• Should allow students to schedule teacher
  sessions during non-TLC class hours or after
  school
• School should help the faculty and community
  become aware of the TLCs abilities and function
  and assist with logistics (transportation)
• Classroom
• Should meet in a well-equipped computer lab with
  enough workstations for each student to have
  his/her own computer
• TLC students should have priority to schedule the
  lab for training or mentoring sessions
• Need to have access to the software they wish to
  learn, the computers to run the software,
  peripherals such as digital cameras, scanners,
  presentation monitors, and videotaping gear.
• Course Length
• May be offered for 18 week (semester), but highly
  recommended for full year course
• Teacher Needs
• The TLC Course Guidelines and Handouts
• A willingness to experiment, and accept that not
  everything goes well and is a success
• A willingness to give students a high degree of
  independence and respect.
• It is advisable to have more than one teacher
  team-teaching the course (eg. Librarian and Lab
  teacher)
• Student Needs
• Course is designed for mixed 7-12th grade level
  students, either as full class (15-20 students)
  or as supplemental class (4-5 students more
  periods).

Continued
27
Student Leadership Resource Requirements

• Hardware/Equipment Requirements
• Computer CPUs/monitors
• Printers, external drives and other peripherals
• Computer projector (at the least, overhead
  projector)
• Video Camera
• Scanner
• Digital Camera(s)
• Probe with sensors (usually can be found in
  science departments)
• Software/Applications
• Word Processing (Word)
• Spreadsheet (Excel)
• Presentation Software (PowerPoint, Hyperstudio)
• Animation (3D Animator, Flash)
• Layout/Design/Desktop Publishing (Quark,
  PageMaker)
• Web Authoring (DreamWeaver, Front Page, PageMill)
• Data Base (FileMaker Pro, Access)
• Email
• Web Browsing
• Science Probeware

28
Student Leadership Research

• Changing Student Roles in a Changing School
  Environment
• Students are increasingly playing more frequent
  and demanding roles as learners, teachers,
  mentors, peer instructors, problem solvers,
  designers, and technical support staff. Both the
  challenges they face as growing learners as well
  as the needs imposed by their school help shape
  these new roles. A 1996 U.S. Department of
  Education study on Education Reform states
• Students must be enabled to engage in new roles
  and perform new forms of student work.
  Establishing new student roles and student work
  may be the true bottom line of reform. This
  shift is the key indicator of reform.
• Research has shown that students as teachers tend
  to demonstrate accelerated growth in social
  skills, confidence building, communications
  skills, and critical thinking (Kalkowski 1995)
• Student-to-student teaching has been especially
  successful and is rarely used in school programs.
  In peer-tutoring sessions, students can teach
  technology very effectively to their schoolmates
  because they speak a more similar language than
  do teachers and students (Hedin 1987).
• Students-as-technology-leaders programs are
  developing in many places, but as mentioned
  earlier, not yet within the framework of the
  credited classroom. The Maryland Virtual High
  School project, engages a cadre of students
  called the NetSRPs to help develop,
  troubleshoot, and maintain the networks and the
  Gen WHY project, in Olympia, WA, empowers
  middle-school students to become technology
  leaders and trainers. The TLC program, however,
  is unique in that students spend as much time
  examining their own learning style and reflecting
  about learning as they do practicing and teaching
  technology to others.

29
Student Leadership Limitations

• Administrative Support/Commitment
• There are specific needs for the course that must
  have administrator support, such as
• transportation to other schools and/or community
  areas
• Advertising and making visible the resources of
  the TLC students
• Scheduling
• Counselors must understand the foundational
  aspects of the program and be able to share that
  with students during scheduling time
• Each school must determine what type of program
  implementation they want (full classes or
  supplemental students)
• It is difficult to schedule times for students to
  work with teachers and/or classes
• Technology
• There must be a commitment on the part of the
  school for the purchasing of new software and
  peripherals that can be explored by the students.
  Most students come into the course with a basic
  understanding of word processing, slide
  presentations and spreadsheets. The school must
  commit to challenging these students with
  higher-level software
• Computers AND peripherals such as CD burners,
  digital cameras, scanner, and video cameras (for
  role playing/evaluation), etc. must be accessible
  to the students to complete projects and do
  training.

30
Ensuring Equitable Access

• All schools and libraries should be equipped with
  state-of-the-art technology and should enable
  students to connect through the internet to the
  vast resources available.
• Digital Divide The Dept. of Education reported
  that in 2001 77 of American classrooms had
  computers with access to the internet. Affluent
  counties have a higher average of 82, while the
  average for low-income counties drops to 60.

A sample of student work from a history course
introducing the unit on the Italian Renaissance.
Students took their own faces and using
photo-editing software, placed themselves into
the paintings. Students researched the painters
and paintings and as a final project made
Mothers Day cards from their work. The project
was team taught between the art teacher, TLC
student, and history teacher.
31
Assessment

• When so much is riding on how well a new program
  succeeds, successful principals will need a means
  to measure the success or failure of new
  technology programs.
• An Educators Guide To Evaluating the Use of
  Technology in Schools and Classrooms is a great
  example of an effective assessment plan. Please
  visit www.www.ed.gov/pubs/EdTechGuide/

32
Overlapping Issues

• Success stories
• The New Technology High School in California is
  not quite seven years old, but their technology
  driven programs have served as examples of
  success to schools around the country.
• Please visit their website at
  www.ncrel.org/enguage/resource/stories/nths.htm
• Small Academies at Oakland Technical High School
  specializing in Engineering and Computer Science.
• Technology Competencies and Electronic Portfolios
  at Amity Regional High School.
• Successful Principals Will
• In order to promote all three NEA aspects of
  technology use, a successful principal will need
  to demonstrate mastery of several of the ISLLC
  Standards.
• ISLLC Standard 1Shared Vision of Learning
• The successful principal will facilitate the
  development and implementation of a technology
  vision that moves teachers to expand their
  boundaries of their creativity and the creativity
  of their students beyond the walls of the
  classroom. The technology vision aims to help
  teachers to use the power of computer technology
  to spark student imagination, and ultimately move
  them toward greater student learning.
• ISLLC Standard 3 Management of Resources and
  Operations
• The successful principal will devote enough time
  and resources to ensure that students and
  teachers continue to develop their technology
  skills.
• At least 25 of a districts technology budget
  should be dedicated to professional development
  to help staff and students use technology
  effectively. (http//www.nea.org/technology/)
• This may include paying for more substitutes as
  teachers attend workshops and conferences, hiring
  an in-house technology trainer, and paying
  employees extra for after school activities
• ISLLC 4 Mobilizing Community Resources
• The successful principal will take advantage of
  community resources to help supplement district
  resources. As technology continues to develop
  and change, successful schools rely on outside
  help to keep up with needs, developments, and
  breakthroughs.

33
Fast Facts The Digital Divide

• The N-Geners are the first to grow up surrounded
  by digital media. They are no more intimidated by
  digital technology than a VCR or a toaster. And
  it is through their use of the digital media that
  N-Gen will develop and superimpose its culture on
  the rest of society.
• I dont buy that these kids have short attention
  spans. They think in different ways than adults.
  Sometimes they are multitasking. Other times
  they can get into something and spend many hours
  on it if it makes sense to them. Dr. Idit Harel
  author of Children Designers
• The digital revolution is transforming social and
  economic life. By 2001, there were 700 million
  Internet users. The market for e-commerce was
  2.6 billion in 1996 and is expected to reach
  500 billion by 2004. Environmental Scan in the
  Americas Ecology of Child Development
  http//www.sen.parl.gc.ca/lpearson/htmfiles/hill/1
  7_htm_files/Committee-e/ENV-SCAN-EN.pdf
• Access in Schools is Not Enough
• Wiring the schools and populating them with
  computers is necessary but not enough. In order
  to ensure equal opportunity to share in the
  digital revolution, students must be provided
  with appropriate software and services.
• Innovative technologies cannot make up for
  educational professionals who lack innovative
  methods and merely replicate learning models that
  don't work.

• "Does It Compute? The Relationship Between
  Educational Technology and Student Achievement in
  Mathematics," contains some interesting findings.
  Researchers found strong links between certain
  kinds of technology use and higher scores on
  NAEP.
• Eighth graders whose teachers used computers for
  simulations and applications performed better on
  NAEP than students whose teachers did not.
• In both grades, students whose teachers had
  received computer professional development
  training outperformed students whose teachers had
  not.
• Eighth graders whose teachers used computers
  primarily for drill and practice performed worse
  than other students.
• Fourth-graders whose teachers used computers for
  math/learning games scored higher than students
  whose teachers did not.
• http//www.odedodea.edu/2001_strategic_plan/resear
  ch_study/part2.html

34
Conclusions

• Schools are being asked to change more actively
  and frequently than ever before and much of these
  changes will emphasize not only technology
  integration but new ways of examining teaching
  and learning. The old classroom models simply are
  inappropriate for todays students and schools
  must re-think so many of the components within
  their walls, including the walls themselves.
• Students can and should be seen as real
  contributors to their own learning and their
  school community, rather than just being
  receivers of knowledge. The TLC class provides a
  concrete mechanism that fosters this
  contribution. By reducing the amount of time and
  effort spent learning how to use the tools,
  schools will be better able to explore how to
  teach with those tools. The TLC course has proven
  that students can play critical roles in their
  schools while becoming better learners. These
  characteristics identify the students, and the
  thinkers of tomorrow.

35
Internet Web Links

• General Information
• www.nea.org/technology/
• www.athensacademy.org/instruct/tech/reeves0.html
• www.ed.gov/pubs/EdTechGuide/
• www.ncrel.org/enguage/resource/stories/nths.htm
• www.ccsso.org/standrds.html
• TLC Program -- Metacognition
• http//chiron.valdosta.edu/whuitt/files/metacogn.h
  tml
• Synopsis of article Developing Metacognition
  Blakey, E., Spence, S. (1990)
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning/lr1metn.htm
• NCREL Description
• http//www.gse.buffalo.edu/fas/shuell/cep564/Metac
  og.htm
• Overview of Metacognition
• http//homepages.wwc.edu/staff/pawlst/metacog.htm
• Student metacognitive portfolio review
  template
• http//garnet.acns.fsu.edu/dbl2291/metacog.html
• Historical perspective of metacognition in
  education research
• http//adrenaline.ucsd.edu/187A/Lectures-2001/hype
  rtext/metacognition.html
• Online lecture how-to on metacognition

36
References

• General Overview
• , T. (2001, July). The computer delusion. The
  Atlantic Monthly, pp.45-62
• Reeves, T.C. (1997). Established and emerging
  evaluation paradigms for instructional design. In
  C. Dills A. Romiszowowski, (Eds), Instructional
  development paradigms (pp. 163-178). Englewood
  Cliffs, NJ Educational Technology.
• Bracewell, R., Laferriere, T. (1996). The
  contribution of new technologies to learning and
  teaching in elementary and secondary schools.
  Montreal, Quebec, Canada Laval University and
  McGill University.
• Donaldson, G. (2001) Cultivating Leadership In
  Schools.New York, Teachers College Press.
• Professional Development
• Miller, J. (Oct 1997). Online, off-track.
  Techniques Making Education Career
  Connections. 17(7), p13-16.
• Mouza, C. (Winter 2002-2003). Learning to teach
  with new technology Implications for
  professional development. Journal of Research on
  Technology in Education. 35(2). p272-289.
• Smerdon, B., Cronen, S., Lanahan, L., Anderson,
  J., Iannotti, N., Angeles, J. (2000) U.S.
  Department of Education. National Center for
  Education Statistics. Teachers Tools for the
  21st Century A Report on Teachers Use of
  Technology. NCES 2000-102 Washington, DC.

Continued
37
References (cont.)

• Student Leadership
• Blakey, E., Spence, S. (1990). Developing
  metacognition. Syracuse, NY ERIC Clearinghouse
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• Brown, A., Campion, J. Day, J. (1980). Learning
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• Dirkes, M. Ann. (1985, November). "Metacognition
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• of their thinking." Roeper Review, 8(2), 96-100.
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• Hedin, D. Students as Teachers A Tool for
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• Kalkowski, Page. (1995). Peer and cross-age
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• research series. Portland, OR Northwest Regional
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• Lin, X., and Bielaczyc, K. (1998). Supporting
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• Scruggs, Thomas E. Mastropieri, M. A. Monson,
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• Saphier, Jon, and Gower, Robert. (1997) The
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• Newstrom, John and Scannell, Edward. (1989) Games
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