Presentation on theme: "Other resources are available from the Technology Together website:"— Presentation transcript:
1Other resources are available from the Technology Together website: This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors.Clipart is drawn from Masterclips 500,000 ® IMSIThe research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council.
2PRELIMINARY NOTEThis presentation is intended to be used as part of the Technology Together process.We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context.This is a hidden slide and it will not show in your presentation.
3Introducing Technology Together Resource 00a || Presentation
4What is Technology Together? Technology Together is a holistic and flexible approach to ICT professional development for primary and secondary school teachersTechnology Together has been developed for teachers, by teachersTechnology Together is a process not a projectIt isn’t a ‘quick fix’ or short-term solution but rather is about ongoing learning and whole-school change.
5Technology Together is founded on the idea that adoption and integration of technology by teachers (and students) is influenced by their attitudes, beliefs, values, motivation, confidence and learning strategies.
6The logo and the mottoRepresents the collaborative and supportive underpinnings of the approachSymbolises teachers working together to build a stronger school culture for learning
7The Foundational Pillars There are eight foundational pillars underpinning Technology Together
8The eight foundational pillars 1. Learning versus training8. Teacher learning and culture change2. Competency versus capability7. Strategies versus initiativesThe eight foundational pillars3. Attitudes values, beliefs, and strategies6. The role of leadership5. The whole-school approach4. The complexity of school culture
91. Technology learning is different from technology training Technology Together:Is not a short term ‘fix’ but fosters lifelong learningAcknowledges the ‘reality’ that ICT learning is ongoing and involves learning to problem solve and work in unfamiliar contextsDoesn’t date like directive-style trainingViews technology learning as a journey, not a destinationTechnology Together is less about handing out fish than it is about helping teachers learn how to fish!
102. Technology competency is different from technology capability Competency – having specific skills within a controlled environmentCapability – having an ability to function in unknown contexts with new problems and to adapt to changeCompetency is an ingredient of capability BUTCapability is a much stronger concept
11Thinking about thinking 3. Adoption and integration of technology is influenced by teachers’ attitudes, beliefs, values, motivation, confidence and learning strategies.Technology Together employs a metacognitive approachMetacognition simply means:Thinking about thinkingorLearning about learning.It encourages teachers to think about themselves (and their students) as technology learners
124. Technology learning is complex and influenced by school culture There are a complexity of factors that influence ICT integration in schools.There are no single, linear, ‘one-size-fits-all’, fail safe approaches to assisting schoolsReflective school communities that value, embrace and actively discuss ICT will embrace learning opportunities as they arise
135. A whole school approach maximizes student outcomes Technology Together views ICT integration as the responsibility of all teachers, not just specialist or motivated teachersICT is a tool that enhances education while also transforming and revitalising itTechnology Together provides a collegial framework of school staff supporting each others’ learning.
146. Leadership is important in establishing a supportive school environment Teachers need to be encouraged, but not pressured, supported but not over-assisted, stimulated with ideas and adequately resourced without forming an impression that resources alone will lead to effective ICT integration.Leadership is not just the domain of school executive. Everyone on a school staff can play a leadership role in their own right!
157. How teachers learn is just as important as what teachers learn Through Technology Together, teachers identify initiatives that are relevant to their local needs. Everyone is encouraged to challenge themselves with goals – big or smallParticipants are encouraged to develop strategies of exploratory learning, problem solving and appropriate help seeing within a context of collaborative and self-directed learning.
168. Technology Together enhances teacher professionalism and stimulates change in school culture Technology Together is not just about professional development in ICT. It encourages teachers to:Think deeply about the nature of teaching and learningEngage in professional dialogue and collaborative practiceLink theory and practiceReflect critically on their own teaching practiceEmbrace elements of quality teaching andDocument their professional learning.
17The eight foundational pillars 1. Learning versus training8. Teacher learning and culture change2. Competency versus capability7. Strategies versus initiativesThe eight foundational pillars3. Attitudes values, beliefs, and strategies6. The role of leadership5. The whole-school approach4. The complexity of school culture
18What is the metacognitive approach? Metacognition simply means: Thinking about thinking or Learning about learning.When teachers are prompted to think about their values, beliefs and their past experiences they will often start to recognize factors that impact on their technology learningThis can assist them to see how they can help themselves to change.
19The metacognitive approach… Helps teachers develop confidence with technology and a willingness to try new integration ideasPromotes 'life-long' learning, by encouraging teachers to realize that technology learning has no endHelps teachers identify what influences their technology use, both positively and negativelyGuides teachers to articulate their own learning goals, and to work toward a ‘preferred future’Supports teachers to be self-directed in identifying what they need to learn and how they go about the learningAssists teachers to realize the strengths and limitations of various learning strategiesInvolves mentoring and celebrates learning achievement.
20Becoming a proficient technology using teacher is more about attitudes and learning strategies than it is about having some ‘magic’ personal quality or set of skills.Even for teachers who are relatively comfortable with technology, the metacognitive approach can prompt them to move outside their current comfort zone and try new things with their students.
21‘Spin-offs’ for Students The metacognitive approach can have a direct ‘spin-off’ for students and many teachers are motivated to employ metacognitive strategies in their own teaching..A metacognitive approach:Encourage teachers to reflect on how young people utilise and learn from technologyAssists teachers to support their students to become strong, metacognitively aware learners.
22Dimensions of the metacognitive approach The metacognitive approach assumes that learning is influenced by three key components:AffectsMotivationsStrategies
23The metacognitive approach encourages reflection on affects, motivation and strategies in relation to the:Past – what past experiences have influenced your values, attitudes, beliefs, motivation, confidence and learning strategies?Present – how does your current context impact on your values, attitudes, beliefs, motivation, confidence and learning strategies? andFuture – what is your ‘preferred’ future? How do you go about actively creating this future?
25Affects (Feelings, Attitudes, Beliefs and Assumptions) MotivationStrategiesAttributionProblem SolvingIdentifying Role ModelsGoal OrientationExploratory learningand playfulnessMemory and RetentionHelp SeekingLearned HelplessnessAttitude to TimeVolitionSelf-efficacyAnxietySupportEncouragement& use by othersPerceivedUsefulnessPedagogicalOrientation
27Initiatives Strategies Goal setting process (Products)Goal setting processDriven by individual teachers and the schoolAll staff challenge themselvesStrategies(Learning processes)Consistent with metacognitive approachFlexible to meet the needs of the schoolBig focus on discussion, sharing and celebrating
28Technology Together should involve 3-4 micro-cycles of learning See Resource 00 | Technology Together at a Glance
29Two metaphors for our learning in Technology Together
30Climbing the technology learning ladder… one step at a time.
31Technology learning as a journey… …an adventure, with ups and downs along the way.
32Individual reflection or group discussion What are some of the key things that have impacted on your approach to computers in the past?How do you currently feel about your use of computers – in the present?What is your ‘preferred future’ in relation to your computer use?
33Read through the “Technology Together as Learning Journey” handout Weekly activityPin up the Visual Model handout in a place where you most use computersRead through the “Technology Together as Learning Journey” handout
34Three key things from today… What three points can you take from today’s discussion?You might base your thoughts around the metacognitive model…..
35Other resources are available from the Technology Together website: This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors.Clipart is drawn from Masterclips 500,000 ® IMSIThe research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council.