Key Features of Staff Development & Technology Integration

Changing Role of the Teacher• MANAGER

• MENTOR

• MODEL

• MOTIVATOR

Changing Role of the Student through Technology Integration• Knowledgeable Researcher /Extender • Life-Long Learner & Explorer• Effective Communicator• Competent Creative Thinker /Problem-

Solver• Quality Producer• Collaborator / Manager /Strategist• Skilled Technician /Systems Thinker• Responsible Citizen / Quality Character

Changing Role of Staff Development• “Just-in-Time” / “On-Demand” • "Content" Appropriate• "Process" Appropriate• "Context" Appropriate• "Learner-Centered ” / Subject

Integrated• “Job-Embedded” / “Real-Time”• Mentor / Coach Nurtured• "Self Evaluated” / “Self Valued”

Role of Technology in the ClassroomTo Promote:• A Collaborative Learning Environment.

• A Character-building Environment

• Project-based, Research-based Curriculum

• Authentic Assessment

• Multiple-Intelligence's

• 5 Levels of Mastery

District’s Role -True Integration• Begins with Values, Beliefs, Planning,

Policies, and Procedures • Asks, “What are student needs?”• Asks, “What are teacher needs?”• Promotes a problem-solving mentality

-- “How do we make it happen?”• Expects on-going responsibility from

parents to administrators

Engaged Learner Model

Learning Approaches• “BIRD HOUSE” Approach• “SKILLS-BUILDING” Approach• Eclectic Approach

• Innovator • Primary Adoptor

• “Wanna Be” / Intender• Laggard / “Some Day --Need to”

• Change Resister / “Don’t See the Need”• Rock

True Integration

• Utilizes a school-wide coherent strategic plan

• Dedicates 3 - 5 years span for significant reform

• Changes on-the-job behaviors• Spreads Accountability throughout

the system• Affects student Learning

The DON’Ts of Technology Integration -- Societies Role• There are many wonderful learning

environments that technology tools can assist us in generating.....There are also some things technology can magnify which are not desirable.

• Lee Steinberg, Troy Aikman's agent, has been quoted in the Dallas Morning News this past year as having stated...

"I am increasingly disturbed by what I see in young people today.... specifically because of their:

•incessant demands for instant gratification

•appalling lack of impulse control

•pervasive coarseness characterized by MTV-driven life styles

•short attention spans

•need to be super-charged by high sensory stimulation & addictions

•self-absorption which makes it impossible for so many in this generation to contemplate in silence

•inability to place themselves into another person's realities

•lack of patience to live with the natural ebb-and-flow processes in life.”

DON'T use:

•Technologies designed for the very BASIC mastery levels which are "super-charged" REFLEX-based rather than REFLECTION-based.

•Stick a computer screen in each child's face for one-on-one computer time that isolates students with meaningless reflex-based tasks.

DO move your students TOWARD more:

REFLECTION-based, project-based, collaborative use of technology. Place several students at one computer to negotiate, collaborate, communicate, and deliberate creatively through the following research-based process

Research, Collect, & Verify Information Organize, Eliminate, & Prioritize Information Categorize and Summarize major issues Delineate & Develop a Reporting Agenda Collaborate & Negotiate through a Presentation Process Design & Deliver Meaningful Information Explain & Defend.

is seen in the

NOT in the

For Dewey, students’ natural instincts to investigate & create provide us with clues for how to adapt lessons based on what interests & engages them.

“Methods which arouse thought (& not memory work) are permanently successful in formal education…..go back to situations which cause reflection ….

…give pupils something to do, not, something to learn;

and the doingis of such a nature as to demand

thinking,Or the intentional noting of connections;

….Learning naturally results.”