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Mike
 

Mike

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    Mike Mike Presentation Transcript

    • CH-CH-CH-CH-CHANGES (TURN AND FACE THE STRAIN) CH-CH-CHANGES Don't tell them to grow up and out of it CH-CH-CH-CH-CHANGES (TURN AND FACE THE STRAIN) CH-CH-CHANGES…
    • TEACHING IS CHANGING…
        • Teaching is changing and, in may ways, becoming a more difficult job because of increasingly numerous contradictory expectations.
      • EXPECTATIONS SUCH AS…
      • - meeting the needs of all students, without leaving a child behind, which ultimately is measured in obtaining the best results on ‘high-stakes assessments’
      • - teaching isolated skills yet teaching students to solve more complex problems which requires more ‘thinking’ and globalization on the students part
      • - having students utilize a tremendous amount of information, access this information properly, analyze and synthesize this information and yet use state assessments that do not properly measure the aforementioned abilities
    • WHAT CAN HELP US WITH THIS CHANGE? WHAT CAN ACT AS A CATALYST FOR TEACHING AND LEARNING?
      • TECHNOLOGY!!!
      • The integration of technology, when done correctly, should maximize teaching and learning, have students more engaged in their work and produce better and more meaningful products (those that would measure understanding and allow for creativity) and assist in the rising expectations of teachers.
    • YOU SAY YOU WANT A REVOLUTION?
      • welcome to the technology revolution
      • occurring at the speed of light!
      • (Or at least, year to year.)
      • TECHNOLOGY CHANGES so FAST that educational needs have shifted and we must keep up!
      • - shift from teaching and learning isolated skills and content area information to teaching skills that enable students to solve complex problems across many areas
    • TECHNOLOGY… ‘IT’S IN THE WAY THAT YOU USE IT’
      • * we must adopt effective strategies that
      • infuse lessons with appropriate
      • technologies
      • * authentic assessment must keep pace
      • with effective instructional technology use
      • * PDP paramount to support this ongoing revolution most effectively and efficiently!!
    • DEFINITIVE ANSWERS ABOUT TECHNOLOGY?
      • Satisfying critics and advocates is difficult.
      • CRITICS’ CONCERNS: distracting, it is only one variable in education today that needs to be addressed, teacher competency, accessibility in schools, proper assignments etc…
      • ADVOCATE POINTS: here and now, can have students complete school work more quickly, appropriate skills necessary for today, up to date resources and state-of-the-art knowledge etc…
    • TECHNOLOGY’S EFFECTIVENESS
      • CONDITIONS & FACTORS
      • NECESSARY FOR MAXIMUM EFFECTIVENESS
      • Sufficient and available technology, support and maintenance
      • Appropriate software
      • Linkage to important and meaningful educational learning experiences
      • SKILLS – teachers and students
    • TECHNOLOGY ENHANCED & TECHNOLOGY DELIVERED EDUCATION
      • ENDURING UNDERSTANDING: How do we do enhance and deliver education in the best way possible using technology?
      • AIM: To meet the needs of the students and staff in a technological sense maximizing student learning and teacher performance.
      • DO NOW: What is critical in manifesting effective good practices of technology?
    • ‘ WITH A LITTLE LUCK WE CAN WORK IT OUT’
      • There can be little doubt regarding the importance of technology in the classroom and the opportunities it can bring to the classroom and the overall learning and teaching experience.
      • The role of technology will only continue to grow and enhance education.
      • Technology is a powerful tool that can meet the needs of many students and learning styles
    • PEDAGOGY
      • FIND YOUR STYLE…
      • ( Gardner, Montessori, Greene, DeStio…)
      • All in all it is the ability of the teacher, which is paramount, to make connections, keep students engaged and keep them learning. Technology is only a
    •  
    •  
    • Action Options
      • Administrators
      • TSSA (Technology Standards for School Administrators)
      • Leadership and Vision
        • Shared vision and foster environment to realize the vision
      • Learning and Teaching
        • Technology is used to maximize learning and teaching
      • Productivity & Professional Practice
        • Technology is used to enhance their own productivity
      • Support, Management & Operations
        • Technology is used to support learning and administration
      • Assessment & Evaluation
        • Use technology to assess learning and data analysis
      • Social, Legal & Ethical Issues
        • Accountability and responsibility for technology use
        • Community representation
    • Administrator Resources
      • TSSA (Technology Standards for School Administrators) :: Resources
    • Implementation Pitfalls
      • Generic Pitfalls
      • Unclear purpose
      • 2. Uninvolved participants
      • 3. Fear of failure
      • 4. Excessive work pressure
      • 5. Present situation seems satisfactory
      • Technology Pitfalls
      • Lack of instructional vision for use
      • Teacher discomfort with technology
      • Accountability pressures
      • Constraints of academic schedules and departmental structures
      • Lack of technical support, technology infrastructure
    • Barriers to Implementation
      • Lack of concrete professional guidance by administration
      • Lack of time (block scheduling is ideal)
      • Low expectations for student decision-making (student tasks = drill and practice, not thinking-person)
    • Communication and Leadership Pitfalls to Implementation
      • Failure to have a shared vision, clear goals, objectives with defined measurable outcomes
      • Poorly designed implementation plan
      • Failure to assess progress and make needed changes
      • Failure to define success and
      • challenges
    • Special Attention Must be Paid
      • Professional development for administrators and teachers
      • Systematic implementation, not isolated implementation, of technology
      • Teachers’ adoption of technology as part of the curriculum, not as an “add-on”
      • Administrators’ sharing of the change process from “Why?” to consequences for refusal to change
      • Administrators’ support of professional
      • development opportunities and
      • constructive feedback to staff
      • members
    • Creation and Management Pitfalls
      • Teachers and students are not techies
      • Dependability and accessibility of equipment
    •  
    • CREATED, EDITED, DIRECTED, NARRATED, PERFORMED, EDITED AGAIN FOR CONTEXT AND DELIVERED PROFESSIONALLY BY
      • S.
      • C.
      • E.
    • With a shout out to our favorite educational superhero…
      • CAPTAIN AHAP