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Lecture notes session 3 sept 3

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Lecture notes session 3 sept 3

  1. 1. <ul><li>Are Schools and Technology Leaders Doing Enough? </li></ul>How can School Leaders ensure equal access across gender, ethnicity, race and levels of poverty? Please Email next
  2. 2. <ul><li>Limited English speaking students </li></ul><ul><li>Students in rural schools </li></ul><ul><li>Students living in poverty </li></ul><ul><li>Minority students </li></ul><ul><li>Female students </li></ul><ul><li>Low-achieving students </li></ul>How does technology impact...... School leaders must ensure acess regardless of gender, race, ethnicity, English proficiency, etc.
  3. 3. <ul><li>Similar interventions between low and exemplary schools </li></ul><ul><li>THE DIFFERENCE IS THE WAY TECHNOLOGY IS USED! </li></ul>Is technology helping to close the achievement gap between wealthy and poorer schools?
  4. 4. SCHOOLS LABELED AS LOW PERFORMING OR AVERAGE DO NOT PLACE AN ESPECIALLY HIGH PRIORITY ON TECHNOLOGY (Creighton, 2003) As student use of technology decreases, their percentage of free/reduced lunches increases.
  5. 5. Rural schools tend to be wired with dated technology--i.e. dial up Special populations still have trouble with technology access Bilingual students use technology primarily in pull-out programs
  6. 6. <ul><li>The principal as technology leader must: </li></ul><ul><li>Make sure schools are an equal-opportunity environment for both genders and other special populations </li></ul><ul><li>Not assume females are not as interested or proficient as males in the use/appreciation of technology </li></ul>For Females:
  7. 7. <ul><li>The principal as technology leader must: </li></ul><ul><li>Help teachers move beyond the practice of using computers in minimal or restricted ways </li></ul><ul><li>--teachers of low achievers tend to use technology for drill and kill </li></ul><ul><li>--teachers of high achievers use a mix of sophisticated programs </li></ul>For Low Achievers:
  8. 8. <ul><li>How can we use technology to improve the plight of high poverty and/or low achieving students? </li></ul><ul><li>How can School Leaders move beyond “the stuff” to MEANINGFUL TECHNOLOGY INTEGRATION BASED ON IMPROVING STUDENT ACHIEVEMENT? </li></ul>Reflections/Contextualization Triad Discussion
  9. 9. <ul><li>WHY DO TECHNOLOGY PROGRAMS FAIL? </li></ul>
  10. 10. <ul><ul><li>Inappropriate leadership--too much or too little. </li></ul></ul><ul><ul><li>Moving too fast, without sufficient and supportive staff development. </li></ul></ul><ul><ul><li>Lack of support. </li></ul></ul>
  11. 11. <ul><li>The principal came here two years ago with an agenda to implement HIS technology program. We had no input-just do it my way. </li></ul><ul><ul><li>Inappropriate leadership--too much or too little. </li></ul></ul>
  12. 12. <ul><li>The principal is no where to be found when we were dealing with technology. She hired an outside consultant with no educational experience, just a knowledge of the machines and wiring. </li></ul><ul><ul><li>Inappropriate leadership--too much or too little. </li></ul></ul>
  13. 13. <ul><li>Much training--but no education.... </li></ul><ul><li>Training is the process of learning a set of skills </li></ul><ul><li>Education is understanding and interpreting information </li></ul><ul><ul><li>Moving too fast, without sufficient and supportive staff development. </li></ul></ul>You train animals, teachers are developed an educated.
  14. 14. <ul><li>43% of teachers sited lack of support as a barrier to integration of technology. </li></ul>Lack of support.
  15. 15. <ul><li>How to establish a climate of support..... </li></ul><ul><li>School Board sets through necessary funding and policies. </li></ul><ul><li>Central Office creates a plan for management and supervision of the program. </li></ul><ul><li>Principals identify the knowledge, skills and abilities needed to carry out program goals and objectives. </li></ul><ul><li>Inclusion of teachers, staff, and students (when appropriate) in program planning and implementation. </li></ul>Lack of support
  16. 16. <ul><li>What do you think contributes to the feeling of lack of support expressed by teachers? </li></ul><ul><li>What could you do to address this issue? </li></ul>Reflections/Contextualization Triad Discussion

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