Cindy Walters

There are many directions to proceed in regard to professional development. Each having their own advantages and disadvantages. The main thing I took away from this is the inherent need to stress the importance to teachers of designing their professional learning plan. We can not stop learning and looking for better ways to reach our students. We can not stand still particularly when we are already behind in the uses for technology. My charge as a school leader is to light a bonfire under my staff to determine their personal professional development needs as well as working together to set school vision and direction! I wonder what I will do the second week of school.

Posted by Cindy Walters at 12:15 PM | Permalink | Comments (0) | TrackBacks (0)

Class looked at utilizing the Johanssen and Hughes frameworks for analyzing technology integration in lessons and lesson planning. These are very involved and helpful frameworks to help adminstration and staff assess their integration efforts. It is difficult to know all aspects of lesson planning and delivery unless you are the teacher of the lesson. When going in to observe and evaluate, conversations will need to be had regarding all aspects of tech integration. Are staff using technology strictly to replace curriculum, amplify it, or transform their curriculum and approach? Arguments can and were made for all steps in the process. The internet and information it contains can greatly assist teachers in transforming what they do and how they do it, or not. It is imperative that we reach students through technology. Tech integration is necessary for all staff, there is MUCH room for improvement.

WHEN I GO BACK TO CSEC, MY TO DO LIST:
Add a piece to staff evaluation regarding integration of technology in lesson. Also, include technology uses, application, assessment, etc. in the lesson plan forms administration will be looking at. Training on the frameworks for staff to self-assess.

Posted by Cindy Walters at 11:59 AM | Permalink | Comments (0) | TrackBacks (0)

Today we explored many tools teachers could use to integrate technology with their curriculum. We then rated them as Excellent, Good, Mediocre, Waste of Time. I explored 4 different stations: Inspiration software for a French lesson; Journaling using Blogs; Fathom for math/statistical analysis; and GIS for geography, population studies. Several of the applications were very complex lessons and I didn't have enough time to follow all of the directions and tended to move ahead (like students would when directions seemed too slow or difficult). I had several revelations as far as uses go at CSEC: I will pursue journaling for home room times using blogs...I think that writing in this fashion would appeal to some of the students more than the actual written journal (teachers also wouldn't need to carry the journals home to read...read on-line.)

Also, would like to explore futher the uses of Inspiration as discussed in the class. Great visualization tool and the outline tool is really powerful.

So far, great thought provoking information.

Posted by Cindy Walters at 12:11 PM | Permalink | Comments (0) | TrackBacks (0)

The primary goal of technology integration in NCLB is to improve student academic achievement in their academics through the applications of technology in k-12 schools. NCLB wants to ensure that every child is successful in the use of technology by the end of 8th grade.

To ensure that this occurs there are several key concepts in the act.

KEY CONCEPTS:
Improving Student Achievement
The focus for this includes: building a technology infrastructure in schools, building access and accessibility and parental involvement.

Technology Integration Into the Curriculum
This is a two part concept: professional development for staff and technology curriculum integration. Both of these require using scientifically based research practices.

Improving students use of Technology in Grades K-8
Students should be able to operate and understand technology, use all of the different software applications, understand the ethical implications of technology use, communicate effectively using technology, perform technology based research, and use technology as an aid in problem-solving and decision-making.

This article explained the background of NCLB and the desire it promotes to have all students achieve these technological goals. Unfortunately NCLB doesn't assist schools in determining how to finance the cost of technology integration or even the testing costs which it mandates. NCLB has been called an unfunded mandate.

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This article was a summary of research done to answer the question "why don't teachers innovate when they are given computers?" The researchers studied for one year, 10 teachers who had received grants to implement technology innovations into their classrooms. The study determined that there were 11 factors which significantly impacted the success of the project.

The 11 factors fell into three domains, the innovator (teacher), the innovation (project) and the context (environment).

INNOVATOR - Three factors regarding the teacher were found to be particularly significant. These were: technology profiency, pedagogical beliefs and social awareness. The technological profiency of the teacher was of huge impact, however, "teachers who are more reflective and aware of their pedagogical beliefs are generally more adaptive and flexible teachers" as well. Teachers who were using the technology to enhance their curriculum without making the technology an end in and of itself were generally more successful in their implementation. In addition, if teachers were unaware or uncaring of the culture in which they were operating the project would face an uphill battle.

INNOVATION - The project itself created two areas which impacted implementation, distance and dependence. Distance meant the distance from existing school culture, existing practice, and available technological resources; dependence refers to dependence on others as well as dependence on technological resources. As might be expected, those projects which had less distance and less dependence were more likely to be successful than those farther from the existing norm.

CONTEXT - Refers to the infrastructures that exist in the school system; including human, technological and social.

All of the domains interact with each other, however, they do not all have the same impact on the success or failure of the project.

This research again illustrates the necessity for a change in the way professional development is created and delivered to teachers. If we truly want integration of technology within our classrooms to benefit student learning, professional development can not be a one shot, this is our vision, here is some software, now implement! Staff need time working together to help each other integrate technology and to see where and when it should be used. Technology needs to be used in curricular context. The technology in the schools needs to be easy to access and dependable.

Posted by Cindy Walters at 2:33 PM | Permalink | Comments (0) | TrackBacks (0)

Six Elements of 21st Century Learning: Emphasize core subjects, emphasize learning skills, use 21st century tools, teach and learn in a 21st century context, use 21st century assessments to measure 21st century skills.

Embrace a powerful vision of education - the world is a global community. Students need to be educated for the changing world, in a different way than in the past. Education needs to connect to students' lives and what they have learned, as well as how they learn.

The key elements of 21st century learning - In addition to mastering core academics students need to be technology literate. Learning skills that students need are: information and communication skills; thinking and problem-solving skills; and interpersonal and self-directional skills. The tools students will need to master to develop learning skills include: Information and communication technologies (ICT) and audio, video and other media/multi-media tools. 21st century content includes: global awareness; financial, economic and business literacy; and civic literacy.

A very interesting paragraph revolved around assessments and accountability in the 21st century curriculum. The study states: "standardized tests must measure both core subjects and 21st century skills. We must measure what we value-or it won't be taught." Standardized-tests are one assessment methods but project-based assessments include real-life contexts, application of content, and use of appropriate technologies. We must assess what we want students to know in the manner that they learn best. Assessment and accountability issues need to be figured out. Currently, there is no one-size fits all standards assessment that is equitable. Nor is there likely to be one.

Implementing 21st Century Skills: Nine Steps to Build Momentum -
1. Embrace a powerful vision.
2. Align leadership, management and resources with educational goals.
3. Use the report to assess where schools are now.
4. Develop priorities for 21st century skills
5. Develop a professional development plan for 21st century skills.
6. Make sure students have equitable access to a 21st century education.
7. Begin developing assessments to measure student progress in 21st century skills.
8. Collaborate with outside partners.
9. Plan collectively and strategically for the future.

The plan included next steps federal, state, local policymakers; business; parents and families; educators; colleges; researchers, etc. to promote these changes in the educational landscape.

Posted by Cindy Walters at 12:53 PM | Permalink | Comments (0) | TrackBacks (0)

This article talks about Phase 9, a professional development program for teachers to help them integrate technology into their lessons. During the trainings teachers actually create the lessons and share them with one another.

The nine step process includes: Using standards in the Classroom; Team Application, Commitment, and Preliminary Research; Integration Workshop; Validation and Posting of Material; Administrator Workshop; Classroom Use of Technology Units; Sharing of Technology Integration Ideas; Evaluation of Technology Use in the Classroom; and Full Integration and Recognition.

I actually went to the website and checked out some of the lessons that are there: www.thesolutionsite.com. I will promote this site with teachers to see if there is application at CSEC.

Posted by Cindy Walters at 12:36 PM | Permalink | Comments (0) | TrackBacks (0)

Technology integrationists "possess the unique ability to understand, consider, and choose to use technologies only when they uniquely enhance the curriculum, instruction, and students' learning." To become technology integrationists teachers need to integrate three knowledge areas: content, pedagogical, and technology.

The three areas interact similarly to a color wheel. Where content and pedagogical knowledge overlap you have Pedagogical content knowledge (PCK) which is different for every subject matter teacher.

Where technology and pedagogical knowledge overlap you have technology pedagogical knowledge (TPK). In this area, teachers consider technology for its role in general pedagogy. Technology content knowledge (TCK) occurs in the junction of technology and content when teachers are identifying technologies as content in their subject matter.

The center point of this wheel is Technology Pedagogical Content Knowledge (TPCK) - this is where the technology integrationist lives. "TPCK is developed uniquely by teachers of different content areas and grade levels."

Putting this into practice
TPK - having students use technology such as powerpoint instead of posters to illustrate a concept, electronic grading, etc. (Use technology to advance pedagogy.)

TCK - using technology to do simulations in specific content area which couldn't be accomplished without it, using up-to-date technologies that are being used in field of study. (Use technology to supplement content.)

TPCK - combination of the two above. Using technology as a motivational pedagogical tool as well as content specific delivery system. Using technology to explore and research, which ultimately necessitates use of higher order thinking skills on students part.

Teachers can use this framework to determine how they rate as a technology integrationist, and thus doing, determine their professional development needs to achieve the goal.

Posted by Cindy Walters at 12:04 PM | Permalink | Comments (0) | TrackBacks (0)

Technology can assist educational practice, however, not in all instances is it necessary or practical. Teachers need to be able to integrate technology appropriately to support subject matter learning. As in all articles this one calls for leadership to articulate a clear vision for schools regarding what is meant by technology integration as well as which technologies we are speaking about. Ideally, teachers should become technology integrationists "possessing the unique ability to understand, consider, and choose to use technologies only when they uniquely enhance the curriculum, instruction and students' learning." They should use "their general pedagogical knowledge, subject matter knowledge, and pedagogical content knowledge to identify promising, innovative ways technologies may be used to teach their subject area discipline."

In order to achieve this goal teachers need training but also time to reflect on their practice and really think about the applications in technology and how they can apply to their own lessons. Author speaks for four principles of technology learning to move teachers toward technology integrationists:

1) Connect Technology Learning to Professional Knowledge - (ex. learning in context, scaffolded connections, self-identified connections): Advantages - application learning, desire to learn and apply; Limitation - teacher's knowledge base. All teachers should be encouraged "to identify connections between technology and their own professional knowledge."

2) Privilege Subject Matter and Pedagogical Content Connections - Teacher education programs must strengthen this connection between subject matter and technology. Showing teachers how to apply technology in subject matter specific learning will strengthen that connection for teachers.

Use of these two principles will greatly increase the chance that teachers will not forget the use and application of the technologies they learn and will use technology to impact student learning.

3) Use Technology Learning to Challenge Current Professional Knowledge - use technology as a change agent.

4) Teach many Technologies - This will increase the chance that teachers will find a technology that works for them and their specific subject matter.

There need to be more courses in technology for preservice teachers, and in more technologies. Author also suggested use of "content-specific" inquiry groups for teacher education programs. This would create a cohort of students studying technology applications together and leverage the learning.

Posted by Cindy Walters at 11:29 AM | Permalink | Comments (0) | TrackBacks (0)

This was a good article which talked alot about at-risk learners and ensuring they all will be adequately prepared with 21st Century Skills. The four sets of skills discussed include: Digital-age literacy, inventive thinking, effective communication and high productivity.

"Integrating technology into the curriculum properly can produce dramatic change and improved prospects for at-risk students." Author goes on to talk about making schools and classrooms into places where students want to come not want to avoid. Author references Connecting the Bits. I printed the section entitled "At-risk students: Technology's Particular Promise to read soon. Web site: www.neafoundation.org/publications/connecting.htm. Author stressed the importance of school vision and leadership for a school to become all it can be as well as engage all its learners. Also, schools need time and teamwork. In the report, the use of project-based learning with technology and at-risk learners: increased engagement, students worked on cognitively complex tasks, and there was a shift from rote learning to higher order skills students will need in the future.

Conclusion: "Build on what students know, through meaningful, relevant activity; use technology tools to help in understanding and communicating; and present a product to an audience who can give students improtant feedback and a sense of satisfaction." Bottom line…we need to engage all students where they are at and build on their skills to meet the demand of the 21st century.

Posted by Cindy Walters at 11:07 AM | Permalink | Comments (0) | TrackBacks (0)

The division between the have and have nots has never been as large as it is in the area of technology. It "may lead to a two-tiered world of knowers and know-nots, doers and do-nots." Students who don't have access or don't know how to use technology and technology applications will increasingly be left behind in the information age. Children must have access to technology and not be left behind, or as adults their paths will be extremely limited. Poverty will beget proverty with no road out.

"Children need access to computers and the net, but they also need appropriate software and services." They need teachers who model appropriate technology usage as well as use technology to innovate education.

There was an actual incident documented in the article about a school in Washington, DC where computers were brought in for a photo op with First Lady Clinton and the Canadian Prime Minister's wife. The students used computers to talk with students in Canada. When the dignitaries left so did the computers. Scary and sad.

The author calls for everyone to work together to ensure equitable access: governments, schools, businesses, etc. One suggestion is to create community computing networks - computers placed in the community for everyone to use to access the internet. He offers other models for the future as well: a mall site, Kidzonline, Plugged-in, etc. He also documents what doesn't work as well.

Posted by Cindy Walters at 11:08 AM | Permalink | Comments (0) | TrackBacks (0)

What I found interesting in this article was the fact that I am now being exposed to some of these modeling tools in my quest for a doctorate and find them complex and difficult to grasp at times. Then to learn they are being used in elementary schools with increasing frequency! It goes to show how smart, creative and adaptable our young people are! They grew up with technology and we are not adequately utilizing it in the realm of education. We need to more effectively use the computer as a tool to help learners build their knowledge.

Also, there were a lot of typos in this article which I thought should have been caught in the editing process.

Posted by Cindy Walters at 9:52 AM | Permalink | Comments (0) | TrackBacks (0)

This was a good introduction to the idea of constructivism and the changes it promotes for delivery of instruction. Constructivism is actively seeking to understand different perspectives and to understand and challenge the learner's thinking. Contrary to stand and deliver education, it means to truly involve the learner and make education active not sedentary. "Learning is an active process of constructing rather than acquiring knowledge, and instruction is a process of supporting that construction rather than communicating knowledge."

I also highlighted von Glaserfeld's statement regarding constructivism "Instead of presupposing knowledge is a representation of what exists, knowledge is a mapping, in the light of human experience, of what is feasible."

We, as educators, need to guide students to learn and design their own experiences. We need to build supports (scaffolds) to help them, not simply talk to them and give them our history (as adults). They need to build their own reality.

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