1. University of Central Florida Theme for Module 4 The Savvy School Leader Understands That a Teacher’s Pedagogy May Impact Their Ability to Integrate Technology in the Classroom Module 41

2. Goals for this Module  To become familiar with the applications of technology for administrative and instructional use that are currently available to teachers and students in our schools.  To review several terms that are common in conversations about planning for the integration of technology. Module 42

3. Module Goals:  To gain an understanding of the didactic and constructivist approaches to pedagogy, and how each approach effects the use of technology in your schools classrooms.  To gain experience in using WIKI technology to create a collaborative work space. Module 43

4. Leadership Quotation "Students look at computers as if they aren't even technology; they're just a normal part of the environment, like the telephone or the automobile'‘ Jason Frand, "Rethinking IT”, 2002 Module 44

5. Reflection Activity Take a minute to review the quotation by Jason Frand on the previous slide.  Write down what you believe Jason Frand is communicating to each of you as school leaders.  Use a maximum of 5 sentences for your reflection. Module 45

6. Learning the Language of Technology Module 46

7. Review 1. Developing his or her school budget. 2. Creating a Professional Learning Community in his or her school 3. Enhancing learning opportunities for students 4. Providing effective, efficient, and relevant professional development for faculty and staff 5. Analyzing data for school wide planning and decision making Module 47

8. Activity  Define the technology terms listed in the adjacent column  After each definition, create a few lines as if in a conversation with a teacher, parent, tech director, or student at your school regarding a technology issue.  Encryption  Domain  Baud Rate  Analog  DOS  Share Point  CPU  ZIP Module 48

9. Enhancing Learning Opportunities for Students “Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.” Bitter & Legacy, 2009 Module 49

10. A Teacher’s Pedagogy Can Effect Their Ability to Integrate Technology in the Classroom Module 410

11. Didactic and Constructivist Approaches to Pedagogy  Since the purpose of integrating technology in our schools is to improve student achievement, we should know how technology can add value to the pedagogy.  It is simply not enough to place computers and other forms of technology in a classroom, we must also effect the overall beliefs of teachers regarding teaching and what other pedagogical techniques teachers use to cover the material. Module 411

12. Let’s take a look at teaching beliefs and their influence on integrating technology in the classroom: Harold Wenglinsky, Using Technology Wisely: the Keys to Success in Schools, says that – “ Both educational research and educational philosophy generally hold that teaching beliefs and practices conform to one of two types of pedagogies, the didactic or the constructivist.” Module 412

13. Didactic Approach to Learning  The didactic approach views student learning as going through a linear progression from facts to analyses of these facts.  The didactic approach is the more traditional one. Module 413

14.  The constructivist approach is the polar opposite from the didactic approach.  The constructivist approach holds that basic skills almost always have to be embedded in advanced skills, both because the advanced problems are more exciting for students to learn and because it helps them get the “big picture”. Module 414

15. Technology in the Classroom Module 415

16. How does the differences in the two approaches to the learning relate to the use of technology in the classroom?  The distinction between the didactic and constructivist approaches to learning is that of lower order versus higher order thinking skills.  In didactic approaches the computer very often becomes a substitute for the teacher or other class materials. Module 416

17. How do the differences in the two approaches to learning relate to the use of technology in the classroom? In the constructivist approach the computer becomes one of many tools students can use to concretize concepts. In the didactic approach the computer is used primarily for drill and repetition. In the constructivist approach the computer is used to introduce higher order thinking skills into the lesson. Module 417

18. How do the differences in the two approaches to learning relate to the use of technology in the classroom?  The constructivist approach to teaching encourages effective technology use, but also the availability of technology can expand the opportunities for constructivist teaching. Module 418

19. How do the differences in the two approaches to learning relate to the use of technology in the classroom? Author, Harold Wenglinsky, in his book Using Technology Wisely, concludes our conversation On the didactic and constructivist approach to the use of technology in the classroom by saying – “ If used in a constructivist fashion, it (technology) is a useful tool; and if used in a didactic fashion, it (technology) is worthless, or even destructive, burying students in the “drill-and-kill” model that turns all but the greatest automations off learning.” Module 419

20. Activity Identify and develop four constructivist based applications for technology that teachers are using in the classrooms of your schools. Module 420

21. Let’s see how a savvy school leader uses a WIKI to promote collaboration among teachers electronically. A savvy school leaders knows that, due to both time an distance constraints, it is not always possible or feasible to have teachers meet physically to plan and work on projects. WIKI technology provides the savvy school leader with another tool to promote collaboration among teachers. Module 421

22.  A savvy school leader can use technology to create a professional learning community by establishing the opportunity for a collaborative work environment.  He or she can do this by using WIKI technology. What is a Wiki?  A collaborative work space  Can be used when revising curriculum materials  Can be used for peer review of instructional strategies  Development of instructional materials Module 422

23.  A Wiki provides users both author and editor privileges  A Wiki allows users to create and edit any page in a Web site.  A Wiki contains an original work and the editions are instantly visible to other users. Module 423

24. The principal of your school, being a savvy school leader, has asked you and two other teachers in you PLC to begin the process of creating a written discipline policy for your school. Using the direction included in Module 4, please create a Wiki, inviting two other members of your course PLC. Module 424

25. You can start with one discipline violation and corresponding consequence. Then ask the two members of your WIKI to include another discipline violation and corresponding consequence. Through this activity you will gain experience working with colleagues in a collaborative work space. Module 425

26. 1. Go to http://www.wikispaces.com/http://www.wikispaces.com/ 2. Follow the steps under “Getting Started” 3. First, create a login identification 4. To Create a Space: Once you login, in the left column, choose, “Make a New Space” 5. Enter the Space name (what you want to call your wiki) 6. Select Space visibility 7. Select the Create button 8. Select the Edit button at the top to begin your page Module 426

27. Opportunity for Professional Self- Reflection: Something to Ask Ourselves. Do most of the teachers in your school subscribe to the didactic or constructivist belief in teaching and learning? Module 427

28.  At the completion of this module it is expected that the Module 4 PLC members will: - Post an abstract of their technology model - Comment on the abstracts of all your fellow class members - E-mail the technology paper to the instructor for review and grading Module 428