Presentation on theme: "Meeting Six: Implementation: Models and Impact. Leadership by team puts these into place ETIPS Classroom Level (integration) 1.Learning outcomes drive."— Presentation transcript:
Meeting Six: Implementation: Models and Impact
Leadership by team puts these into place ETIPS Classroom Level (integration) 1.Learning outcomes drive the selection of technology. 2.Technology provides added value to teaching and learning. 3.Technology assists in the assessment of learning outcomes. School Level (implementation 4.Ready access to supported, managed technology. 5.Prof Development is targeted at successful tech integration. 6.Professional community enhances technology integration and implementation.
Implementation Models and Impact nReady access to supported, managed technology nPD is targeted at successful tech integration nProfessional community enhances technology integration and implementation. –NETS-T –Technology support components and related impact –Professional development standards and resources –Professional community sources and benefits
Visually Represent nRelationships between –quality technology support, –professional development and –professional community and the nRelative importance of each of these aspects of technology implementation.
Teachers Views of Computers as Catalysts n47 teachers, 20 schools, 3 states n3 interviews, questionnaire, observations nWhat are the major ways you have changed as a teacher in the things you do in your classes. nOverall, would you say that computers have helped to change what you want to accomplish as a teacher, or have they mainly helped you to make changes you already wanted to make, or havent they had either of those impacts?
Introduction and Literature nPurposeful, selective summary –Statements frame data presentation –Are used in analysis –Claims are cited nTeacher development nChange process nConstruction of knowledge
Findings nConstructivist teachers (10) & Weak constructivist (22) teachers nAll had made changes to their practice nTwo-thirds said computers helped them to make changes they already wanted to make –Reflection upon experience –Formal learning –Schoolwide support Strongest constructivist teachers said change was because of external origin
Conclusion nTeachers have a sense of agency.They have opinions and needs.They will make changes, which tend to occur because of –Reflection upon experience –Schoolwide support –Formal learning nRevise image of computer as catalyst nSupport teachers knowledge construction
Revisions to Visual Representation? nRelationships between –quality technology support, –professional development, and –professional community. nRelative importance of each of these aspects of technology implementation.