lecture notes session 3 sept 3

Are Schools and Technology Are Schools and Technology Leaders Doing Enough?Leaders Doing Enough?

How can School Leaders ensure equal access How can School Leaders ensure equal access across gender, ethnicity, race and levels of across gender, ethnicity, race and levels of poverty? Please Emailpoverty? Please Email

How can School Leaders ensure equal access How can School Leaders ensure equal access across gender, ethnicity, race and levels of across gender, ethnicity, race and levels of poverty? Please Emailpoverty? Please Email

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Limited English speaking studentsLimited English speaking studentsStudents in rural schoolsStudents in rural schoolsStudents living in povertyStudents living in povertyMinority studentsMinority studentsFemale studentsFemale studentsLow-achieving studentsLow-achieving students

How does technology impact......How does technology impact......How does technology impact......How does technology impact......

School leaders must ensure acess regardless of gender, race, ethnicity, English proficiency, etc.School leaders must ensure acess regardless of gender, race, ethnicity, English proficiency, etc.

Similar interventions between low and exemplary schoolsSimilar interventions between low and exemplary schools

THE DIFFERENCE IS THE WAY THE DIFFERENCE IS THE WAY TECHNOLOGY IS USED!TECHNOLOGY IS USED!

Is technology helping to close the achievement gap between Is technology helping to close the achievement gap between wealthy and poorer schools?wealthy and poorer schools?Is technology helping to close the achievement gap between Is technology helping to close the achievement gap between wealthy and poorer schools?wealthy and poorer schools?

SCHOOLS LABELED AS LOW PERFORMING SCHOOLS LABELED AS LOW PERFORMING OR AVERAGE DO NOT PLACE AN ESPECIALLY OR AVERAGE DO NOT PLACE AN ESPECIALLY HIGH PRIORITY ON TECHNOLOGYHIGH PRIORITY ON TECHNOLOGY

(Creighton, 2003)(Creighton, 2003)

As student use of technology decreases, their As student use of technology decreases, their percentage of free/reduced lunches percentage of free/reduced lunches increases.increases.

SCHOOLS LABELED AS LOW PERFORMING SCHOOLS LABELED AS LOW PERFORMING OR AVERAGE DO NOT PLACE AN ESPECIALLY OR AVERAGE DO NOT PLACE AN ESPECIALLY HIGH PRIORITY ON TECHNOLOGYHIGH PRIORITY ON TECHNOLOGY

(Creighton, 2003)(Creighton, 2003)

As student use of technology decreases, their As student use of technology decreases, their percentage of free/reduced lunches percentage of free/reduced lunches increases.increases.

Rural schools tend to be wired with Rural schools tend to be wired with dated technology--i.e. dial updated technology--i.e. dial up

Special populations still have trouble Special populations still have trouble with technology accesswith technology access

Bilingual students use technology Bilingual students use technology primarily in pull-out programsprimarily in pull-out programs

Rural schools tend to be wired with Rural schools tend to be wired with dated technology--i.e. dial updated technology--i.e. dial up

Special populations still have trouble Special populations still have trouble with technology accesswith technology access

Bilingual students use technology Bilingual students use technology primarily in pull-out programsprimarily in pull-out programs

The principal as technology leader must:The principal as technology leader must:Make sure schools are an equal-opportunity Make sure schools are an equal-opportunity

environment for both genders and other special environment for both genders and other special populationspopulations

Not assume females are not as interested or proficient Not assume females are not as interested or proficient as males in the use/appreciation of technologyas males in the use/appreciation of technology

For Females:For Females:

The principal as technology leader must:The principal as technology leader must:Help teachers move beyond the practice of using Help teachers move beyond the practice of using computers in minimal or restricted wayscomputers in minimal or restricted ways--teachers of low achievers tend to use technology for --teachers of low achievers tend to use technology for drill and killdrill and kill--teachers of high achievers use a mix of sophisticated --teachers of high achievers use a mix of sophisticated programsprograms

For Low Achievers:For Low Achievers:

How can we use technology to improve How can we use technology to improve the plight of high poverty and/or low the plight of high poverty and/or low achieving students? achieving students? How can School Leaders move beyond “the How can School Leaders move beyond “the stuff” to MEANINGFUL TECHNOLOGY stuff” to MEANINGFUL TECHNOLOGY INTEGRATION BASED ON IMPROVING STUDENT INTEGRATION BASED ON IMPROVING STUDENT ACHIEVEMENT?ACHIEVEMENT?

Reflections/ContextualizationReflections/ContextualizationReflections/ContextualizationReflections/Contextualization Triad DiscussionTriad Discussion

WHY DO TECHNOLOGY WHY DO TECHNOLOGY PROGRAMS FAIL?PROGRAMS FAIL?

1.1. Inappropriate leadership--too Inappropriate leadership--too much or too little. much or too little.

2.2. Moving too fast, without Moving too fast, without sufficient and supportive staff sufficient and supportive staff development.development.

3.3. Lack of support.Lack of support.

The principal came here two The principal came here two years ago with an agenda to years ago with an agenda to implement HIS technology implement HIS technology program. We had no input-program. We had no input-just do it my way.just do it my way.

Inappropriate leadership--too much or too little.Inappropriate leadership--too much or too little. Inappropriate leadership--too much or too little.Inappropriate leadership--too much or too little.

The principal is no where to be The principal is no where to be found when we were dealing found when we were dealing with technology. She hired an with technology. She hired an outside consultant with no outside consultant with no educational experience, just a educational experience, just a knowledge of the machines and knowledge of the machines and wiring.wiring.

Inappropriate leadership--too much or too little.Inappropriate leadership--too much or too little. Inappropriate leadership--too much or too little.Inappropriate leadership--too much or too little.

Much training--but no education....Much training--but no education....TrainingTraining is the process of learning a set is the process of learning a set

of skillsof skillsEducationEducation is understanding and is understanding and

interpreting informationinterpreting information

Moving too fast, without sufficient and supportive staff Moving too fast, without sufficient and supportive staff development.development. Moving too fast, without sufficient and supportive staff Moving too fast, without sufficient and supportive staff development.development.

You train animals, teachers are developed an educated.You train animals, teachers are developed an educated.You train animals, teachers are developed an educated.You train animals, teachers are developed an educated.

43% of teachers sited lack 43% of teachers sited lack of support as a barrier to of support as a barrier to integration of technology.integration of technology.

Lack of support.Lack of support.Lack of support.Lack of support.

How to establish a climate of support.....How to establish a climate of support.....1.1. School Board sets through necessary funding and policies.School Board sets through necessary funding and policies.2.2. Central Office creates a plan for management and supervision Central Office creates a plan for management and supervision of the program.of the program.3.3. Principals identify the knowledge, skills and abilities needed Principals identify the knowledge, skills and abilities needed to carry out program goals and objectives.to carry out program goals and objectives.4.4. Inclusion of teachers, staff, and students (when appropriate) Inclusion of teachers, staff, and students (when appropriate) in program planning and implementation. in program planning and implementation.

Lack of supportLack of supportLack of supportLack of support

What do you think contributes to the feeling ofWhat do you think contributes to the feeling of lack of support lack of support expressed by teachers?expressed by teachers?

What could you do to address this issue?What could you do to address this issue?

Reflections/ContextualizationReflections/ContextualizationReflections/ContextualizationReflections/Contextualization Triad DiscussionTriad Discussion