Emerging technology and achieving systematic change and improvements
•Download as PPTX, PDF•
0 likes•373 views
This document discusses challenges to integrating technology in education. It summarizes research showing that billions spent on instructional technology in the 1990s failed to provide promised benefits. Teachers cite constraints like curriculum coverage, time, preparation, and lack of support as barriers. Successful adoption requires understanding why technology benefits learning. It also requires aligning leadership's technology vision with teachers' visions, and honest communication to manage expectations. Key frameworks for technology integration like TPaCK and SAMR are referenced.
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (15)
Similar to Emerging technology and achieving systematic change and improvements
Similar to Emerging technology and achieving systematic change and improvements (20)
Emerging technology and achieving systematic change and improvements
- 1. Jaye Richards-Hill Tuesday April 23rd 2013
- 2. The Kindle as a disruptive technology- it does new things in better ways… But users must see the ‘Why’
- 3. To inspire and engage starts with the clarity of WHY… Genuine user engagement starts with understanding WHY (Simon Sinek – TED 2011)
- 4. billions of dollars were spent on instructional technology in theK-12 educational realm in the 1990s and that this influx of money failed to provide promised benefits claimed by proponents of instructional technology (Cuban 2001)
- 5. Extent of the curriculum that needs to be covered during the year (81.4%) Time constraints (71.7%) Time required for preparing ICT-based activities (60.4%) Availability of infrastructure (53.5%) Amount of quality content (50.7 %) Lack of in-classroom teacher support (50.2%) Lack of participation of teachers in decision making (43.4%) Need for professional development (37%). (Charalambos Vrasidas / April 2010/ elearn magazine) Why Don't Teachers Adopt Technology?
- 6. Mishra and Koehler TPaCK model (2007)
- 7. (SAMR model of change - Ruben Puentedura)
- 8. The role of school leader is vital, not only to the health of any school, but also to the success of *any* educational change. For educational change to become successful, the involvement of educational leaders is crucial… (Michael Fullan - 2001
- 9. The key is the alignment between the leadership vision for technology integration and the individual teachers’ vision of technology integration. This alignment is crucial. Of course, all this is dependent on leaders being not only school leaders but also technology leaders for their schools (Gary Shattuck – 2008)
- 11. Managing expectations across the Country is an absolutely crucial task. We need to be honest and transparent
- 12. Communicate good news better… SWAN Tablet procurement Framework GlowPlus ICT Excellence group Current Glow migration BYOT Filtering policies Capacity building at national level
- 13. Slide 2 – alsquared.com Slide 3 – Amazon.com Slide 5 – spcs.richmond.edu Slide 6 – Ruben Puentedura Slide 7 - MacKenty.org Slide 9 – pmtips.net Slide 10 – toonpool.com
Editor's Notes
- To be a paradigm-changer; to achieve true transformation, or to put it another way, disruption, users must see the point. The kindle has been a fantastic example of a truly disruptive technology because it does old and new things that people need in new ways – portability of 100’s – 1000’s of books around with you, on holidays or journeys. Increase font size, read in the dark – in the sunlight. Instant access and download. It shows that content triumphs over packaging every time. A great success story for emerging technology and a real leader of systematic change and improvement over the existing paradigm. But most technology hasn’t made it to the game-changing level.
- Indeed, Larry Cuban concluded over ten years ago rather scathingly that there had been no paradigm shift or tangible improvement and that technology was being used only to tinker about with existing practice and methodology rather than driving forward real reform of learning, teaching and assessment practice. We could apply this viewpoint to the UK…NGfL, all the VLE’s and IWB’s have had limited impact and have not been culture change agents… I think one of the reasons is because they delivered material for consumption rather than encourage creativity. People just didn’t see the need. Emerging technology now needs to be rather different.
- There is a huge amount of research on technology use in education. I must have cited over forty papers in my own research on using technology to raise attainment back in 2008. All of them identified lack of adoption as the big problem. For lots of different reasons. One of the most recent studies on the adoption of technology comes from Cyprus. Cyprus has invested heavily in the development of its telecommunications infrastructure, and they’ve had a pretty advanced level of technology in the classroom since the early 90’s. The advance over earlier research is that lack of confidence doesn’t appear in this research and its predominantly workload and content issues we find. Have we now put this confidence in the tech bogey one finally to bed?
- I think we are past the issue of confidence, and need to focus elsewhere to see how emerging technologies might be used to achieve change and improvement. Two research models can signpost the way…First TPCK. Mishra and Koehler posited the view that education transformation occurs at the intersection of all three spheres… and there is a deficit where only two intersect.. Their TPaCK model, for me, is the key to effecting systematic and durable change in education. Because even only five years after they proposed it, we can see how technology has become much more than just a tool for simple delivery, but also a tool for transformation. 1. Pedagogical knowledge, and CPD might have, in the past, been something *done to* people through face to face courses and lectures. Whilst there will always be a place for this type of engagement, increasingly, to many teachers, pedagogy and CPD mean sharing and collaborating and positing new ideas and practice. There is a shift underway, away from pedagogy towards a more heutagogical enquiry-based classroom environment The technology has in a way, become the pedagogy as well as the means of delivery. Look at Pedagoo – thousands of teachers take part, but it’s almost completely dependant upon technology.2. In the past, content might have been textbooks, printed artefacts such as worksheets or photocopied extracts. But now, technology *is* content as well as being a delivery mode. Twitter is living evolving adapting content in real-time. And not only simply delivered through national structures such as Glow, Education Scotland and the SQA, but through increasing numbers of unofficial channels such as twitter, blogs, Facebook, Pinterest, YouTube etc etc3. With technology, we see a branching off from the concept posited by Mishra and Koehler where technology was simple a delivery tool used to do existing things better, towards new ways of doing new things… away from consumption towards creation and even more importantly, collaboration and sharing. Self evaluation for school improvement has come of age with technology and software development.Technology has become content and pedagogy, a transformation from being the delivery, towards the disruptive paradigm of completely changing how we do things.
- Secondly, The SAMR model illustrates progression to where we should be with emerging technology . We are at the Augmentation stage in most if not all of the country. If we want to use emerging technology to have the transformative effect which will lead to systematic change and improvement, we need to look at building capacity in two areas which will challenge these barriers to success. Leadership and Communication. At the moment, due to the pace of change, there’s a temptation to stick with the view that technology is there to be a time saver – to do existing things better. And there is a place for this evolution. But if we work on leading technology change and communicating opportunity, we can achieve the change and lasting improvement that comes through transformation. Disruptive technology leads to transformation. So its not the emerging technology per se that will drive this change and improvement so much, but how we lead it and communicate the use of the technology.
- Firstly, Leadership. Leadership is the common thread running through any cycle of change, without effective leadership, change falters and fails to be lasting. what Fullan says here is a common truism in any change agenda. So it is with education technology also. We need to take a long hard look at technology leadership at all levels if we are to expect change and improvement from the use of technology; national, political, corporate, local and individual. – and the validity of existing hierarchies within which this leadership is framed.
- Education leaders have to be technology leaders too – as Shattock says here. But more than this I think. They need to have credibility with the people they are leading. This inspires confidence that its ok to try out new things; that there will be support and advice – and alignment of vision.My view is that to use emerging technology, whatever form it takes, to achieve systematic change and improvement, we need to model leadership behaviour working in partnership with all our stakeholders, communicate effectively and address the key barriers to wider technology use identified by the research. Seth Godin wrote in his ‘Tribes’ book that the role of a leaders is to make more leaders. With such leadership, we can move into the top two SAMR levels and the potential for technology to disrupt.
- Flipping is a great example of a disruptive use of technology, and of leadership capacity building – it shifts technology-mediated learning up into the upper tiers of SAMR and into the intersection of the TPCK model. I’ve been involved in some fantastic discussions on LinkedIn about the Flipped Classroom concept with educators from all over the world. LinkedIn is a great tool for gathering in real practiced-based opinion to help inform decision-making. I’ve seen some brilliant use of Flipping myself in Helsinki and Cape Town as well as here in Scotland. Its not just video that you set…its websites and other sources of information. Kids go on line to discuss and learn from each other. They then bring all this knowledge into class with them for more discussion, explanations and debate. They become leaders of learning, both of their own and that of others…
- First and foremost, If we want technology to be a change agent, we must manage expectations very carefully. Too often, there is an expectation that education technology is some sort of magic bullet which will cure all ills – some kind of eduantibiotic . It’s a double edged sword…great promise but big pitfalls…The expectations for technology-driven improvement are massive. So as education leaders, we must manage these expectations into something more realistic with sharper and more effective communication. The quote from Micheal Fullan comes back to mind. About education leaders managing change.
- Its important to recognise that systematic improvement in Scottish education depends upon lots of drivers, and the surrounding framework in which we work. The current cycle of infrastructure and technology policy improvement outlined in this slide will underpin the improvements being seen through ACfE and assessment reform. This *is* emerging technology -But how we communicate is important.There has to be a point. Not just accessing email or school notices differently. But communicating the excitement and passion for learning transformed by technology. Its not training in tech use people need but an injection of enthusiasm and passion and an empowerment and validation to go do stuff and share it.We have to make links with practice so that schools and teachers will understand exactly how these improvements will help them, leading and model behaviours and communicate more effectively the opportunities offered by emerging technology… To use emerging technologies to effect systematic change and improvement, we must build leadership capacity and communicate differently and better. This is what will lead to lasting transformation…