Georgette Viller - 2008

“Teaching all students to think and to be curious is
much more than a technical problem for which
educators, alone, are accountable. And more
professional development for teachers and better
textbooks and tests, though necessary, are insufficient
as solutions. The problem goes much deeper—to the
very way we conceive of the purpose and experience
of schooling and what we expect our high school
graduates to know and be able to do.”
—Tony Wagner, The Global Achievement Gap, 2008
Georgette Viller - 2008

To help students achieve proficiency in
21st century skills, teachers and
administrators need education
support systems that strengthen their
instructional, leadership and
management capacity. And both
students and educators need learning
environments that are conducive to
results.
- Partnership for 21 century skills- 2008
Georgette Viller - 2008

Learning Organizations
• Everyone is continually expanding their
capacity to create
• results they truly desire
• new & expansive patterns of thinking
• collective aspiration
• Where everyone is continually learning to
see the whole (picture) together
-Peter Senge (1990) –
The Fifth Discipline 2006
Georgette Viller - 2008

Current situation
•Orphan
Technology
curricula
and
disciplines
Georgette Viller - 2008

Current situation
• Large
investment
in hardware,
software and
outsourcing
of training
and
resources
Georgette Viller - 2008

Current situation
• High pressure for
integrated technology
performance
• Lone ranger
applications: Large
effort, meager results
Georgette Viller - 2008

Current situation
• Little
or no
recognition
of
progress
Georgette Viller - 2008

Current situation
• Too long or
too short of
a path to
reach or
don’t lead
to long
term
solutions.
Georgette Viller - 2008

Current situation
• Orphan Technology curricula and disciplines
• Large investment in hardware, software and
outsourcing
• High pressure for integrated technology
performance
• Lone ranger applications: Large effort, meager
results
• Demand and school preparedness are
unsynchronized
• Little or no recognition of progress
• Too long/short path to solutions.
Georgette Viller - 2008

Curricula in Technology
Learning
Organization
educational
School
community
integration
Cross Teacher &
CURITE
student
strategy curricular
integration competency strategy
Maximize Professional
organizational
resources growth
New Technology
Engaging Literacy Integration
stakeholders order
Georgette Viller - 2008

Organizational
needs
Educational
needs
Georgette Viller - 2008

– Digital Proficiency: in software, hardware and
connectivity. Intelligence management.
– Digital Citizenship: safety, ethics,
collaboration, responsibility, accountability
– Cross Curricula Integration: curricula support
and cross discipline projects. Integrated
practice
Georgette Viller - 2008

Georgette Viller - 2008

CCPs
Cross-Curricular
Projects
Learning
Organization
Georgette Viller - 2008

CCPs
Cross-Curricular
Projects
Cross- collaboration
• Community
integration
• Collective
aspiration
Learning
Organization
Georgette Viller - 2008

CCPs
Cross-Curricular
Projects
Everyone
continuously
expanding
creative
Learning
capacity
Organization
Georgette Viller - 2008

a priority
It is essential that everyone view Curricula
in Technology - CURITE as an integral part
of their job description directly affecting
its outcome, leading to an overall
transformation of the school’s social
dynamics, and organizational structure.
The DACUM model is proposed to aid in
this process
Georgette Viller - 2008

Roles and Their Scope
Teachers :
• promote, create and ICT/Digital Teacher:
foster activities that – students’ levels of use
include other curricular and application of
areas curriculum core contents
• participate in at least two – support to CCP teacher
CCPs per school year. teams on tech. curricular
contents and procedures
Incentives for outstanding
• CCP Team Leaders
•Teamwork
Georgette Viller - 2008

Roles and Their Scope
Academic staff and principals must
• be ready to attend to demands for effective
curricula in technology
• own practices and use resources that are
reflected in
– proactive participation
– the promotion and modeling of the
instructional and leadership skills sought.
Georgette Viller - 2008

& Individual
Focused • on-a-need-to perform basis, guaranteeing its
training needs effectiveness and application
G
A
Organizational
Timely • Minimizes impact
detection of • Allows for coaching opportunities
weaknesses • Promotes instructional leadership
Timely
I
detection of
incentive
• Highlights motivation
• Creates path for professional training and growth
N
S
opportunities
• Healthy climate of competition = higher standards and
Quality aspirations.
Academic • Building of academic repository
Output CCPs • Enrichment and transformation of overall school
performance.
Georgette Viller - 2008

Curite is an
organizational strategy
• Vehicle for community integration
• Provides structure and plan
• Aids in spotting deficiencies
• Allows for timely feedback and tutoring
• Creates paths for growth & incentives
Learning Organization
Georgette Viller - 2008

Curite is an
educational strategy
• Twofold focus on technology curriculum
• Threefold focus on learning: students,
teachers and organization
• Manifold opportunities for individual and
collaborative work
• Desired process and attitude is modeled
by teachers for students
• Overall team spirit
Georgette Viller - 2008

Curricula in Technology
educational
strategy CURITE strategy
organizational
Mexico, 2008
Georgette Viller - 2008
Viller Capacitación y Consultoría

Curricula in Technology
CURITE
Mexico, 2008
Georgette Viller - 2008
Viller Capacitación y Consultoría