EDUCATIONAL%20LEADERSHIP%20IN%20TECHNOLOGY:%20PREPARING%20SCHOOL%20ADMINISTRATORS%20FOR%20A%20DIGITAL%20AGE%20BY%20VIRGINIA%20E.%20GARLAND%20AND%20CHESTER%20TADEJA - PowerPoint PPT Presentation

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EDUCATIONAL%20LEADERSHIP%20IN%20TECHNOLOGY:%20PREPARING%20SCHOOL%20ADMINISTRATORS%20FOR%20A%20DIGITAL%20AGE%20BY%20VIRGINIA%20E.%20GARLAND%20AND%20CHESTER%20TADEJA

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Create a visual chart to illustrate the differences between digital immigrants and digital natives. Discuss your chart in a group or with a partner. 4. – PowerPoint PPT presentation

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Title: EDUCATIONAL%20LEADERSHIP%20IN%20TECHNOLOGY:%20PREPARING%20SCHOOL%20ADMINISTRATORS%20FOR%20A%20DIGITAL%20AGE%20BY%20VIRGINIA%20E.%20GARLAND%20AND%20CHESTER%20TADEJA


1
EDUCATIONAL LEADERSHIP IN TECHNOLOGY PREPARING
SCHOOL ADMINISTRATORS FOR A DIGITAL AGEBY
VIRGINIA E. GARLAND AND CHESTER TADEJA
  • Chapter 2 Leading Instruction with New
    Technologies

2
CHAPTER 2 SYNOPSIS
  • NETP Goal 1 and 2 Learning and Assessment
  • NETS.A Standard 2 Digital-Age Learning Culture
  • 24/7 technology access
  • Social networking tools in instruction
  • 21st-century skills
  • UDL (Universal Design for Learning), STEM
    (science, technology, engineering, and
    mathematics), and augmented reality
  • Leader survey for Chapter 2 skill sets
  • Discussion questions

3
CHAPTER 2 LEADER REFLECTION
  • Key points in this case study from a senior
    director of integrated technology services in a
    large county office in southern California
  • Digital learning culture literacy is more than
    text it includes sound and screen as well
  • Mobile learning devices transform how and when
    students learn
  • Understanding how todays children learn, think,
    work, and live in a digital world is critical if
    a digital learning culture is to become a part of
    the fabric of school life
  • To meet the needs of diverse learners we must
    utilize and develop assessment tools for use
    throughout the year in order to monitor
    individual and group learning

4
CHAPTER 2 LEADER REFLECTION
  • Key points in this case study from an
    instructional leader in Georgia
  • Balanced assessment "diet" for student
    achievement
  • Combination of standardized tests and classroom
    assessments
  • Both types of assessments used to develop
    accurate picture of a students overall academic
    achievement 
  • Classroom assessments are tied into state
    standards
  • Next generation of assessments
  • Common Core Standards
  • Performance-based assessment
  • Integrating critical-thinking skills without
    lessening creativity 

5
CHAPTER 2 INTRODUCTION
  • Explanation of NETP Goals 1 and 2 and NETS.A
    Standard 2
  • Embedding technology in instructional and
    assessment practices
  • Implementing current technologies in pre-K-12
    instruction globally within the organization
  • Connected teaching models, including the use of
    professional learning communities
  • Golden Rules to Teaching with Technology table
  • Leveraging social networking technology

6
NETP GOAL 1 LEARNING ENGAGE AND EMPOWER
  • Todays youth already have social networking
    technology tools that enable them to connect with
    almost anyone, anywhere, any time
  • 21st-century skills
  • 24/7 access
  • Adaptive learning
  • Universal Design for Learning (UDL)
  • Impact on STEM professions

7
NETP GOAL 2 ASSESSMENT MEASURE WHAT MATTERS
  • When merged with effective assessment design,
    technology can improve the methods of evaluating
    student achievement. (U.S. Department of
    Education, 2010)
  • School administrators can harness the
    improvements in technology-enhanced testing on
    three levels
  • aggregate student assessment data
  • evaluate student learning when it occurs
  • involve key stakeholders in using assessments
    wisely.

8
NETP GOAL 2 ASSESSMENT MEASURE WHAT MATTERS
(CONTINUED)
  • The effectiveness of educational programs should
    be evaluated through the sharing of student test
    data with key stakeholders in public schools
  • Formative and summative assessments
  • Clickers and other student response
    technologies
  • Social networking tools during instruction
  • Linking assessment data to learning resources
  • Race to the Top and federal initiatives
  • Web-based tutoring

9
NETP GOAL 2 ASSESSMENT MEASURE WHAT MATTERS
(CONTINUED)
  • Embedded assessment technologies
  • Interactive multimedia simulations
  • Measuring essential skills
  • Principled-Assessment Designs for Inquiry (PADI)
  • Universal Design for Learning (UDL) concepts also
    allow for technology-enhanced student assessments
    to be more accessible to diverse learners,
    especially those for whom English is a second
    language
  • PADI is being used by some measurement designers
    to allow English language learners (ELLs) and
    vision impaired test-takers in their states to
    answer science assessment items (Zhang et al.,
    2010)
  • Assessment data-sharing

10
ISTE NETS.A STANDARD 2 DIGITAL-AGE LEARNING
CULTURE
  • Allowing teachers to takes risks is one way of
    ensuring that instructional innovation will be
    explored. Todays digital-age learning allows
    others to explore facets of technology that
    arent necessarily used yet, but could be in the
    future
  • Principal as collaborator
  • Administrator as technology leader
  • Staff development in technology
  • Digital-age learning culture

11
ISTE NETS.A STANDARD 2 DIGITAL-AGE LEARNING
CULTURE (CONTINUED)
  • Teachers are faced with a unique situation in
    todays classrooms. On the one hand, they are
    required to find ways of teaching every child in
    that individuals best learning modality. On the
    other hand, teachers are also expected to address
    the class as a whole
  • Differentiated and whole group instruction
  • Learning styles in technology
  • One computer per student initiative
  • iGeneration

12
ISTE NETS.A STANDARD 2 DIGITAL-AGE LEARNING
CULTURE (CONTINUED)
  • Closing the digital divide
  • All students should experience for themselves the
    multimedia aspects of communicating and sharing
    ideas with others
  • Online and on-ground professional development
  • Technology cannot survive in schools without full
    integration in professional practice by all
    educators, and this must include and be led by
    educational administrators

13
CHAPTER 2 TECHNOLOGY LEADERSHIP SELF-ASSESSMENT
SURVEY
  • Self-scoring survey
  • Based on National Education Technology Plan
    (NETP) Goals 1 and 2 (NETP 1.0 to 1.4 and NETP
    2.0 to 2.5) and National Educational Technology
    Standards and Performance Indicators for
    Administrators (NETS.A) Standard 2 (NETS.A 2.a,
    2.b, 2.c, 2.d, 2.e)
  • Ratings of 1 or 2 indicate areas of needed
    professional growth
  • Assessment can also be used to create an
  • individualized e-portfolio

14
CHAPTER 2 TIPS FOR LEADERS
1. Realize the value of using social networking
tools in meeting the learning needs of the
iGeneration.   2. Understand that digital
literacy is now media rich, including sound and
screen, as well as interactive communication
tools.   3. Consider implementing a one-to-one
mobile learning initiative in your school or
district.   4. Provide assessment-centered
learning environments for more effective
formative evaluations of student learning while
it occurs.   5. Have a balanced assessment diet
for students in your school or district with a
mix of formative and summative evaluations.   6.
Seek funding for the use of digital-age tools in
your school or district from technology-centered
companies such as Dell and Verizon or from
federal subsidies for under-served students.
15
CHAPTER 2 TIPS FOR LEADERS
7. Allow for the differences between the ways in
which digital natives and digital immigrants
communicate in your school district.   8. Foster
innovative instructional practices with emerging
technology tools with the assistance of the
schools technology coordinator.   9. Provide
virtual or online course opportunities,
especially in science, technology, engineering,
and mathematics (STEM) areas, for students.   10.
Encourage teachers to use interactive online
programs to acquire free, interactive lesson
starters in their instruction.   11. Give
students opportunities to use the latest
presentation tools in order to create engaging
content, such as Prezi or SlideShare slide shows
or GoAnimate videos. 12. Motivate your students
with constructivist applications of emerging
technologies, such as augmented reality platforms.
16
CHAPTER 2 TIPS FOR LEADERS
13. Investigate the Universal Design for Learning
(UDL) concept of making learning opportunities
available to all students.   14. Prepare your
students for STEM professions with the
technologies described in this chapter.   15.
Serve the needs of digitally excluded learners
with more effective use of technologies for those
students who are disabled, from rural areas, from
low socio-economic areas, or from diverse
cultures and languages.   16. Implement both
formative and summative uses of new
technology-based assessment tools.   17. Be
cognizant of the Family Educational Rights and
Privacy Act (FERPA), which limits the sharing of
student assessment data.   18. Consider applying
the Golden Rules for Teaching with Technology.
17
CHAPTER 2 DISCUSSION QUESTIONS
  • 1. What are some ways in which administrators
    within your own school site or district can
    support both the integration of technology in
    instruction and more learner-centered
    environments?
  • 2. How can professional development be embedded
    within the contractual school day in order to
    provide teacher training in new technologies?
  • 3. Think about how you use technology in your own
    learning and professional growth. Then reflect on
    how students use the same or different
    technologies in their social networking. How
    might teachers harness the digital-age culture
    of the new generation? Create a visual chart to
    illustrate the differences between digital
    immigrants and digital natives. Discuss your
    chart in a group or with a partner.
  • 4. How can student achievement levels and
    problem-solving skills in science, technology,
    engineering, and mathematics (STEM) subject
    matters be enhanced with web-based digital tools?

18
CHAPTER 2 DISCUSSION QUESTIONS
  • 5. Why should assessment of student performance
    be both formative and summative? In what ways can
    school administrators be advocates for measuring
    what matters in your school or district?
  • 6. Analyze the online learning opportunities
    available to students in your school or district.
    Include a discussion of marginalized learners
    and their access to distance learning networks.
  • 7. At the end of Chapter 2, the leader reflects
    on the value of creating a digital learning
    culture with a one-to-one mobile learning
    initiative. Discuss the availability of Internet
    access devices to students in your school or
    district. How might the access to mobile
    technology devices by all students cause a
    reinvention of curriculum, teaching and
    assessment practices?
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