Technology in the - PowerPoint PPT Presentation

1 / 51
About This Presentation
Title:

Technology in the

Description:

Technology in the Southeast: Trends and Lessons Learned Trends for instructional technology in the Southeast Factors affecting the use of technology in resource poor ... – PowerPoint PPT presentation

Number of Views:119
Avg rating:3.0/5.0
Slides: 52
Provided by: MargaretB152
Category:

less

Transcript and Presenter's Notes

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

3
Trend 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.

4
Demanding 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.

5
Trend 2
  • There are still substantial numbers of teachers
    who are not using technology for instruction.

6
Teacher 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.

7
Average 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.

8
Average Hours of Technology Training for Typical
Teachers (Technology Counts, 1999)
  • Alabama 9
  • Mississippi 16
  • North Carolina 21
  • South Carolina 16

9
Percent 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

10
Percent 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

11
Percent 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

12
Trend 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).

13
Trend 4
  • Very few schools and districts are evaluating the
    effectiveness and impact of their technology
    initiatives.

14
Evaluation
  • Not many schools and districts have staff with
    the expertise in both evaluation and
    instructional technology needed to design and
    implement high quality evaluations.

15
Evaluation
  • 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.

16
Evaluation
  • Most districts would rather spend resources on
    professional development, technical assistance,
    and infrastructure than on evaluation.

17
Trend 5
  • The digital divide is getting wider in some, but
    not all, states in the region.

18
Average 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

19
Average 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

20
Students 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

21
SEIR?TEC Intensive Site Schools
  • 11 schools and one district
  • Technical assistance
  • Professional development
  • Nine Lessons Learned

22
Intensive Sites
www.seirtec.org
23
Nine Lessons Learned
www.seirtec.org
24
(No Transcript)
25
Nine 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

26
Nine Lessons Learned
www.seirtec.org
27
Nine 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

28
Nine 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

29
Nine Lessons Learned
www.seirtec.org
30
Nine 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.

31
Nine 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

32
Nine Lessons Learned
  • Lesson 4
  • Staff development credit is a motivator
  • A little bit of positive attention goes a long
    way

33
Nine 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

34
Nine 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

35
Nine 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

36
Effective 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.

37
Effective 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.

38
Effective 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.

39
Nine 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

40
Nine 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

41
Nine 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

42
Nine 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

43
Nine 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

44
Nine 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!

45
Nine Lessons LearnedTracking Progress
www.seirtec.org
46
Nine Lessons LearnedTracking Progress
www.seirtec.org
47
SEIR?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

48
SEIR?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
49
SEIR?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

50
Web 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

51
SEIR?TEC Contact Information
  • Elizabeth Byrom, Principal Investigator
  • ebyrom_at_serve.org
  • Margaret Bingham, Director
  • mbingham_at_serve.org
  • 800.755.3277
Write a Comment
User Comments (0)
About PowerShow.com