The Essential Questions 1. How does technology help schools and society tap human resources of talent, goodwill, and productivity? 2. How does embracing new media allow us to explore highly engaging but low cost opportunities? 3. In what ways does new media allow society to aggregate talent and effort, producing a dramatically different social, working, and learning environments? 4. To what extent has access to information significantly changed the landscape of learning, working, and socializing? To what extent has the boundless opportunities to produce information changed the landscape of learning, working, and socializing? 5. What responsibility to we have to students to help them prepare for “workplace 3.0”? 6. How does our limitless capability to communicate change our notions of collaboration, contribution, space and time, and authority? 7. To what extend does the media culture of re-tweeting, re-scripting, re-combining, cut and paste, embedding, sharing, and open source challenge or complement copyright, academic rights, plagiarism, publication credit, and permissions to reproduce materials? 8. How do we an environment of inquiry that engages the learner and optimizes learning through technology?
Source: Scott Klososky <ul><ul><li>Loss of Return on Investment </li></ul></ul><ul><ul><li>Lost Opportunities in Learning </li></ul></ul><ul><ul><li>Overworked Employees </li></ul></ul><ul><ul><li>Unimpressed Constituents </li></ul></ul><ul><ul><li>Innovation Recession </li></ul></ul><ul><ul><li>Underutilized High Capacity Tools </li></ul></ul>The Gap
Learn about digital concepts. Use technology with our own hands. Hold tech staff accountable for strategic results. From Unplugged to Affixed We must . . .
To Lead It, We need to Get It. School Board Policies about Social Media and Technology Filtering Methodology (Pedagogically Aligned) Building-Level Procedures Principal/Teacher Expectations and Performance Evaluation Resource Allocation and Agility
Source: Scott Klososky Social Tech Toolbox Web connects organizations people, devices, and data Digital Plumbing Cloud Computing Transition The Age of Data Identify Trends Blueprint Future Enhance Organizational Culture Digitally-Oriented PLC
<ul><li> digital rather than analog / ink on paper </li></ul><ul><li> informal </li></ul><ul><li> online and less dependent on local humans </li></ul><ul><li> mobile </li></ul><ul><li> networked / interconnected </li></ul><ul><li> multimedia </li></ul><ul><li> self-directed / inquiry-based </li></ul><ul><li> individualized / personalized </li></ul><ul><li> computer-based and software-mediated, less </li></ul><ul><li>dependent on humans </li></ul><ul><li> open / accessible ( in the sense of OER ) </li></ul><ul><li> project-based </li></ul><ul><li> simulation–or game-based </li></ul>McLeod’s Predictions
1. Visionary Leadership Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators: a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders. b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision. c. advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. 2. Digital Age Learning Culture Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: a. ensure instructional innovation focused on continuous improvement of digital-age learning. b. model and promote the frequent and effective use of technology for learning. c. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners. d. ensure effective practice in the study of technology and its infusion across the curriculum. e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration. 3. Excellence in Professional Practice Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators: a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration. b. facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology. c. promote and model effective communication and collaboration among stakeholders using digital-age tools. d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning. 4. Systemic Improvement Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators: a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources. b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.c.recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals. d. establish and leverage strategic partnerships to support systemic improvement. e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning. 5. Digital Citizenship Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators: a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners. b. promote, model and establish policies for safe, legal, and ethical use of digital information and technology. c. promote and model responsible social interactions related to the use of technology and information. d. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.
Essential Conditions Necessary conditions to effectively leverage technology for learning Shared Vision Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technologies (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work Student-Centered Learning Planning, teaching, and assessment center around the needs and abilities of students Assessment and Evaluation Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standard