Title: Technology in the
1- Technology in the
- Southeast
- Trends
- and
- Lessons Learned
2- Trends for instructional technology in the
Southeast - Factors affecting the use of technology in
resource poor schools Lessons learned from the
SEIRTEC intensive site schools
3Trend 1
- Policymakers and legislatures are demanding
evidence that the money spent on technology is
making a difference on student achievement,
particularly that scores on state assessments
will improve dramatically.
4Demanding Results
- States are linking technology to state curriculum
standards. - States are paying more attention to the nature
and extent of technology use and integration. - Educators are developing multiple measures of
student learning.
5Trend 2
- There are still substantial numbers of teachers
who are not using technology for instruction.
6Teacher Use of Technology
- Recent surveys indicate that about 20 percent of
teachers frequently use instructional software
(AEL/SEIRTEC, 1999). - Although the Southeast states rank above the
national average in terms of the average number
of hours per teacher for professional
development, many teachers still feel unprepared.
7Average Hours of Technology Training for Typical
Teachers
- Nationally (Technology Counts, 1999)
- 57 received both curriculum integration and
basic skills training. - 29 received 5 or more hours of training on
curriculum integration. - 58 or fewer had 5 or fewer hours of basic
technology skills training.
8Average Hours of Technology Training for Typical
Teachers (Technology Counts, 1999)
- Alabama 9
- Mississippi 16
- North Carolina 21
- South Carolina 16
9Percent of 4th grade students whose teachers feel
at least moderately prepared to use computers
(Technology Counts, 1999)
- Nationally 88
- Alabama 85
- Florida 92
- Georgia 88
- Mississippi 81
- North Carolina 93
- South Carolina 87
10Percent of 4th grade students whose teachers feel
at least moderately prepared to use/implement
software for teaching reading (Technology
Counts, 1999)
- Nationally 58
- Alabama 69
- Florida 76
- Georgia 66
- Mississippi 61
- North Carolina 67
- South Carolina 68
11Percent of 4th grade students whose teachers feel
at least moderately prepared to use/implement
software for teaching writing (Technology
Counts, 1999)
- Nationally 59
- Alabama 64
- Florida 73
- Georgia 61
- Mississippi 46
- North Carolina 62
- South Carolina 61
12Trend 3
- The attrition rate for technology leaders is
alarming! - Five of the six states in the SERVE region have
hired new state directors of instructional
technology in the last 18 months. - In some states, as many as 20 percent of school
principals retired or left teaching last year
(New York Times, 2000).
13Trend 4
- Very few schools and districts are evaluating the
effectiveness and impact of their technology
initiatives.
14Evaluation
- Not many schools and districts have staff with
the expertise in both evaluation and
instructional technology needed to design and
implement high quality evaluations.
15Evaluation
- Traditional measures of student learning, such as
standardized tests, seldom measure the benefits
students gain through the use of technology, such
as the quality of student products, critical
thinking, cooperation, research skills,
independent learning, product design, and task
commitment.
16Evaluation
- Most districts would rather spend resources on
professional development, technical assistance,
and infrastructure than on evaluation.
17Trend 5
- The digital divide is getting wider in some, but
not all, states in the region.
18Average number of students per instructional
computer (Technology Counts, 1999)
- National 5.7
- Alabama 7
- Florida 5
- Georgia 5.5
- Mississippi 7
- North Carolina 6
- South Carolina 5.6
19Average number of students per Internet connected
computer (Technology Counts, 1999)
- National 13.6
- Alabama 30.2
- Florida 15.7
- Georgia 19.8
- Mississippi 20.1
- North Carolina 24.9
- South Carolina 11.4
20Students per Internet connected computer in high
poverty schools (Technology Counts, 1999)
- National 17
- Florida 22
- Georgia 31
- Mississippi 25.5
- North Carolina 33.5
- South Carolina 13.9
21SEIR?TEC Intensive Site Schools
- 11 schools and one district
- Technical assistance
- Professional development
- Nine Lessons Learned
22Intensive Sites
www.seirtec.org
23Nine Lessons Learned
www.seirtec.org
24(No Transcript)
25Nine Lessons Learned
- Lesson 1 Leadership is the key ingredient.
- Confirm research literature on school reform
- Promote a vision
- Focus, focus, focus
- Lead by example
- Understand teacher development (ACOT)
- Support the faculty
- Share leadership
26Nine Lessons Learned
www.seirtec.org
27Nine Lessons Learned
- Lesson 2 If you dont know where youre going,
youll end up someplace else. - Plan your work and work your plan
- Three areas of weakness
- Professional development
- Evaluation
- Infrastructure
- Implementation requires teamwork
28Nine Lessons Learned
- Lesson 3 Technology integration is a
- s-l-o-w process
- Requires support and encouragement
- Takes longer in resource poor schools----longer
than 3 to 5 years - Technical assistance is a factor
29Nine Lessons Learned
www.seirtec.org
30Nine Lessons Learned
- Lesson 4 No matter how many computers are
available or how much training teachers have had,
there are still substantial numbers who are
talking the talk but not walking the walk.
31Nine Lessons Learned
- Lesson 4
- Begin with teaching and learning, not with
hardware and software - The training-of-trainers model means more than
providing a workshop to a few people and
expecting them to train their colleagues on what
they learned
32Nine Lessons Learned
- Lesson 4
- Staff development credit is a motivator
- A little bit of positive attention goes a long
way
33Nine Lessons Learned
- Lesson 4
- Use teachers as coaches New
- Its a waste of time and energy to provide
technology training when teachers dont have the
resources, opportunity,and support needed to
apply their new knowledge and skills - Professional development must be substantial and
ongoing
34Nine Lessons Learned
- Lesson 4
- Good professional development comes in different
sizes and shapes - Best professional development is designed for and
provided to core groups of teachers - Half-day workshops have better attendance than 90
minutes after school - Sessions on software MUST provide time to explore
35Nine Lessons Learned
- Lesson 5 Effective use of technology requires
changes in teaching the adoption of a new
teaching strategy can be a catalyst for
technology integration. - Teacher behavior is a factor
- Effective use of technology requires improvements
in teaching - Start with a believed teaching strategy
36Effective teaching with technology (Mississippi
Department of Education, 2000)
- Learning is student-centered rather than
teacher-driven. - The teachers role is one of guide and coach
rather than deliverer of knowledge. - Technology is used in myriad ways to engage
students in the learning process.
37Effective teaching with technology (Mississippi
Department of Education, 2000)
- Technology is used to adapt the learning process
to students learning styles. - The classroom culture is collaborative.
- Students have some control of content and
assignments.
38Effective teaching with technology (Mississippi
Department of Education, 2000)
- Students use a variety of extensive and
diversified resources to access information and
to communicate. - Activities are often project-based and relate
directly to real-world problems, issues, or
themes.
39Nine Lessons Learned
- Lesson 6 Each school needs easy access to
professionals with expertise in technology and
pedagogy. - Educators need on-site and on-demand technical
assistance - Few professionals have expertise in both the
technology and the integration of the technology
40Nine Lessons Learned
- Lesson 7 While many of the barriers to using
technology to support learning are the same for
all poor communities, some populations have some
additional issues. - Adult educators need to repurpose K-12 learnings
and resources - Educational software in Spanish for various
subjects is just appearing
41Nine Lessons Learned
- Lesson 8 In some schools, infrastructure remains
a serious barrier to technology adoption. - Lack of security
- Buildings will not accommodate infrastructure for
expanded electrical and telecommunications wiring
42Nine Lessons Learned
- Lesson 9 Educators can benefit from tools that
help them gauge the progress of technology
integration over time. --Revised - Evaluation is a small aspect of technology
programs - Evaluation needs to be seen as a tool for
planning or a means of building a case for
funding - Rule of thumb 10 of project budget should be
spent on evaluation
43Nine Lessons Learned
- Lesson 9 Educators can benefit from tools that
help them gauge the progress of technology
integration over time. - Evaluation is an art and a science
- Evaluation is not the same as research!
- Few educators have expertise in technology
integration and program evaluation
44Nine Lessons Learned
- Lesson 9 Educators can benefit from tools that
help them gauge the progress of technology
integration over time. - Standardized tests seldom measure the things
technology most likely effects - Critical mass for technology integration is
reached when 65 of the teachers are effectively
using technology for teaching and learning
(BellSouth) - Success begets success!
45Nine Lessons LearnedTracking Progress
www.seirtec.org
46Nine Lessons LearnedTracking Progress
www.seirtec.org
47SEIR?TEC Lessons Learned
- Conclusion The Lessons Learned for the
effective use of technology on teaching and
learning will make a difference only when we - acknowledge that leadership must play an active
and supportive role - stop doing long enough to reflect
- work as a team with a shared vision
48SEIR?TEC Lessons Learned
- Building on the Lessons Learned
- Make sure technology plans are continually
updated - Develop and support leadership in technology
- Break issues into problems to solve as teams
www.seirtec.org
49SEIR?TEC Lessons Learned
- Building on the Lessons Learned
- Conduct staff development with a purpose and a
plan - Establish sustained technical assistance
- Document and evaluate for gain not pain
- Tell your story
50Web Sites
- www.seirtec.org/leader.html
- www.nsba.org/sbot/toolkit/index.html
- www.edc.org/LNT/overview.htm
- www.daggett.com
- www.ga.unc.edu/pep/rppatl.html
51SEIR?TEC Contact Information
- Elizabeth Byrom, Principal Investigator
- ebyrom_at_serve.org
- Margaret Bingham, Director
- mbingham_at_serve.org
- 800.755.3277