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2012 ed tech vision

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Presentation given at the 2012 Chicago Public School Leadership Technology Summit. Session called Developed and Ed Tech Vision from the Ground Up.

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2012 ed tech vision

  1. 1. + Building an Educational Technology Vision from the Ground Up Meridith Bruozas Chicago Public Schools Department of Educational Technology and Tools
  2. 2. + What is a Vision? Definition - A statement that outlines where the school want to be in future years, or how it wants the others outside of its organization to view it.
  3. 3. + Examples of a Vision Find your school’s vision and have it handy. Examples:  …to create a learning environment that exposes our students to a rigorous curriculum, utilizing technology as a driving force to “move our students beyond their immediate.”  …a diverse community striving for excellence so that all may lead productive and balanced lives in a more democratic, ethical and humane global society.
  4. 4. + Is Your Vision Effective? Characteristics of an Effective Vision  Is shared by each member of our leadership team  Is share by most in our school.  Represents a clear image of our aspirations or technology- enhanced learning  Provides a clear focus for leaders as we set goals and plan for professional learning  Provides a clear image of intended results  Helps us communicate effectively with a variety of audiences  Is informed by educational research and literature Adapted from Garmston and Wells
  5. 5. + Reflection What areas of your vision do you want to strengthen?
  6. 6. + What can influence the development of a vision?  Understanding about the nature of learning (learners and learning)  Understanding about the nature of teaching (teachers and teaching)  The nature of educational technology and how it links to learning environments  Adult learning (school capacity)  Change process  Identifying areas for improvement (analyzing data) Adapted from Designing Professional Development for Teachers of Science and Mathematics
  7. 7. + What can influence the development of a vision?  Understanding about the nature of learning (learners and learning)  Understanding about the nature of teaching (teachers and teaching)  The nature of educational technology and how it links to learning environments  Adult learning (school capacity)  Change process  Identifying areas for improvement (analyzing data) Adapted from Designing Professional Development for Teachers of Science and Mathematics
  8. 8. + Technology-Enhanced Lessons  Technology Integration Matrix  Developed by the Florida Center for Instructional Technology  http://fcit.usf.edu/matrix/download/tim_table_of_summary_indic ators.pdf Diigo Group for follow up Research  http://groups.diigo.com/group/2012-cps-leadership-summit
  9. 9. + Entry At the entry level, technology tools are used to deliver information to students. Tool use by students is individual, focused on step-by-step task monitoring and tend to be unrelated to the world outside of the classroom. Adapted from the Technology Integration Matrix
  10. 10. + AdoptionAt the adoption level, technology tools areused in conventional ways. The teachermakes decision about which technology toolto use and when and how to use it. Studentsexposure to individual technology may belimited to single types of tasks that involveprocedural understanding. Adapted from the Technology Integration Matrix
  11. 11. + Adaptation At the Adaptation level, the teacher incorporates technology tools as an integral part of the lesson. While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools. Students have greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than students at the Adoption level. They are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools. Adapted from the Technology Integration Matrix
  12. 12. + Infusion As the Infusion level, a range of different technology tools are integrated flexibly and seamlessly into the classroom. Technology is available in sufficient quantities to meet the needs of all students. Students are able to make informed decisions about when and how to use different tools. The instructional focus is on student learning and not on the technology tools themselves. For this reason, Infusion level work typically occurs after teachers and students have experience with a particular technology tool. The teacher guides students to make decisions about when and how to use technology. Adapted from the Technology Integration Matrix
  13. 13. + Transformation At the Transformation level, there is an extensive and unconventional use of multiple kinds of technology tools. Collaboration with peers and outside resources is very technology dependent and focuses on innovative use for higher order learning activities in a local or global context. Technology tools are used to support collaboration, planning, monitoring of projects, and content deepening. Adapted from the Technology Integration Matrix
  14. 14. + Technology Instructional Models/ Themes  Flipped Classroom  One to One Computing  Mobile Learning  STEM  Gaming  Convergence Learning (social and digital media)
  15. 15. + Linking this Back to a Vision Think about….  What level of integration you want within your school?  Where are your students at on the matrix?  Where are your teachers at on the matrix?  What is your vision after one year? After five years?
  16. 16. + Reflection Where is your staff on this matrix? How does that influence your vision?
  17. 17. + Starting this Process  Develop a team of individuals to  Identify your schools strengths and weaknesses (through data analysis)  Develop a common understanding of the current technology integration literature and instructional models (deepen technology content knowledge)  Assess the resources in building  Assess the capacity of the teachers  Develop a technology vision  One year  Five year
  18. 18. + Sustaining the Program  Align resources  Materials  Technology Resources  Infrastructure  Equipment  Software  Develop professional learning communities

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