Your SlideShare is downloading. ×
Chapter2
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Chapter2

94
views

Published on

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
94
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY: PREPARING SCHOOL ADMINISTRATORS FOR A DIGITAL AGE BY VIRGINIA E. GARLAND AND CHESTER TADEJA Chapter 2: Leading Instruction with New Technologies
  • 2. CHAPTER 2: SYNOPSIS • NETP Goal 1 and 2: Learning and Assessment • NETS.A Standard 2: “Digital-Age Learning Culture” • 24/7 technology access • Social networking tools in instruction • 21st-century skills • UDL (Universal Design for Learning), STEM (science, technology, engineering, and mathematics), and augmented reality • Leader survey for Chapter 2 skill sets •
  • 3. CHAPTER 2: LEADER REFLECTION Key points in this case study from a senior director of integrated technology services in a large county office in southern California: • Digital learning culture literacy is more than text: it includes sound and screen as well • Mobile learning devices transform how and when students learn • Understanding how today’s children learn, think, work, and live in a digital world is critical if a digital learning culture is to become a part of the fabric of school life • To meet the needs of diverse learners we must utilize and develop assessment tools for use throughout the year in order to monitor individual and group learning
  • 4. Key points in this case study from an instructional leader in Georgia: • Balanced assessment "diet" for student achievement • Combination of standardized tests and classroom assessments • Both types of assessments used to develop accurate picture of a student’s overall academic achievement • Classroom assessments are tied into state standards • Next generation of assessments • Common Core Standards • Performance-based assessment • Integrating critical-thinking skills without lessening creativity CHAPTER 2: LEADER REFLECTION
  • 5. CHAPTER 2 INTRODUCTION • Explanation of NETP Goals 1 and 2 and NETS.A Standard 2 • Embedding technology in instructional and assessment practices • Implementing current technologies in pre-K-12 instruction globally within the organization • Connected teaching models, including the use of professional learning communities • “Golden Rules to Teaching with Technology” table • Leveraging social networking technology
  • 6. NETP GOAL 1: “LEARNING: ENGAGE AND EMPOWER” Today’s youth already have social networking technology tools that enable them to connect with almost anyone, anywhere, any time: • 21st-century skills • 24/7 access • Adaptive learning • Universal Design for Learning (UDL) • Impact on STEM professions
  • 7. NETP GOAL 2: “ASSESSMENT: MEASURE WHAT MATTERS” “When merged with effective assessment design, technology can improve the methods of evaluating student achievement.” (U.S. Department of Education, 2010) School administrators can harness the improvements in technology-enhanced testing on three levels: • aggregate student assessment data; • evaluate student learning when it occurs; • involve key stakeholders in using assessments wisely.
  • 8. NETP GOAL 2: “ASSESSMENT: MEASURE WHAT MATTERS” (CONTINUED) The effectiveness of educational programs should be evaluated through the sharing of student test data with key stakeholders in public schools: • Formative and summative assessments: o “Clickers” and other student response technologies o Social networking tools during instruction • Linking assessment data to learning resources • Race to the Top and federal initiatives • Web-based tutoring
  • 9. NETP GOAL 2: “ASSESSMENT: MEASURE WHAT MATTERS” (CONTINUED) • Embedded assessment technologies • Interactive multimedia simulations • Measuring essential skills • Principled-Assessment Designs for Inquiry (PADI): o Universal Design for Learning (UDL) concepts also allow for technology- enhanced student assessments to be more accessible to diverse learners, especially those for whom English is a second language o PADI is being used by some measurement designers to allow English language learners (ELLs) and vision impaired test-takers in their states to answer science assessment items (Zhang et al., 2010) • Assessment data-sharing
  • 10. ISTE NETS.A STANDARD 2: “DIGITAL-AGE LEARNING CULTURE” Allowing teachers to takes risks is one way of ensuring that instructional innovation will be explored. Today’s digital-age learning allows others to explore facets of technology that aren’t necessarily used yet, but could be in the future: • Principal as collaborator • Administrator as technology leader: oStaff development in technology oDigital-age learning culture
  • 11. ISTE NETS.A STANDARD 2: “DIGITAL-AGE LEARNING CULTURE” (CONTINUED) Teachers are faced with a unique situation in today’s classrooms. On the one hand, they are required to find ways of teaching every child in that individual’s best learning modality. On the other hand, teachers are also expected to address the class as a whole: • Differentiated and whole group instruction: oLearning styles in technology oOne computer per student initiative • iGeneration
  • 12. ISTE NETS.A STANDARD 2: “DIGITAL-AGE LEARNING CULTURE” (CONTINUED) • Closing the digital divide: • All students should experience for themselves the multimedia aspects of communicating and sharing ideas with others • Online and on-ground professional development: • Technology cannot survive in schools without full integration in professional practice by all educators, and this must include and be led by educational administrators
  • 13. CHAPTER 2: TECHNOLOGY LEADERSHIP SELF-ASSESSMENT SURVEY • Self-scoring survey • Based on National Education Technology Plan (NETP) Goals 1 and 2 (NETP 1.0 to 1.4 and NETP 2.0 to 2.5) and National Educational Technology Standards and Performance Indicators for Administrators (NETS.A) Standard 2 (NETS.A 2.a, 2.b, 2.c, 2.d, 2.e) • Ratings of 1 or 2 indicate areas of needed professional growth • Assessment can also be used to create an individualized e-portfolio
  • 14. CHAPTER 2: TIPS FOR LEADERS 1. Realize the value of using social networking tools in meeting the learning needs of the iGeneration. 2. Understand that digital literacy is now media rich, including “sound and screen”, as well as interactive communication tools. 3. Consider implementing a one-to-one mobile learning initiative in your school or district. 4. Provide “assessment-centered learning environments” for more effective formative evaluations of student learning while it occurs. 5. Have a “balanced assessment diet” for students in your school or district with a mix of formative and summative evaluations. 6. Seek funding for the use of digital-age tools in your school or district from technology-centered companies such as Dell and Verizon or from federal subsidies for under-served students.
  • 15. CHAPTER 2: TIPS FOR LEADERS 7. Allow for the differences between the ways in which “digital natives” and “digital immigrants” communicate in your school district. 8. Foster innovative instructional practices with emerging technology tools with the assistance of the school’s technology coordinator. 9. Provide virtual or online course opportunities, especially in science, technology, engineering, and mathematics (STEM) areas, for students. 10. Encourage teachers to use interactive online programs to acquire free, interactive “lesson starters” in their instruction. 11. Give students opportunities to use the latest presentation tools in order to create engaging content, such as Prezi or SlideShare slide shows or GoAnimate videos. 12. Motivate your students with constructivist applications of emerging technologies, such as augmented reality platforms.
  • 16. CHAPTER 2: TIPS FOR LEADERS 13. Investigate the Universal Design for Learning (UDL) concept of making learning opportunities available to all students. 14. Prepare your students for STEM professions with the technologies described in this chapter. 15. Serve the needs of digitally excluded learners with more effective use of technologies for those students who are disabled, from rural areas, from low socio-economic areas, or from diverse cultures and languages. 16. Implement both formative and summative uses of new technology- based assessment tools. 17. Be cognizant of the Family Educational Rights and Privacy Act (FERPA), which limits the sharing of student assessment data. 18. Consider applying the “Golden Rules for Teaching with Technology.”
  • 17. CHAPTER 2: DISCUSSION QUESTIONS 1. What are some ways in which administrators within your own school site or district can support both the integration of technology in instruction and more learner-centered environments? 2. How can professional development be embedded within the contractual school day in order to provide teacher training in new technologies? 3. Think about how you use technology in your own learning and professional growth. Then reflect on how students use the same or different technologies in their social networking. How might teachers harness the “digital-age culture” of the new generation? Create a visual chart to illustrate the differences between digital immigrants and digital natives. Discuss your chart in a group or with a partner. 4. How can student achievement levels and problem-solving skills in science, technology, engineering, and mathematics (STEM) subject matters be enhanced with web-based digital tools?
  • 18. CHAPTER 2: DISCUSSION QUESTIONS 5. Why should assessment of student performance be both formative and summative? In what ways can school administrators be advocates for “measuring what matters” in your school or district? 6. Analyze the online learning opportunities available to students in your school or district. Include a discussion of “marginalized learners” and their access to distance learning networks. 7. At the end of Chapter 2, the leader reflects on the value of creating “a digital learning culture” with a “one-to-one mobile learning initiative.” Discuss the availability of Internet access devices to students in your school or district. How might the access to mobile technology devices by all students cause a “reinvention of curriculum, teaching and assessment” practices?