Technology Integration: ThreeLegged Stool 7

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Technology Integration Three-Legged Stool 7

• Alice A. Christie, Ph.D.

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Technology Integration Factors
Administration
Teachers
School
Projects
District
Context
Assessment
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ISTEs NETS

• Teacher-centered instruction
• Single sense stimulation
• Single path progression
• Single media
• Isolated work

• Student-centered learning
• Multi-sensory stimulation
• Multi-path progression
• Multimedia
• Collaborative work

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ISTEs NETS

• Information delivery
• Passive, receptive learning
• Factual, knowledge-based
• Reactive response
• Isolated, artificial context

• Information exchange
• Active, inquiry-based learning
• Critical thinking, informed decision making
• Proactive, planned
• Authentic, real-world context

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Why a Three-legged Stool?
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Three-legged Stool 7

• Context
• District
• School
• Administration
• Teachers
• Projects
• Assessment

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Context
Healthy technicalinfrastructure
Supportivesocial climate
Healthy humaninfrastructure
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District
Strongleadership
Technology useplan
Staffdevelopment
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School
Knowledgeable,committed principal
Sufficientoperationaltechnology
Knowledgeable,willing teachers
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Administration
Build effective human andtechnical
infrastructures
Understandtechnologycontext
Supportteachers
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Teachers
Technologicalknowledge
Pedagogicalknowledge
Socialawareness
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Projects
Existingpractice
Schoolculture
Existingresources
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Assessment
Multiple Indicators
Authentic
Standards-Based
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What are the OBSTACLES?

• Time
• Money
• Inflexible thinking by
• School Boards
• Administrators
• Teachers
• Parents
• Lack of a vision or plan
• Lack of teacher training

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Moving Beyond Obstacles
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Common Factors

• Schools view technology use as the glue that
  holds the entire curriculum all together
• Schools and school leaders emphasized learning
  rather than focusing on the technology

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Common Factors

• School are learner-centered, with emphasis on the
  individual treatment of students according to
  needs and capabilities
• High ratio of classroom computers
• Looping
• Multi-grade classrooms
• Longitudinal electronic portfolios

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Common Factors

• Schools utilize and emphasize curriculum
  frameworks and standards to ensure that the goals
  for student outcomes were clearly understood.
• Teachers have input in curriculum framework and
  strategies
• Teachers share common planning time

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Common Factors

• Schools have a density of computers that far
  exceeds the average computer to student ratio
• Schools undertake focused short- and long-term
  planning
• Schools have a big-picture vision of technology
  uses in classrooms
• Vision is reflected in long-term Technology Plans

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Common Factors

• Classroom structure and layout reflect the new
  paradigm
• Lengthened class periods
• Interdisciplinary programs
• Project-based learning
• Buildings and classrooms designed to facilitate
  and exploit the use of technology

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Common Factors

• Schools seek external funding
• Chapter I funds
• Bonds
• State-funded initiatives
• Federally-funded initiatives
• Private sector funds
• Partnerships with corporations/businesses
• Small and large grants

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Common Factors

• Schools make initial investment to defray the
  exceptional costs of startup
• Technology hardware
• Technology software
• Technology infrastructure
• Teacher training

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Common Factors

• New Roles for Teachers
• Facilitators
• Coaches
• Guides-on-the-Side
• Midwives
• Curriculum Developers
• Information Producers

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Common Factors

• New Roles for Administrators
• Mentors
• Teacher Advocates
• Shared Decision Makers
• Learners
• Active Participants in School Culture/Life
• Innovators
• Visionaries

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Common Factors

• School outcomes are described in rich ways
• Schools move beyond traditional accountability
  measures and use multiple indicators
• Student and parent engagement
• Job placement success
• School and classroom climate
• Attendance and behavior

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Common Factors

• Educators believe that technology supports
  improved instruction by
• increasing students' perceptions that their work
  is authentic and important
• increasing the complexity with which students can
  think and learn
• dramatically enhancing student motivation and
  self-esteem

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Common Factors

• Educators believe that technology supports
  improved instruction by
• making obvious the need for long blocks of
  instructional time
• fostering greater collaboration, with students
  helping peers and (sometimes) teachers
• giving teachers additional impetus to take on a
  coaching (not dispensing) role

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Common Factors

• Annual per-student cost for technology in these
  technology-rich schools between
• under three times the average per student cost
• over five times the average per student cost for
  all U.S. schools

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Our choice ????
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Contact Information

• Alice A. Christie, Ph.D.
• alice.christie_at_asu.edu
• http//www.west.asu.edu/achristie/
• http//www.west.asu.edu/achristie/cue/