Cover

1
Cover
2
Rationale
Overview
In this rapidly changing world, the lives of our
high school students are becoming more and more
complex and consequently they are finding
themselves under greater pressures. Our goals for
this project are focused on the following 1.
Relieving pressure by teaching skills and giving
students tools that they can use to organize and
therefore simplify their lives. 2. Teaching our
students ways to be more productive and efficient
in their studies. 3. Teaching skills and
familiarizing students with innovative
technologies that are quickly being adopted by
post secondary institutions and the business
world.
3
Goals

• To provide each grade 11 student (surplus
  machines available to grade 12s) in Raymond High
  School with a Pocket PC PDA and a portable
  keyboard on September 4st 2002. The PDA will be
  rented to the students for their remaining 2
  years of high school, and then given to them
  after graduation.
• To teach students time management skills, and
  increase their productivity.
• To integrate the PDA into all curricular and
  non-curricular classes.
• To study the educational value of PDA use in the
  classroom.
•  

4
Benefits

• Improved time management skills
• Prepare students for post-secondary education as
  well as the workforce.
• Increased student productivity Students have
  school assignments with them at all times and
  with the portable keyboards have the capability
  to do the assignments virtually anywhere.
• Diminishes classes need for time in an
  overbooked Lab
• Technical skills
• Keyboarding
• Word processing (Word)
• Spreadsheet (Excel)
• Calendaring software (outlook)
• Increased awareness of school sponsored
  activities
• (binder reminder)

HP JORNADA
5
Educational Applications
Word Processing Microsoft Word Take and
Organize Classroom Notes Receive, complete and
hand in homework assignments with the PDA View
all school policies previously found in the
Binder Reminder
6
Educational Application Cont
Spreadsheet Microsoft Excel
All assignments given that can be done in excel
or word are transferable to or from a desktop
computer.
7
Educational Application Cont
Calendaring Microsoft Outlook
Calendaring tests date, due dates and any other
important dates onto the PDA and transferred and
backed up onto a desktop computer
8
Other Applications
automatically downloads channels like CNN,
CBC, and TSN from the internet onto the PDA so
students can become current on world events any
time of the day. E-mail Microsoft Outlook will
manage e-mail, it can download and upload e-mail
from the internet onto the PDA and vice versa so
student can check and compose e-mail
anytime. Many useful programs can be downloaded
from the internet onto the PDA. Including
Dictionaries, Thesaurus, grade books, Periodic
tables, MP3 music files, calculators, games
9
PDA Policy
1. Financial Commitment A 300 rental fee will
be required of students before they can
participate in the project. This fee will cover
their rental of the PDA ( 699.99 retail) and the
portable keyboard ( 149.99 retail) for the next
two years or until the student graduates.  2. Owne
rship The PDA and the portable keyboard will be
the property of the school. Students involved in
the project will be responsible for the PDA and
keyboard in their care. If a machine is broken,
lost or stolen then the student will have to
replace that machine. 3. Use Expectations Student
s will be expected to bring the PDA to school
daily. It is to be used for calendaring school
events (binder reminder) class tests and
assignments. Personal use of the PDA is
encouraged. Storing and listening to MP3s, games
and other personal on the PDA are acceptable
uses as long as they do not interfere with
academic activity.  
10
PDA Policy Cont
4. Ethics Students are to use the PDA in an
acceptable and ethical manner. Any student caught
using the machine inappropriately, like
Cheating, Playing games during class, Viewing or
storing pornography or any other inappropriate
material will be asked to return the PDA and will
no longer participate in the study.  5.
Contribution of parents/students Parents of
students and students involved in the project
will be required to help in the study by
participating in questionnaires, interviews, task
test as well as any other data collecting
exercises initiated by the school.  6. Right to
withdraw Students or parents of the students
involved may terminate their participation of the
project by returning the PDA and keyboard in good
working condition at any time.  7. Right to
Terminate Participation in the project is a
privilege not a right and the administration
retains the right to ask for the PDA to be
returned at any time.
11
Parent Contribution
Each student will pay a 300 rental fee for use
of the machine. Payment 100 down 200
Sept. 4th (1st week of school) All money will
need to be paid before the Jornada 565 and
keyboards are distributed Time Line 80
machines June 6 thru Tuesday June 11 Grade 11
exclusively Wednesday June 12 end of
school Grade 12 1st come first serve
12
Parent Comments
My Daughter received a PDA at RHS. She has found
that it is very beneficial to her organization
as well as beaming her assignments to the
teacher. She is excited about the possibilities
this valuable tool presents as she furthers her
schooling here at RHS and at college next
year. Bernie Orr
I was thrilled to see that the board is
attempting to keep our students educated in an
area that is going to be an absolute necessity in
the workplace. Pocket PC are no longer a luxury
they are commonplace in the work world and
institutes of higher learning. Im excited for my
kids to have this opportunity. Dianne
Tollestrup
13
Teacher Comments
As the semester goes on, I have noticed some
interesting developments . I am receiving
assignments faster Students that in the past
either did not hand in assignments or handed
assignments in late, are now handing them in
and on time. I have also found that I have become
more comfortable with technology. And certainly
more confident with the use of technology in the
classroom. Freda Lowe
Pocket Pcs have helped the students to make good
use of a calendar to keep track of assignments,
up coming tests and school events. Their notes
are of much better quality which translates to
better grades for those now have notes that are
legible and can be studied from. Classroom
management has been easier. I have found it to be
a very rewarding and effective program. Jack
McMurray
14
For better or worse, change arouses emotions,
and when emotions intensify, leadership is key
(Fullan, 2001)
15
Leaders of today require much more that just
managing people and resources.
Senge states that the new leaders of today are
designers, stewards, and teachers
16
Would-be technology leaders need to cultivate
and sustain learning under conditions of complex,
rapid change (Fullan, 2001)
17
Leadership Model For Handheld Computers(Bailey
1996)
18
Six Leadership Styles
Authorative Leadership This type of leader will
motivate and mobilize staff toward shared
vision. Affiliative Leadership This type of
leader will always show empathy towards people
and their emotions. Democratic Leadership This
style will allow all staff to have a voice in
decision making and they will feel that they are
being heard. Coaching Leadership This type of
leader will help staff understand their strengths
and weaknesses and then help them tie these into
their personal and teaching goals. Pacesetting
Leadership This type of leader is fanatical about
extremely high performance levels at all
times. Coercive Leadership This type of leader
leads by brute force. They will demand
compliance from everyone.
19
Six Leadership Styles at a Glance
  Note. Summarized from Leadership That Gets
Results, D. Goleman, 2000, Harvard Business
20
The more styles a leader exhibits, the better
leaders who have mastered four or more
especially authoritative, democratic,
affiliative, and coaching styles have the very
best climate and performance. Goleman (2000)
21
Technology Leadership Qualities

• Technology skills A leader will become an
  effective model as his or her technology skills
  are recognized by the staff, during the
  implementation of the new technology.
• People skills - If an organization is to be
  successful it is essential that the leader have
  good people skills.
• Curriculum skills A technology leader must be
  very knowledgeable in the areas of educational
  curriculum.

22
Technology Leadership Qualities (cont)

• Staff development skills Leaders must recognize
  that teachers are the most important factor in a
  technology project.
• Systems thinking skills Systems thinking will
  enable the leader to see the interdependency of
  the staff, organization, and all the other
  variables involved.

23
Individual Staff Differences

• As leaders we need to recognize the individual
  differences of our staffs.
• The staff will vary in age, skills, and
  enthusiasm.

24
Individual Staff Differences

• Five Basic Roles That Teachers Play
• Capelluti and Nye (2004)
• Trailblazers These are staff members who accept
  and always embrace new ideas and are enthusiastic
  supporters of change initiatives.
• Pioneers These teachers will change and
  implement the new concepts in the classroom. They
  will expect the leader to show them the new ideas
  are workable and a benefit.

25
Five Roles That Teachers Play (cont)

• Settlers This type of teacher is very cautious
  about changes or new technology ideas. They will
  come on board if they see other teachers around
  them adopting the changes and experiencing
  success.
• Stay-at-homes These teachers cannot become
  comfortable with the proposed changes in
  procedures and instruction. They will not be
  vocal about their objections they will just
  continue doing what they have always done.
• Saboteurs This type of teacher will do all they
  can to see that the new ideas do not work.

26
Planning and Implementing a Technology Program

• Moss (2000) College of Engineering and Science at
  Clemson University.
• Goals of Program
• Improvement in teaching
• Retention rate
• Written and oral communication skills
• Team building skills
• Curriculum integration
• Quantity and quality applications

27
Between the development of a new program and its
use in the classroom, the complex interactions
between people, the innovation, and the
organization can produce barriers that hamper, or
even halt, the implementation process. Miller
and Seller (1990)
28
CONCERNS AND QUESTIONS THAT MAY BE ASKED

• Purpose and impact of the curriculum
• Role expectations
• Responsibilities
• Skills required
• The implementation process

29
Factors That Could Affect Implementation

• Characteristics of the innovation or revision
• a. Need for change
• b. Clarity, complexity of the change
• c. Quality and availability of materials
• Characteristics at the school system level
• a. History
• b. Expectations and training for principals
• c. Teacher input and professional development
  (in- service, technical assistance)
• d. Board and community support
• e. Timeline and monitoring
• f. Overload

30
Factors That Could Affect Implementation (cont)

• Characteristics at the school level
• a. Principals actions
• b. Teacher/teacher relations and actions
• Factors external to the system
• a. Role of Ministry of Education and other
  educational agencies.

31
Seven Primary Components for Implementation Plan

• A study of the new program
• Identification of resources
• Role definition
• Professional development
• Timelines
• Communication system
• Monitoring the implementation
• Miller and Seller (1998)

32
Characteristics Of An Effective Development
Program

• In service education programs should be designed
  so that programs are integrated into and
  supported by the organization within which they
  function.
• In-service education programs should designed to
  result in collaborative programs
• In-service education programs should be grounded
  in the needs of the participants.
• In-service education programs should be
  responsive to changing needs.
• In-service educations programs should be
  accessible.
• In-service activities should be evaluated over
  time and be compatible with the underlying
  philosophy and approach of the district.

33
Well-Planned Professional Development Program

• Presentation of theory
• Modeling or demonstration
• Practice under simulated conditions
• Structured feedback
• Coaching for application
• Joyce, Hersh, and McKibbon (1983)

34
END