1. Learning and Leading
With Technology

2. Objectives Creating a Vision Classroom/Student Learning
Technology Initiatives
Needs Assessment Tools
Classroom/Student Learning
What should they know?
How are we going to empower them?
Understanding the Adult Learner

3. Objectives Model Workshops Processes Logistics Tips and Techniques
Reflection, Review, Plan
Wrap-up and Evaluation

4. Digital Age
U.S. Dept. of Labor, 1999

5. The “D” Generation
Technology has the potential to change how we work, teach, and learn in our schools
This potential will only be realized if school administrators assume a leadership role
Provide tech support
Empower teachers

6. National Initiatives
On February 15, 1996, President Clinton announced the Technology Literacy Challenge
Designed to make young Americans technologically literate by the turn of the century.

7. National Initiatives
Goal 1: All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway
Goal 2: All teachers and students will have access to modern multimedia computers in their classrooms
Goal 3: Every classroom will be connected to the information superhighway
Goal 4: Effective software and on-line learning resources will be an integral part of every school’s curriculum

8. Four Pillars of Education and Technology
Hardware
Connectivity
Content
Professional Development

9. Four Pillars of Education And
Technology C O N E T I V Y C O N T E P R O F. D E V H A R D W E

10. National Educational Technology Standards
ISTE
NETS Standards for Students
NETS Standards for Teachers
NETS Standards for Admin 2001

11. A Call to Action
The question is no longer if the Internet can be used to transform learning in new and powerful ways. The Commission has found that it can. Nor is the question should we invest the time, the energy, and the money necessary to fulfill its promise in defining and shaping new learning opportunity.
The Commission believes that we should.
Web-based Education Commission, The Power of Internet for Learning: Moving From Promise to Practice

12. Idaho Study on Technology Effectiveness
Idaho students with high exposure to computers are 2.4 months ahead of students with limited exposure.
This has been realized with an investment of $46/year per child - “the price of a textbook”
Idaho Legislative Study - January, 1999
* Idaho has, since 1994, invested $60 million in educational technology. The Idaho Council for Technology in Learning, which oversees computer grants to schools, commissioned the Idaho Legislative Study released in January, The study shows that Idaho’s investment in education technology is improving academic performance and making teachers more computer savvy.
* As noted in the slide, the study found that students with continuous access to computers are 2.4 months ahead academically than those without continuous access. The academic results are based on 1998 statewide standardized test scores in a study of 35,885 8th and 11th grade students who have been in Idaho schools since 1994.
* The study indicates that more teacher training is necessary to get the most out of their technology investment, but state educators remarked that even with very small exposure by untrained teachers, positive results were achieved.

13. How Many Schools Are Connected to the Internet
How Many Schools Are Connected to the Internet? And Why Is This Important?
* The numbers in this chart indicate the extremely rapid progress being made in connecting schools to the Internet. Note that an increasing number of individual classrooms are being connected.
* Different research organizations place the percentage of schools having some connectivity by the end of the school year at approximately 96%.
* According to Market Data Retrieval in its 1998 Technology Survey, in 1998, 42% of computers with Internet access were located in the classroom (increase from 38% in 1997); 37% were in computer labs (decrease from 40% in 1997); 12% were in libraries (same as in 1997); 8% were in administrative offices (same as in 1997); with 1% reflected as “other” (decrease from 3% in 1997).
* Internet access for schools is one component of Goals 2000, the education plan initiated under the Bush administration and continued under the Clinton administration.
The National Center for Education Statistics, 1998, <

14. The STaR (School Technology and Readiness) Report
The 1997 report identified 4 pillars: hardware, connectivity, digital content, and professional development
Identified low, medium, high, and target tech schools according to specific criteria
Found that K-12 schools were doing well on the first two pillars but were lacking on the second two
The STaR Chart: A Tool for Assessing School Technology and Readiness can be used to assess a school’s status
* The School Technology and Readiness (STaR) Report was initially released in October 1997 by the CEO Forum. The CEO Forum on Education and Technology, comprised of 21 corporations and educational organizations, was founded to help ensure that America's schools effectively prepare all students to be contributing citizens and productive workers in the 21st century.
* To meet this objective, the CEO Forum issues an annual assessment of the nation's progress toward integrating technology into American classrooms through the year 2000.
* The 1997 report identified four pillars and provided guidelines to determine a school’s status as low, medium, high, or target tech. The STaR Chart: A Tool for Assessing School Technology and Readiness ( can help a school or community answer the following critical questions:
- Is your school using technology effectively to ensure the best possible teaching and learning?
- What is your school’s current education technology profile?
- What criteria should be used in judging your progress?
The CEO Forum, <

15. The STaR Report (School Technology and Readiness)
The 1998 report offers the following suggestions:
Schools of Education should prepare new teachers to integrate technology effectively into the curriculum
Current teachers/administrators should be proficient in integrating technology into the curriculum
Education policymakers/school administrators should create systems that reward integration of technology into the curriculum
Corporations/local businesses should collaborate with the education community to help ensure today’s students will graduate with 21st century workplace skills
* The CEO Forum’s 1998 STaR Report report focuses on professional development.
* Schools of education that prepare preservice teachers to use technology effectively in their learning activities strengthen their programs, address national accreditation standards, and strengthen licensure and certification programs.
* The message for administrators and teachers is to establish long-term technology related professional development plans and proficiency standards. Every teacher and administrator should have ready access to appropriate communications and information technology. Every professional development program should integrate technology as a part of all training components.
* For reward systems, schools should first make sure hiring standards include technology integration proficiency. Performance evaluation should reward inservice teachers and administrators for technology integration and innovation. Student performance assessments should include benefits of technology.
The CEO Forum, <

16. STaR for Tech Integration
Setting benchmarks and goals
Applying for grants
Determining funding priorities
Creating individualized assessment tools
School Technology and Readiness

17. Computers by Location % Computers Public Schools
* Student-to-computer ratio has significantly improved in recent years. According to this study conducted by Market Data Retrieval, in 1993, there were 12 computers for every student; in 1997, the ratio was 7 to 1; in 1998, it was 6 to 1.
* The above graph also indicates a shift from computers in labs to more computers located in classrooms.
* Increased access to technology in the classroom helps students experience additional types of learning and affords increased opportunities for students to work together in small groups and to collaborate on projects.
BE AWARE if you decide to print this slide, you may need to choose grayscale so that the data is clearly displayed.
Public Schools
Market Data Retrieval’s 1997 Technology Survey, 1998 Technology Survey

18. 21st Century Skills Vision Educator Proficiency Effective Practice
Access
Equity
Systems and Leadership

19. Technology Adds to Learning
Real-world contexts for learning
Connections to outside experts
Visualization and analysis tools
Scaffolds for problem-solving
Opportunities for feedback, reflection, and revision
How People Learn, Bransford, 1999

20. Anytime, Anywhere Learning Research
Regular access to computers improves students’ performance
Second only to writing skills, critical thinking was most directly affected
* Anytime, Anywhere Learning Research is a laptop pilot project initiated in the Fall of Microsoft Corporation and Toshiba America Information Systems worked with 29 “pioneer” school sites across the U.S. Students in the project regularly used Toshiba notebook computers loaded with Microsoft Windows and Microsoft Office software. The goal was to demonstrate that providing every student in a class with access to “real world” business tools would produce substantial educational benefits by supporting learning anytime and anywhere. Rockman et al, an independent research organization, conducted the evaluation. Early experiences of the project are documented in the June, 1997, “Report of a Laptop Program Pilot,” available on the Rockman et al website above and also at < >.
* The information on this and the following slides is from the second year study of the project during the school year. The evaluator tracked 7th - 10th grade students’ and teachers’ experiences. “Laptop students” refers to those who have full-time access to notebook computers both in school and at home. Their teachers are referred to as “Laptop teachers”. “Non-laptop students” refers to students who have intermittent access to computers at school but do not have full-time access to notebook computers in school and at home.
* The second year of the pilot studied when and how computers were used, their impact on teaching and learning, and students’ and teachers’ assessments of their experiences. The report cited significant learning and student and teacher accomplishments in skill development, applications of technology for schoolwork, and improved critical thinking.
Powerful Tools for Schooling: Second Year Study of the Laptop Program, October 1998, <

21. Technology Enhances Student Achievement
By fostering higher-order thinking skills
* Laptop students were in classrooms where computers were fully integrated into classroom instruction.
* Laptop students used computers more frequently than Non-Laptop students to find, organize, analyze and communicate information as well as to brainstorm ideas and collaborate with other students. (The differences between the frequencies with which Laptop and Non-Laptop groups reported using computers to perform each of these tasks were all statistically reliable.)
* According to the U.S. Department of Labor’s SCANS report and ISTE’s National Educational Standards for Students, these complex tasks require skills that are highly valued in academic as well as in business environments.
BE AWARE if you decide to print this slide, you may need to choose grayscale so that the data is clearly displayed.
Powerful Tools for Schooling: Second Year Study of the Laptop Program, October 1998, < >

22. Laptop Use Builds Students Skills
stimulates analytical thinking, including synthesizing materials/manipulating information
encourages more problem-solving and critical thinking (large number of choices demanding advanced decision-making skills)
is used in almost 50% of 7th grade students’ core subjects; for 10th graders, over 50%
increases the amount of student time spent on homework
* The Anytime, Anywhere Learning research showed that Laptop students applied critical thinking skills more readily than students who did not have 24-hour access to computers.
* Researchers observed students engaged in a problem solving simulation that required 7th grade students to explore challenges of reintroducing wolves to national parks. Groups of 4-7 students chose and defended one of three positions in preparation for public debate.
* The students who had 24-hour access to laptops were more likely to pursue more varied types of data, e.g., information about interested groups’ points of view, about sites involved in the issue and about wolf attacks. They also used a greater variety of research and study methods, such as site visits, interviews, petitions, etc.
* Non-laptop students showed more reliance on traditional print and media sources such as encyclopedia, books and the generic Internet.
* 7th grade Laptop students spent 10 times as much out-of-school computer time on homework as Non-Laptop students; for 10th grade students, 48% more time.
Powerful Tools for Schooling: Second Year Study of the Laptop Program, October 1998, < >

23. Teacher Findings Support Laptop Use
2/3 of Laptop teachers stated cooperative learning and group work increased
3/4 stated that project-based instruction increased
Believe access to the Internet and CD-ROM affects quality of students’ research projects, allows for greater variety of assignments, and enhances student ability to analyze information
* Laptop teachers refers to those teachers who integrated technology into classroom instruction and who had students with 24-hour access to laptop computers.
* This project was launched in Fall, 1996 in 532 schools - currently more than 60,000 students and teachers at 500 public and private schools participate.
Powerful Tools for Schooling: Second Year Study of the Laptop Program, October 1998, < >

24. Multimedia and Project-based Learning Helps Students Learn
Challenge 2000 Multimedia Project shows:
raised level of student performance
more successful team work
* The Challenge 2000 Multimedia Project, initiated in October, 1995, with 9 school districts, is focused on building best practices in project-based learning with multimedia. It is part of a broad school reform effort sponsored by Joint Venture: Silicon Valley Network, in collaboration with the San Mateo, California, County Office of Education, and is one of the U.S. D.O.E. Technology Innovation Challenge Grants. The project involves 35 campuses, 1200 teachers, and 23,000 students. They received nearly 200 computers and funding for training and support for multimedia projects in the classroom. This mid-term report is based on data collected during the first two years of the project.
* Students complete projects that draw on real-world information and research methods and design them as sophisticated multimedia presentations. Students projects are ultimately displayed at multimedia fairs.
* Students in technology-using classes were involved in working on long-term, more complex assignments in 53% of observations as compared to 21% for non-technology-using classes. Students and teachers alike asserted that students learned content better when they prepared multimedia presentations than when they prepared more conventional reports. At the same time, they engaged in activities and interactions that supported valuable workplace competencies such as teamwork, communication, planning and problem solving.
Transforming Teaching and Learning With Multimedia Technology - SRI, International Mid-term Project Report, October 1998, <

25. Additional findings - multimedia and project-based learning:
led to more student-centered learning and instructional techniques
augmented reading and writing
increased student motivation
* Multimedia projects were found to support their goal for students to choose topics, research methods and resources, and to design their own products and presentations while teachers facilitated learning.
* Teachers reported students spending more time reading as they conducted Internet research for their projects and that students were more motivated to write clear, complex, and error-free text for what they knew would be a wide audience.
* The report cites enhancement of student interest, pride, and motivation levels among those using technology. Additionally, students spent more time on projects using technology.
* The project is both a curriculum development and professional development project. Teachers are provided with tools to help transform conventional coursework into project-based, technology-rich curriculum. The teachers establish a peer "learning community" and work to take on responsibility for planning and conducting their own professional development. Veteran teachers share their skills with less experienced colleagues; other types of support included on-site mentors, training workshops, mini-grants for equipment and supplies, additional time for planning, and on-line resources and networking opportunities.
Transforming Teaching and Learning With Multimedia Technology - SRI, International Mid-term Project Report, October 1998, <

26. Preparing Schools and School Systems for the 21st Century
Council of 21 leaders from diverse fields identified 16 qualities of schools and school systems capable of preparing students for a global knowledge/ information age
Concluded that the most effective schools will be both centers of lifelong learning and “digitial hubs which will be open electronically 24 hours a day, 7days a week, 365 days a year”.
* The American Association of School Administrators (AASA) released this document in February, In the year-long study, 811 teachers, principals, and superintendents were polled.
* The project was brought about by a council of 21 leaders in business, education, government, and other fields. Senator John Glenn served as honorary chair.
* Some of the 16 qualities pertaining to technology are:
- the definitions of “school”, “teacher”, and “learner” are reshaped by the digital world
- a project-based “curriculum for life” engages students in addressing real-world problems, issues important to humanity, and questions that matter
- teachers and administrators are effectively prepared for the global knowledge/information age
- students, schools, school systems and communities are connected round-the-clock with each other and with the world through information-rich, interactive technology
- schools promote creativity and teamwork at all levels, and teachers help students turn information into knowledge and knowledge into wisdom
Preparing Schools and School Systems for the 21st Century, American Association of School Administrators, 1999, <

27. Reports from schools using technology...
80% have seen an increase in student achievement, 60% moderate to significant
30% have seen improved test scores
60% report improved motivation
28% report decreased behavioral problems
95% believe greater access to educational technology is critical to improving achievement of traditionally low-performing students
lower-achieving schools are 3 times more likely to see significant improvement in student achievement as a result of technology investments; schools in least affluent areas, twice as likely
Preparing Schools and School Systems for the 21st Century, American Association of School Administrators, 1999, <

28. We Need to Prepare Our Teachers for 21st Century Classrooms
Only 20% of more than 4,000 public school teachers surveyed nationwide said they were well prepared to integrate educational technology into classroom instruction.
Key message: we need to better prepare our teachers, those currently in the profession as well as those future teachers who are in our colleges and universities.
* This report was prepared by the National Center for Education Statistics (NCES) on overall teacher preparation and qualifications, but it provides valuable information for policymakers to consider as they plan for technology funding. Too often technology is purchased without thought to additional resources, especially that of time, needed for teachers to learn how to effectively use the technology.
* Even though many educators and policy analysts consider educational technology a tool for transforming education, teachers do not feel they are prepared to use these tools.
Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers, National Center for Education Statistics, January 1999, <

29. The Need for Continued Learning
Professional development and collaboration with other teachers are strategies that help build an educator’s capacity for effective teaching
Research suggests that if professional development programs do not provide continuity between what teachers learn and what goes on in their classrooms, these activities are not likely to produce any long-lasting effects on either teacher competence or student outcomes
* Ongoing professional development and collaboration with other teachers becomes especially critical with the changing and ever-expanding education profession.
* Virtually all of the teachers in this study reported having some professional development in the use of technology, but most of it was in short term sessions, and most of the professional development experiences received low marks.
* The report suggests that traditional approaches to professional development, (such as workshops and conferences) are relatively ineffective on their own because they typically lack the connection to real issues teachers confront in their classrooms.
* Peer collaboration is recognized as important for teachers’ continuous learning. 19% of teachers in the study had been mentored by another teachers in a formal relationship, and 70% of those teachers mentored at least once a week reported that it improved their teaching “a lot”.
* Professional Development should build on the strengths of the teacher and help them extend their abilities to develop engaging learning environments for their students.
Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers, National Center for Education Statistics, January 1999, <

30. Leadership Responsibilities
Developing a shared vision
Implementing a plan of action, professional development and performance appraisal to achieve the vision
Managing the resources
Providing curriculum Leadership

31. Effecting Change
Teachers teach in differing ways, technology should support those different styles
Technology should be as invisible as possible
Technology should support what a good teacher does, not add extra burdens

32. Training
Mandated training proceeds from the need of the organization to provide a basic level of understanding for its members
Voluntary training proceeds from the teacher’s willingness to change and is usually the most successful method
Successful training programs move from mandated to voluntary

33. Successful Tech Schools
Provide technology tools for teachers to use
Provide opportunities for recognition and tangible rewards for those who excel
Encourage teachers to take risks by providing support and enthusiasm

34. Remember Technology training involves more than attending a workshop
Teachers need time and support to incorporate what they learn into the curriculum
Teachers who master a facet of technology in the classroom should be encouraged to share that knowledge by teaching and coaching other teachers

35. Ongoing Training and Support
Workshops
Hands-on computer training
Self-paced, computer assisted hands-on training
Distance learning