Technology, Schools, Challenge and Change · • Information about division- or school-level technology committees • Budget information related to the technology plan and the school

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Technology, Schools, Challenge and Change

Syllabus

Course Description This course takes a big-picture view of technology and education, exploring the complex and sometimes challenging effects of technological advancement on schools. Readings, discussions, cases, and workbook assignments allow technology leaders to examine their role in this change process. Participants will have the opportunity to discuss current issues, examine best practices, explore online resources, and reflect on the perspectives of various education stakeholders; all of which will help to inform future decisions regarding the integration of technology in schools. Competencies Upon completion of this course, participants will be able to

• Demonstrate an understanding of the issues surrounding technology use in education;

• Describe their vision for effective technology integration in the classroom;

• Discuss and apply current research related to the use of technology in education;

• Plan for and implement 21st Century Skills in the classroom;

• Provide support and effective staff development for teachers;

• Identify and use web-based collaboration tools including weblogs and wikis; and

• Understand the legal issues surrounding the use of technology.

Materials All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class MaterialsVirtual LibraryReadings (Search).

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If you do not have the most recent versions of the following software, please download each from the given sites.

• Adobe Reader • QuickTime • PowerPoint: You will be using this software for a workbook

assignment. If you do not have access to this software at home or school, a 60-day free trial is available: http://office.microsoft.com/en-us/products/HA101741481033.aspx

Cases Used

• Freedom Area High School • One of Those Days

Course Schedule Find session dates by selecting Syllabus on the top menu bar. For typical courses, final Discussions, Journals, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

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Introductory Session Exploring the CaseNEX Site Complete these tasks prior to the beginning of Session 1. Readings

• Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook assignments where appropriate.

• Refreshing the ISTE Technology Standards • National Educational Technology Standards:

http://www.iste.org/standards.aspx

• School ICT to be replaced by computer science programme http://www.bbc.co.uk/news/education-16493929

• Gary Stager, Dumbing Down http://stager.tv/blog/?p=2691

• Computational Thinking (http://www.iste.org/learn/computational-thinking)

Discussion Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) Journal ISTE, the organization that developed all the National Educational Technology Standards, suggests that the newest version of the standards will transform education. Gary Stager, however, disagrees, commenting that the standards are not really about computers at all. He believes that students should be learning how to program computers, a view he shares with England‘s education secretary. Recently, ISTE has begun a computation thinking initiative. After reviewing the various standards and reading the perspectives of Stager and Gove, what is your view on the standards? Just what

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should students be learning about computers? (100 words or fewer)

Note Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor’s name and then compose your message and hit ‘Post Message.’

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Session 1 Teaching in the Digital Age Case None this session Readings

• Digital Natives, Digital Immigrants • Digital Native: Ten Years After • Digital Natives: Where Is The Evidence? • A Silicon Valley School That Doesn’t Computer • In Classrooms of the Future: Stagnant Scores • Infographic: What the New Digital Divide Looks Like

Additional Resources

Marc Prensky – Writings • Facing the Screen Dilemma: Young Children, Technology and

Early Education (http://www.casenex.com/casenex/vlReadings/TechnologySchoolChange/Session01FacingtheScreenDilemma.pdf

• Why Waldorf Works (http://www.whywaldorfworks.org/02_W_Education/current_topics.asp

• Joe’s Non-Netbook Video (http://www.youtube.com/watch?v=SkhpmEZWuRQ)

• There Are No Technology Shortcuts to Good Education https://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/

Discussion Using knowledge from this session‘s readings, as well as your own research, pick a side of the argument regarding teaching and learning in the digital age. Draft a response, either in agreement or opposition, to the Waldorf School‘s belief that students should not use computers until high school, focusing instead on students having―the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Counter your peer's arguments throughout the discussion. Be sure to cite your sources.

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Journal Marc Prensky‘s concept of the digital native was quickly adopted. Yet, research shows that the division between natives and immigrants is not as clear-cut as Prensky suggested. In addition, the digital divide continues to mean lack of robust access for may people. If you ran into Marc Prensky on an elevator, what would you say to him about his ideas? What is your perspective on this dichotomy between digital natives and digital immigrants? Does Prensky adequately address the consequences of the digital divide? What additional knowledge do you need to be able to determine just how computers should be used to support student learning? Draft a short elevator speech that you would share with Prensky. How do you imagine he might respond?

Note Check your CaseMail (linked from top menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. Workbook None this session

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Session 2 Planning for the Future: Effective Technology Integration Case One of Those Days Readings

• National Education Technology Plan 2010 • The Digital Transformation in Education, Arne Duncan Keynote

• Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media

• Developing Technology Vision Statements • Technology Plans and the e-Rate Program • Checklists for Planning a Technology Initiative

Additional Resources

• Tips for Designing a Brochure • Leadership for Mobile Learning

http://www.cosn.org/Default.aspx?TabId=8108 • Explore the resources at this website • Video: Secretary Arne Duncan on the National Educational

Technology Plan http://www.ed.gov/blog/2010/03/draft-national-educational-technology-plan/

Discussion Imagine you are a member of the tech team from this session’s case. Write a vision statement for using technology at Jackson Middle School that incorporates details of current technology use at the school and also consider the potential of mobile technologies for increasing student access and achievement. Consider the consequences of this vision, oth short- and long-term, positive and negative. As you respond to each other’s vision statements, suggest actions the Technology Committee should take to in order to move their school from good to great. Journal The Executive Summary of the “National Education Technology Plan” states, “…technology is at the core of virtually every aspect of our daily lives and work, and we must leverage it to provide engaging and

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powerful learning experiences and content, as well as resources and assessments that measure student achievement in more complete, authentic, and meaningful ways.” Arne Duncan states, “Our nation's schools have yet to unleash technology's full potential to transform learning.” After exploring the plan, what are your initial thoughts? What strengths do you see in the plan? What are some potential issues? Which of the five goals are you addressing in your school, district, or state?

Workbook Technology Skills and Standards Brochure You have been asked to create a brochure for new teachers related to technology standards for school personnel. Your first step will be to locate as many of the following documents as possible:

• State technology plan for the state in which you work • District or Division technology plan for the division in which you

work • School-level technology plans • Any technology-related standards (optional or required) for

teachers in your state or locality • Teacher evaluation/observation forms • Any job-related requirements for technology use • Information about division- or school-level technology

committees Review these documents, looking specifically for information related to technology standards for school personnel. Next, talk to a member of the technology committee for your school or district. How is your school division addressing these standards and requirements? Synthesize your findings in brochure that potentially might be distributed to all new teachers in the division as part of their orientation. Be sure to address the following questions:

• What are teachers expected to be doing with technology in your state or locality?

• What support is available to assist teachers in meeting those

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expectations?

• How are teachers in your school division held accountable for using technology?

Using a word processing or desktop publishing program, create a two- or three-fold brochure that communicates this information to new teachers. Your brochure should include text and graphics. Information should be organized attractively and communicate content effectively and accurately. Due by the end of Session 3 Alternative Workbook Suggestion Technology Plan Critique You have been asked to critique your school district’s technology plan. Your first step will be to locate as many of the following documents as possible:

• State technology plan the state in which you work • Any state guidelines for technology plans for the state in which

you work • District or Division technology plan for the division in which you

work • School-level technology plans • Information about division- or school-level technology

committees • Budget information related to the technology plan and the school

division

Review these documents, Review the technology plan as it relates to national educational technology plan and/or your state technology plan.

1. How well does the technology plan hold up against what is considered "best practice" for technology planning?

2. How current is the plan? 3. How adequate is the funding?

You should end your critique of the plan with your impression of how well you think your school is doing based on the school/district/division's technology plan. In other words, does your

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experience(s) in your current school reflect what you read in the district's technology plan? Using a word processing program, write this as a report to your school division leadership including suggestions for improvement.

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Session 3 21st Leadership: Challenging the Future

Case Freedom Area Senior High School Readings

• 8 Forces for Leaders of Change • 21st Century Leadership: Looking Forward • What Is Needed for Educational Change • For Educational Change -- Teachers are the Key • Leaders Must Be Visionary Risk-takers to Change Our Schools

Additional Resources

• Understanding the VUCA World (http://www.youtube.com/watch?v=KJqCPFzq6kU)

• Peter Senge and the Learning Organization (http://www.infed.org/thinkers/senge.htm)

• ISTE NETS-A: Advancing Digital Age Leadership (http://www.iste.org/standards/nets-for-administrators)

• Leading for the Future http://dangerouslyirrelevant.org/2012/10/leading-for-the-future-saismisbo-notes.html

Discussion Michael Fullan proposes “eight drivers” that are “keys to create effective and lasting change.” Which of these “drivers” do the leaders at Freedom Area High School (Dr. Rusty Staub, Dr. Ron Sofo, Tom Hickey, and Matt Scala) demonstrate in this session’s case? In what areas are their change efforts failing? Why? Using knowledge gained from this session's readings, what additional actions might you suggest they take to help further the change process in terms of technology integration? Journal Using the series of articles from ETC Journal as a framework, closely examine your role in providing technology leadership. Include the following: (1) an overview of your leadership style (the positive and negative), (2) the challenges and concerns you feel in leading the

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change processes at your school, (3) potential actions you are interested in exploring, (4) possible pitfalls, and (6) perspectives on these actions from at least two other educational stakeholders (e.g., teachers, parents, students). Workbook Technology Skills and Standards Brochure due by end of this session Technology Plan Critique due by the end of this session

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Session 4 Supporting Teachers Use of Technology Case One of Those Days (Scene 3) Readings

• 15 Questions to ask about technology leadership in your school district (Note: Read through the responses to Scott McLeod's blog post.)

• Instructional Technology Professional Development to Teacher and Student Outcomes

• Deepening Connections: Teachers Increasingly Rely on Media and Technology

• Teachers’ Use of Educational Technology in US Public Schools, 2009

• Empowering Teachers: A Professional and Collaborative Approach

• Encouraging Teacher Technology Use • What is TPACK? • What are TPACK Activity Types?

Additional Resources

• Fundamentals of Writing Winning Proposals • Edutopia: Professional Development • What is good PowerPoint design? • Giving a Good Talk with Prezi

http://prezi.com/_sto8qf_0vcs/the-how-to-make-a-great-prezi-prezi/

• The Power of online video (and presentation) to change the world (http://tinyurl.com/24ng43a)

Discussion In this session's case, teachers meet with technology specialist, Katie Dietz, in Scene 3 to discuss technology integration plans. Describe the issues they raise about teaching in the digital age. Using knowledge from this session's readings, and from other sessions, counter the teachers' arguments and persuade them of the value of continuing their efforts to use technology to enhance teaching and learning at Jackson Middle School. Respond to your peers from the perspective of one of the teachers in the case; push your colleagues to justify their arguments—remember, you are not easily persuaded.

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Journal Linda Starr, in “Encouraging Teacher Technology Use” mentions that teachers are still reluctant to integrate technology, “mostly because of a lack of time, a lack of resources, or a lack of confidence in their ability...” The PBS study also cites several barriers including cost and planning time as two barriers. Which of these barriers is most prevalent in your learning community? Reflect on one teacher in your building who is still reluctant to use technology. Examine his or her perspective. How is your school encouraging and discouraging technology use? What specific actions might you take to support this teacher in utilizing digital technologies in meaningful ways? How can your knowledge of TPACK and Activity Types help with that support?

Workbook Technology Professional Development Grant Presentation A local company in your area has publicized a grant for $7,000 to support professional development and technology integration. Unfortunately, they have limited resources and are only able to fund one school. Each school interested in receiving the money will have eight minutes to present a PowerPoint or Prezi presentation of their proposal to board. The board will then evaluate the proposal to determine who will receive the additional funding. The board has requested that you address the following questions: What specifically do you want? What concerns are you addressing and why are they important? Who will benefit? How will your results be measured? Remember, numerous schools are applying for this professional development grant, so include a “hook” to grab the boards' attention and find a creative way to solve your problem. Remember, you only have eight minutes. Keep your presentation clear and concise. Each presentation must include:

• introduction (e.g., background information about your school) • statement of need (e.g., compelling reason why your proposal

should be supported) • goals and objectives • approach (e.g., strategies for accomplishing goals and

objectives, outline of activities) • method of evaluation • project timeline

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• proposed budget Note on creating your presentation: You will be using both the slides and the notes features in PowerPoint to create this presentation. Create the slides as you normally would for a presentation using short bulleted statements or links to multimedia. Then, use the notes section below the slide to write your script for the presentation. What specific information will you share related to each of your general bullets? If you plan to use Prezi, you will create the presentation and its path, and then add text boxes with your script beside each section. Information should be organized attractively and communicate content effectively and accurately. Email your presentation or link to Prezi to your instructor. Please be sure you have made the Prezi public. Due at the end of Session 6

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Session 5 Examining Current Educational Technology Research Case Freedom Area Senior High School Readings

• Ubiquitous Computing Implementation Research • Technology in Education • Critical Issue: Using Scientifically Based Research to Guide

Educational Decisions • Scientifically Based Research • Education Research from Pew Internet & American Life Project • Technology and Pedagogy

Discussion Kim Boggs, Network/Telecommunications Teacher at Freedom High, speaks highly of the new initiative that provides each student with a laptop. For Kim, what are the benefits of this 1-to-1 laptop learning? Review the research conducted at the University of Virginia (Ubiquitous Computing Implementation), and any additional research you find regarding 1-to-1 computing. Based on your review, what new knowledge would you provide Kim? What additional research-based actions would you suggest to Kim and the faculty at Freedom High? Journal The authors of Technology and Pedagogy describes two uses of technology in the classroom. Reflect on your own use of technology. Is it primarily Type I or Type II? What techniques have you used to ensure your students are getting the most from the available technology? What approaches have been less than successful? Reflect on the differences between the successful and unsuccessful implementation of technology. Workbook None this session

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Session 6 Moving Schools into the 21st Century Case Freedom Area Senior High School Readings

• How to Bring Our Schools Out of the 20th Century • Connecting the Digital Dots: Literacy of the 21st Century • Did You Know 2.0 (YouTube Video) • Framework for 21st Century Learning, Interactive Overview • ICT Literacy Maps: Choose two subject areas and read the Cover

Sheet and review the Map for those areas. • The Seven Steps to Becoming a 21st Century School or District

Additional Resources:

• Wikispaces (NOTE: You will be using wikispaces to publish your final workbook assignment. Set up a wikispaces page.)

• Wikispaces Help Discussion The teachers at Freedom High School use technology in a variety of ways. Using the knowledge gained from the readings, analyze these different uses based on the 21st century skills framework. Select one teacher from Freedom High, what 21st century skills are being integrated and developed in their classroom? Give specific examples. Describe actions the teacher might take to incorporate additional 21st century skills and to achieve 21st century outcomes. How is this teacher ensuring that his/her students will be literate in the 21st century? Journal The article “Connecting the Digital Dots: Literacy of the 21st Century” states that “prior to the 21st century literate defined a person’s ability to read and write, separating the educated from the uneducated.” Based on knowledge gained from this session’s readings, how has that definition of literacy changed for you? What implications does this new definition have your current way of doing things? List three specific actions you could take to bring your teaching into the 21stcentury. What consequences could these changes have for your students (positive and negative)?

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Workbook Mapping 21st Century Skills to the Curriculum For this assignment, you are going to create a website called a wiki that will serve as a resource for helping teachers integrate 21st century skills in curriculum-based content. Begin by creating a free account at http://www.wikispaces.com. Following the directions in the help files, create at least one page in your wikispace. As you work on the rest of the assignment, use that page (and others if you want to create them) to collect all your notes, links, and resources. You will write your final report here as well. Choose one content area and grade level in which you are interested (i.e., 5th grade math - geometry). The more focused you can be the better. Collect all the documents related to the standards and curriculum for your chosen area. (These might include state and local standards, curriculum maps, pacing guides and released test items.) If you find these documents online, post links to them on your wiki page. Using your knowledge of the 21st century skills and the NET standards, review the documents, making notes of locations where 21st Century Skills could be embedded (or already are apparent). On your wiki page, begin by writing a short introduction to your site that includes general information about 21st century skills along with a link to where readers can find more information, a synthesis of your findings (i.e., how well are these skills integrated into current curriculum standards), and suggestions for how these skills might be better integrated. Then, using the table feature in the wiki page, create an alignment matrix that lists the 21st century skills and the standards and skills. Use the “ITC Literacy Maps” as a guide. Remember, the goal of this website is to help teachers of this grade level and content area integrate 21st century skills in their curriculum. Share the URL of your wikispaces page with your instructor and classmates by posting it to the course discussion board. (NOTE: Because you are using a public wiki site, your page really will be available to other teachers!) Due by the end of Session 8

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Session 7 Using Collaborative Web-Based Technologies, Web 2.0 and Social Media Case Freedom Area Senior High School Readings

• Web 2.0: A New Wave of Innovation for Teaching and Learning? • A Day in the Life of Web 2.0 • Weblogs (Quicktime Video) • Google Lit Trips (Explore how one teacher is using Web 2.0 in

their classroom.) • The Social Classroom • Edmodo: The Total Classroom Solution

Additional Resources

• Future of Education ( http://www.futureofeducation.com/) • TED Talks Tagged Education

(http://www.ted.com/talks/tags/education) • Google for Educator: Tools for your Classroom (NOTE NEW URL

http://www.google.com/edu/teachers/) • Classroom 2.0 • Top 100 Education Blogs (NOTE NEW URL

http://oedb.org/library/beginning-online-learning/top-100-education-blogs-updated)

Discussion The students in this session's case focus on the importance of networked resources to allow information to flow more freely. Using your knowledge of Web 2.0 technologies gained from this session’s readings, make a specific recommendation to a featured teacher at Freedom High for integrating one of these technologies in the curriculum. Be sure to describe the technology, explain why you selected it for this specific teacher, and include a link to the webpage where others can find more information. What actions will the teacher need to take in order to integrate the technology and what might be some of the intended and unintended consequences of its integration? Take on the role of the teacher when responding to your peers. What additional knowledge do you need, or what concerns do you have, about successfully integrate this new technology into your

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classroom? Journal Bryan Alexander in “Web 2.0: A New Wave of Innovation for Teaching and Learning?” states that Web 2.0 has “powerful implications for ... education.” What “pedagogical possibilities” do you see with these new innovations? What issues come with them? Take an informal survey of your learning community. Which Web 2.0 technologies are being infused into the classroom? How are they being used to enhance teaching and learning? If your survey shows that no Web 2.0 technologies are being used, why do you think that is?

Workbook None this session

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Session 8 Digital Age Copyright: Promoting Fair Use and the Creative Commons Case One of Those Days Readings

• Hall Davidson’s Copyright Resources • 7 Things You Should Know About Creative Commons • How to Combat Plagiarism • Dewey and Reflective Teaching

Additional Resources

• Creative Commons videos http://creativecommons.org/videos/

Discussion In Scene 5, Victoria Turner, the school principal, rattles off a list of her latest technology problems—one being, student plagiarism. Based on your knowledge of the readings and the copyright quiz, what information can you share with Victoria regarding copyright and fair use? How would you suggest she deal with this issue? Reflect on your own use of copyrighted materials in your classroom. How closely do you follow the guidelines? What issues do these rules raise for you? What action, if any, does your school division take related to copyright in the classroom? Are there any consequences for violating the rules? Journal Taking the time to critically reflect on your work is an important part of teaching and learning. Dewey states that “the process of reflection for teachers begins when they experience a difficulty, troublesome event, or experience that cannot be immediately resolved.” Take some time to review your work from the course, including your journal entries, your discussion forum posts, and workbook assignments. Which areas are still “difficult or troublesome”? Why? How do Dewey's suggested attitudes of openmindness, responsibility, and wholeheartedness help as you examine and reflect on the issues that still exist for you? What additional knowledge do you need as you continue to work with technology? What actions will you take to gain that knowledge?

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Workbook Mapping 21st Century Skills to the Curriculum due by the end of this session.