Slide 1 : By
DENISE SALVATORE
OUR LADY OF SORROWS SCHOOL
MERCERVILLE, NJ
FALL 2006 FOR EDAD-501
DR. SUSKO A PLAN FOR TECHNOLOGY INTEGRATION
“Technology programs are doomed unless key administrators, as well as teachers, play active roles in these programs” (Golden, 2004). : “Technology programs are doomed unless key administrators, as well as teachers, play active roles in these programs” (Golden, 2004). “A school must become a ‘technology learning organization’, where administrators, teachers, students, and parents together work on how best to adapt new technologies to improve learning” (Andersen and Dexter, 2000).
The Directive : The Directive Middle States Accreditation Team recommendation for a three-year technology plan (winter 2003-2004)
Diocese of Trenton Visitation Team echoes the need for improved technology integration (spring 2005)
Problems with old technology plan: : Problems with old technology plan: Hardware outdated/unreliable
Lack of vision and direction from former principal
No research conducted
Faculty and community alienated
Budgetary concerns
Change in administrator
Faculty has indifferent attitude and lacks initiative
Barnett’s 10 Essential Steps for Successful K-12 Technology Planning : Barnett’s 10 Essential Steps for Successful K-12 Technology Planning Create a vision
Involve all stakeholders
Gather data
Review research
Integrate technology into the curriculum
Commit to professional development Ensure a sound infrastructure
Allocate appropriate funding and budget
Plan for ongoing monitoring and assessment
Prepare for tomorrow
FOUR COMPONENTS : FOUR COMPONENTS Administrator
Teachers
Students
Stakeholders (parents/parish community)
The Administrator : The Administrator Must set goals
Coordinate activities
Design and participate in learning processes
The Teacher : The Teacher The linchpin of implementation
Three schools of thought on technology:
Teacher-delivered lectures (little technology)
Exploratory learning (technology used for research but not for drill or practice)
Poor attitude towards or fear of technology
Different levels of expertise (novice, advanced beginner, expert)
STUDENTS : STUDENTS Technology affects all aspects of their lives
Already technology-savvy
Show works better than tell
The most accurate predictors of a student’s achievement are:
A home environment that encourages learning
High (but not unrealistic) expectations
Family involved in child’s education
STAKEHOLDERS : STAKEHOLDERS A Catholic school’s budget is dependent on its families and parish community
Opens the door to resources from the community
Awareness brings support
The challenge is for all stakeholders to use technology to transform the culture of education to enhance student performance (Golden, 2004).
GOALS : GOALS Upgrade network, hardware and software
Enable faculty in the use of technology
Engage the PTA and parish community in the technology initiative
Implement technology across the curriculum to increase student achievement
OBJECTIVES : OBJECTIVES Create realistic plan
Present needs & purpose of technology to faculty and all stakeholders
Encourage faculty participation in promoting the vision Solicit faculty views of pros & cons
Research and adopt practical technology components
Identify and utilize funds available
ACTIVITIES : ACTIVITIES Research available technology platforms
Evaluate current status of network, hardware and software
Obtain quotes on upgrades
Make presentation to PTA and Parish Finance Council
Secure approval and funds from grants & Parish Finance Council Select contractor/begin upgrades
Committees in each subject area make recommendations
Update progress at faculty meetings
Arrange staff development
Implement & integrate technology in the classroom
Regularly assess programs & refresh training where necessary
Benefits of Community Involvement : Benefits of Community Involvement Funds solidified through parish donation
Grant writing assistance
Upgrades being performed by a parent who runs a business dealing with network administration
Benefits of Participative Group Theory : Benefits of Participative Group Theory Gave faculty ownership of the project
Technology programs were agreed upon by each subject team; not forced on them by administration
United the faculty and stakeholders under one vision for the improvement of the school and student achievement
Professional Development Benefits : Professional Development Benefits Improved comfort level of staff in each program before implementation
Less resistance to or reluctance of implementation of technology
Needs were addressed; staff felt like their concerns were heard which built trust
Technology Implemented : Technology Implemented Weatherbug Achieve program
New math series online components
Web quests for ILA and Social Studies
Computer teacher surveyed all teachers for lesson ideas for integration
IGPro (online grade books)
Future mobile lab/laptops/wireless access
Smart board enhancement to lessons
Leadership Theories Applied : Leadership Theories Applied Theory Y (The Human Element)
Ouchi’s Theory Z (Intimacy + Subtlety = Trust)
Participative Group Theory
Vygotsky’s Theory of Social Constructivism: “Cultural tools…play very important roles in cognitive development”
Engestrom’s theory of expansive learning
Slide 19 : “Popular and traditional views of leadership emphasize a leader’s charisma and personal strength, but more rigorous models of leadership focus upon:
Interrelationships among distributed participants (Neuman and Simmons, 2000; Schultz, 2000)
A leader’s ability to cope with complex change (Fullan & Stiegelbauer, 1991)
Whether an organization has established a culture of a continuous learning (Senge, 1990)
Decision-making in schools concerning electronic information and communication technologies is a particularly appropriate setting for analyzing how these three forces play out because change is so basic to managing this new technology.”
(Anderson & Dexter, 2000)
Henry Boettinger said, “To manage is to lead, and to lead others requires that one enlist the emotions of others to share a vision of their own. If that is not an art, then nothing is.” (Norton, p. 53) : Henry Boettinger said, “To manage is to lead, and to lead others requires that one enlist the emotions of others to share a vision of their own. If that is not an art, then nothing is.” (Norton, p. 53)
ELCC STANDARD 1.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. : ELCC STANDARD 1.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. 1.1 Develop a vision
1.2 Articulate a vision
1.3 Implement a vision
1.4 Steward a vision
1.5 Promote community involvement in the vision
ELCC STANDARD 2.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. : ELCC STANDARD 2.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. 2.2 Provide effective instructional program
2.3 Apply best practice to student learning
ELCC STANDARD 3.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes safe, efficient, and effective learning environment. : ELCC STANDARD 3.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes safe, efficient, and effective learning environment. 3.1 Manage the organization
3.3 Manage resources
ELCC STANDARD 4.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. : ELCC STANDARD 4.0Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. 4.1 Collaborate with families and other community members
4.3 Mobilize community resources