Prepared for a course on educational technology within a diploma on teacher librarianship.
- 1.K eys to Success What Makes Technology Work in Schools?
2. A Virtual Seminar by Wayne Burnett EDES 545 October 11, 2007
Dr. Jennifer Branch University of Alberta Topic 2: Enhancing
Education Through Information Technology 3. A Technology
Agnostic
- Im agnostic on this, Dede says. My goal isnt to promote
technology. Its to show the strengths and weaknesses of the
technology. Its a value to the field to show this. Im not on a
crusade.
- Chris Dede, Professor of Learning Technologies,
- Harvard Graduate School of Education
4. A Technology Skeptic
- For about 15 years, Larry Cuban has argued that computers, as a
medium of instruction and as a tool for student learning, are
largely incompatible with the requirements of teaching.
5. Technology?
- There is a lot of hype behind the use of technology in
education. There are skeptics like Cuban who question whether
computers are actually helping. Dede might be expected, given his
position, to support technology in education, but even he declines
to be atechnology evangelistin favour of focusing on the research
findings.
6. Seminar Outline
- Part One: Do computers in education result in improved
learning?
- Part Two: What are our expectations in introducing technology
in teaching and learning?
- Part Three: What are the necessary conditions for technology in
education to be effective?
7. Part One: I am agnostic, too (reflection)
- Despite the fact that I have substantial ICT responsibilities
at my school, some years of experience and academic work in the
area, I recognize that the machines are just one part of the
puzzle. In certain situations, I would give up ICT teaching time
for other subjectsin early elementary, probably for a weekly visit
to the library!
8. Evidence forlibraries
- Todd (2003) makes a case for teacher librarians to document
their positive impact on student achievement.
- Haycock (2003) provides research evidence that teacher
librarians and libraries contribute to student achievement.
- Evidence for technology is not so easily found.
9. Evidence fortechnology (1)
- Gibbons and Young (1997) state that a review of the relevant
research literature, however, suggests that although a substantial
amount of very interesting and potentially significant work has
been done, we are not yet able to answer this question (the extent
to which widely useable constructivist applications of computing
and networking technologies in fact achievedesirable educational
outcomes in a cost-effective manner).
10. Evidence fortechnology (2)
- Becker (2000), examining whether Cuban was right, writes:
- On the issue of whether computers are generally a central
vehicle of instructional activities in classrooms, the data suggest
that Cuban remains correct up to the present time.
11. Summary of Part One
- There are lots of reports in favour of technology in
education.
- They usually point to improvements in student engagement and
motivation, or to the need to develop modern skills for the 21
stcentury workplace.
- However, there is little research to point to improved academic
achievement.
12. Part Two: Expectations
- What are our expectations when technology is used in
education?
- Improved literacy and numeracy?
- Computer skills, work skills?
- Student motivation, engagement?
- Changes in teaching methodology?
- Peck, Cuban and Kirkpatrick, 2002, has a similar list.
13. Expectations academic improvement
- If the goal is improved student learning, what kind of skills
are assessed.
- Some research suggests that traditional uses of computers can
improve basic skills, though there are some contentious results
(Gibbons and Young, 1007).
- Improvements in information literacy, collaboration and other
skills are more difficult to measure.
14. Expectations 21 stcentury learning
- For many, the issue is ensuring that schools are up-to-date
with what is happening outside the school walls
- Just as technology is changing the worlds of work, of play, of
communication, so should it change education.
- But, can schools ever keep up with technological change?
15. Expectations student engagement
- This is an area where there seems to be more success.
- There are reports of increased student engagement, fewer
discipline problems
- This may be a success story, but so too are other initiatives
to improve student motivation, like arts and sports
programmes.
16. Expectations changing teaching, reforming schools
- Perhaps the area that I find most contentious
- There are assertions that by integrating technology into
schools, teaching will change
- Should this be an expectation of technology? Should PD,
leadership, pre-service and in-service education, mentoring, etc.
be the way to achieve desired changes?
17. Part Three: Giving Computers a Chance
- No connection to the internet
- Not enough or no training for teachers
- Inadequate technical support
- Few peripherals, such as printers
- Old styles of teaching (and learning)
18. What is necessary for success?
- In some cases, the problem is money.
- In others, it is the lack of a plan for integration, including
PD and other kinds of support.
- What is important for success in technology integration?
19. Keys to Success
- However success is to be measured, there are a range of factors
or conditions that appear to be necessary
- It is perhaps where these conditions are lacking that explains
the lack of measurable improvement in student achievement or in
other areas.
20. International Society for Technology in Education
- The ISTE develops and publishes the National Educational
Technology Standards (NETS) in three editions student (NETS-S),
teacher (NETS-T) and administrator (NETS-A). NETS-S has recently
been updated.
- ISTE also publishes ESSENTIAL CONDITIONS :Necessary conditions
to effectively leverage technology for learning .
21. Essential Conditions (1)
- Shared Vision Proactive leadership in developing a shared
vision for educational technology among school personnel, parents,
students, and the community.
- Implementation Planning A systemic plan aligned with a shared
vision for school effectiveness and student learning through the
infusion of technology and digital learning resources.
22. Essential Conditions (2)
- Consistent and Adequate Funding On-going funding to support
technology infrastructure, personnel, digital resources, and staff
development.
- Equitable Access Robust and reliable access to current and
emerging technologies, digital resources, and connectivity for all
students, teachers, staff, and school leaders.
23. Essential Conditions (3)
- Skilled Personnel Educators and support staff skilled in the
use of technology appropriate for their job responsibilities.
- Ongoing Professional Learning Technology-related professional
learning plans and opportunities with dedicated time to practice
and share ideas.
24. Essential Conditions (4)
- Technical Support Consistent and reliable assistance for
maintaining, renewing, and using technology.
- Curriculum Framework Content standards and related digital
curriculum resources.
- Student-Centered Learning Use of technology to facilitate
engaging approaches to learning.
25. Essential Conditions (5)
- Assessment & Evaluation Continuous assessment, both of
learning and for learning, and evaluation of use of technology and
digital resources.
- Engaged Communities Partnerships and collaboration within the
community to support and fund use of technology and digital
resources.
26. Essential Conditions (6)
- Support Policies Policies, financial plans, accountability
measures, and incentive structures to support the use of technology
in learning and in district and school operations.
- Supportive External Context Policies and initiatives at the
national, regional, and local levels to support schools in the
effective implementation of technology for achieving curriculum and
technology standards.
27. Whats important?
- Gibbons and Young listed these items as necessary for
progress:
- Focus on learning with technology, not about technology
- Emphasize content and pedagogy, and not just hardware
- Give special attention to professional development
28. Whats important?
- Gibbons and Youngs list (continued):
- Engage in realistic budgeting
- Ensure equitable, universal access
- Initiate a major program of experimental research
29. Whats Important
- TheTechnology Planning and E-Rate Support Centerrecommends 30%
of the technology budget should go to professional
development.
- Wahl (2000, quoted in Ringstaff and Kelley, 2002) recommended
that 70% of technology budgets go for training and technical
support.
30. Whats Important
- Personal view: In my experience, the two items professional
development and realistic budgeting are often issues. A lot of
money needs to be set aside for professional development, both for
adequate technical skills and more importantly for technology
integration/pedagogy skills.
31. Whats important (practical)
- My final project looks at laptop learning and particularly at
whats important/necessary to make my schools programme
successful.
- The suggestions here need to be made more practical so that
essential changes can be made.
32. Questions to Ponder (1)
- Are you a technology evangelist, skeptic or agnostic (in
Singapore, a free thinker)?
- Do you think technology improves student achievement?
33. Questions to Ponder (2)
- Should the introduction of technology be expected to change
schools fundamentally or is fundamental change a separate
issue?
- Is technology being used effectively and significantly in your
school/school district?
34. Questions to Ponder (3)
- What are the key factors that make technology integration
successful?
- What is missing in your teaching and learning environment that
would make technology integration more successful? Think practical,
day-to-day needs.
35. References
- Becker, H. J. (2000).Findings from the Teaching, Learning, and
Computing Survey: Is Larry Cuban Right?Education Policy Analysis
Archives . Retrieved 8 October 2007
fromhttp://epaa.asu.edu/epaa/v8n51/ .
- Burns, M. (2002). From Black and White to Color: Technology,
Professional Development and Changing Practice. T.H.E. Journal,
June 2002. ProQuest Education Journal.
- Clyde, L. (2004). Computing in the palm of your hand. Teacher
Librarian, February, 2004. ProQuest Education Journal.
- Frazier, M. and Bailey, G. D. (2004). The Technology
Coordinators Handbook. Eugene, Oregon: International Society for
Technology in Education.
36. References
- Gibbons, J. H. and Young, J. (1997).Report to the President on
the Use of Technology to Strengthen Education in the United States.
Presidents Committee of Advisors on Science and Technology. Panel
on Educational Technology.
- Haycock, K. (2003). The Crisis in Canadas School Libraries: The
Case for Reform and Re-Investment. Toronto: Association of Canadian
Publishers. Retrieved 3 October 2007 from
http://www.peopleforeducation.com/librarycoalition/Report03.pdf
.
- Hough, L. (2007).Handhelds, Avatars, and Virtual Aliens :How
learning in the classroom is changing and why Professor Chris Dede
and his team are on a non-crusade to figure out how all of the
pieces fit together.Retrieved 9 October 2007
fromhttp://www.gse.harvard.edu/news_events/ed/2007/fall/features/handhelds.html
.
- International Society for Technology in Education. Essential
Conditions to Make it Happen (2007 draft). National Educational
Technology Standards for Students. Retrieved 15 September 2007
fromhttp://cnets.iste.org/students/pdf/essential-conditions2007.pdf
.
37. References
- Livingston, P. (2006). 1-to-1 Learning: Laptop Programs that
Work. Eugene, Oregon: International Society for Technology in
Education.
- Peck, C., Cuban, L., and Kirkpatrick, H. (2001).High access and
low use of technologies in high school classrooms: Explaining an
apparent paradox . ProQuest Education Journal.
- Peck, C., Cuban, L., and Kirkpatrick, H. (2002). High-Techs
High Hopes Meet Student Realities. Phi Delta Kappan. ProQuest
Education Journal.
- Ringstaff, C. and Kelley, R. (2002). The Learning Return On Our
Educational Technology Investment: A Review of Findings from
Research. San Francisco: WestEd. Retrieved 1 October 2007
fromhttp://www.wested.org/online_pubs/learning_return.pdf .
38. References
- Sandholtz, J. H., Ringstaff, C., and Dwyer, D. (1997). Teaching
with Technology: Creating Student Centred Classrooms. New York:
Teachers College Press.
- Technology Planning and E-Rate Support Center . (2007).
Accessed 11 October 2007 athttp://tpesc.esc12.net/ .
- Todd, R. J. (2003). Irrefutable Evidence. School Library
Journal, April 2003. ProQuest Education Journals, p. 52.