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Ablaze and Fan into Flame NW District
- 2. Immanuel, West Ely,MO 1968-1974
- 3. Metamorpho – Dr.Del Tackett “ It’snot about Technology, It’s about Changing the way we Teach. ” http://www.edutopia.org/digital-generation
- 4. Is Getting AllTeachers to Use Technology an Issue for you? 1. Yes 2. No 3. I am willing to listen
- 5. “I skate to wherethe puck is going to be, not where it has been.” Wayne Gretzky
- 6. Like Steve Jobs,I confess – MTM is not perfect...
- 7. And, like Steve,we also are giving away some free things …
- 8. Disclaimer – Technology isnot our Savior
- 9. We do notteach technology, we teach children. Technology is a tool used to support, enhance and expand the classroom curriculum It seems many know the "How" of technology, but need to learn more about the "Why" of technology.
- 10. Of the threethings listed below, what seems to be the hardest to find? 1. Money 2. Time 3. Acceptance to change
- 11. St. Paul, Bonduel,WI Metamorpho
- 12. Change Today it isa Blur!
- 13. The St. PaulStory BonduelPublic competition By the mid 1990’s family sizes and attitudes were changing. Ifelt I needed to do more to improve our technology.
- 14. The St. PaulStory A Call to Bob Whipkey A Committee is formed Bob Whipkey Grants are submitted This impacts St. Paul (MTM lab) Tom Phillip
- 15. The St. PaulStory
- 16. Change is the biggest obstacle for most of us, Money and Time are a distant second .... Professional development is St. Paul Bonduel, WI easier if we do it in groups.
- 17. When MTM did the three or more teachers from one faculty specials in 2005-2007, we were able to demonstrate that St. Paul Stevens Point, WI there was quicker acceptance for change by most on a faculty.
- 18. The Story Repeated Gail Potratz – “This is the best training program our faculty was ever involved in…” (Emanuel, New London, WI) Randy Ash (Trinity, Waconia, MN) Albert Amling (Hales Corners, WI) Jane Jahnke (Eau Claire, WI) All of these administrators were involved in taking a class – or more.
- 19. If the administrator is involved in taking a class at the same time, the change is even faster and the growth is quicker. Gerald Schmidt St. Paul, Bonduel, WI
- 20. Schools with "living" technology plans appear to change quicker than those who do not have a "living" plan.
- 21. Your school hasa comprehensive Technology Plan 1. Yes 2. No
- 22. My School hasa AUP (Acceptable Use Policy) 1. Yes 2. No
- 23. Over 90% of those who have participated in EDG 970 gained more than 100% in their knowledge and skills relating to using technology in their classrooms to enhance and expand their curriculums. Over 98% of those who took the course indicated they felt much better about the use of technology in their classrooms.
- 24. Paul Wangerin –CUW Research Analyst Percent of Students Per Competency Group - Pre/Post Course 2009 MTM Summary 60.0% 51.1% 52.6% 40.0% 11.7% 12.4% 17.4% 15.3% Pre Course 20.0% 8.0% 6.7% 13.5% 11.2% Post Course .0% Post Course Less than 5050 to 69 Pre Course 70 to 79 80 to 89 90 and above
- 25. Principals have used many approaches to "encourage" their teachers to take our courses. Some forced their teachers to get involved in the course some had their Boards pass a policy that every teacher had to take the course within a year.
- 26. Most administrators used the approach of starting with a group of three or more teachers. These teachers normally convinced the rest of the teachers to take the EDG 970 course. Many principals used Title money to help pay for these courses.
- 27. It takes time (it seems like two to three years is normal) for a faculty to feel comfortable becoming facilitators of learning. The administrator who has a VISION for his/her place and is able to articulate it well seems to be able to get their teachers involved in the change process with less stress being evident.
- 28. Another thing that works well is trying to get at least one teacher from your faculty involved in the Educational Master’s program and become the staff technology champion .
- 29. A real positiveis having the congregation and/or school support the teachers with additional funds and or time.
- 30. Our Technology In-service Program (TIP) is going well with the five pilot schools we have involved.
- 31. 21 st CenturySkills – Learning For Life in Our Times p. 100 Bernie Trilling and Charles Fadel Project based learning Facilitators of student learning
- 33. Vision – FullSteam Ahead Blanchard and Stoner Who are Planning What will you? it look like Professional when you Where do Growth/Training get here? want to go? "The vision of the Missouri District is of congregations partnering as one church united in doctrine ready, equipped and acting to fulfill the Great Commission in their unique setting with their unique people."
- 34. MTM’s Vision Schoolsof choice emerge as leaders apply exceptional competence in integrating technology as a result of MTM’s mission. (Adopted by the Bd. of Directors 5/1/09)
- 35. “As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity. To meet this challenge, we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches.” ( Curriculum 21- Essential Education for a changing World, Heidi Hayes p. 7) Professional Development is the answer!
- 37. How Thomas eats his treat slowly.
- 38. How Jesus died for us willingly.
Editor's Notes
- #4 Dr. Del Tackett – The Truth Project – Focus on the Family – He coined this term – to transform – more than just to say change – thus the butterfly templates
- #10 Student Learning is the main focus and I wanted my faculty to know The How and Why of technology - We explore this issue in the Integrating Technology in the Classroom class. In the mid 1990’s I started feeling a need to do more for our school in the area of technology use. The Bonduel public school was becoming better at using technology – their reputation for doing this was also growing. Our faculty often was invited to participate in their summer Eisenhower technology institute activities – and we did. I felt we needed to do more as many of my faculty knew the “how” of technology, but the why. There needed to be more than keyboarding and Accelerated Math and Accelerate Reading.
- #12 1981 to 2005Metamorpho - To Change – To Transform – caterpillar to butterflyDr. Del Tackett, The Truth Project Focus on the family.St. Paul was a good school – had a great faculty – it bacame a model school as determinded by Bob Whipkey
- #13 Things are happening so quick today that it can be overwhelming – Kindle,iPod, iPhone, iPad – texting, instant messaging, sophisticated cell phones, Web 2.0 (3.0 is coming soon), Interactive WhiteBoards (SmartBoard, Permethean, …) 1- 1 computing,
- #14 I share this story, first to bring Glory to God and secondly, to encourage each of you to start/continue your story.When I arrived at St. Paul in 1981, 98% of the children of St. Paul were enrolled.By the mid 1990’s, Bonduel Public was known as a school in the area that used technology the most. (They always hosted the Eisenhower Project technology events each summer)I was running out of options at St. Paul to get money for the technology we had – we were holding our own, but I felt we needed to improve in training our teachers how to use technology.
- #15 A Call to Bob Whipkey – District Education Executives are VERY important – Dennis Gehrke – he stepped forward with a District membership in MTM – This helps you and your schools – MTM scholarships.We formed a committee in the NWD. We did some technology training for the NWD administrators and we shared a lot of stories of what was going on at our places. Soon we began thinking of ways we could impact teaching at our schools. It was soon realized that even as a District we would be hard pressed to get a technology grant. Tom Phillip brought in the SWD and later, CUW. Phil Meinzen helped us understand the grant writing process. In 1998 I did an extensive survey of the NWD principals and teachers. It indicated the teachers had a desire to use technology, but did not know how.We needed to get our teachers trained and we needed to find financial support for them as tuition was TOO HIGH.Anonymous grant first (tried to train a person - mentor – for each congregation) and then Thrivent gave us a grant to try out our program with the State of WI. We decided to go a different direction than trying to train a mentor for each place. – (I went and asked to develop a class at CUW – Marcia Konz – Dean of Graduate School.)
- #18 We were able to provide additional scholarship money for those schools who met this criteria. (Thrivent Grants) Through another grantor, we also had a Small School Grant that was very helpful here. Twenty-six schools were eligible, 18 fulfilled the requirements for all three years, 6 schools went well beyond with teachers taking multiple classes.That part of the grant from Thrivent ran out after 2007.
- #20 He/she does not need to take the same class as the teachers. They often took EDG 939, but some did take EDG 970 with the rest of the faculty.
- #21 By "living" I mean the plan is shared with all groups of the school community and it is reviewed monthly by either a technology committee or Board of Education and decisions are made based on the technology plan. The faculty should review portions of it at least bi-monthly.The plan needs to be comprehensive – it needs to be used and reviewed regularly – It needs to be “seen” by all. It is very important to choose the right people to serve on the technology committee.
- #25 Paul Wangerin - CUW - did the number crunching for us.
- #28 The classroom “walls” come down – more sharing takes place – students are more often seen using the technology to create - to share – to present -
- #32 This is one example of where the puck is. Project based learning is often cited as a method that provides students with more hands-on activiites – or engages the student more in the learning.
- #34 Full Steam Ahead by Blanchard and Stoner
- #36 Know the culture of the students and families we serveProfessional development is curcial