[in honor of ISTE’s upcoming Leadership Forum, there’s a special prize at the end of this post!]
Chris Lehmann, Michael Fullan …
Together in one place. Keynoting and facilitating about school technology leadership. #incredible
George Couros, Jason Ohler, Kim McMonagle, Rushton Hurley …
Sharing their knowledge. Helping administrators learn and get better. #valuable
CASTLE and TICAL …
The United States’ only two centers dedicated to the technology needs of school leaders. #amazing
Chris O’Neal, Susan Brooks-Young, Mike Ribble …
ISTE authors who have written extensively on technology leadership topics. #helpful
Keith Krueger, Leslie Wilson, Holly Jobe, Sheryl Abshire, Jimmy Casas …
The list goes on and on… #mustattend
Will you be in Indianapolis in October? You should be…
To celebrate ISTE’s first-ever nationwide school technology leadership conference, I am freely releasing (under a Creative Commons license) our latest book chapter, Supporting Effective Technology Integration and Implementation. Available both in PDF and in HTML, the chapter focuses on ISTE’s Essential Conditions and describes some concrete actions that principals can take for each. Hopefully you’ll garner some great ideas from the chapter of things you could initiate or do better. The goal was to be helpful and useful, not just theoretical! Three excerpts are below. Happy reading (and feel free to share further)!
Another aspect of empowered, distributed leadership is the creation of structures that facilitate team members’ learning. Schools that create ways to ‘bring the outside in’ for staff and technology advisory teams will have access to a greater diversity of ideas and resources than those that will be devised locally in-house. In their seminal book, The Power of Pull, Hagel, Brown, and Davison (2010) describe the incredible power of members at the outside edges of organizations bumping up against, intersecting with, and learning from individuals at other organizations’ edges (see also Cross & Parker, 2004; Benkler, 2006). Online – and often informal – learning structures that span institutional barriers can be powerful ways to facilitate distributed learning and leadership. A variety of technology tools are available for this purpose, including blogs, Twitter, Facebook, wikis, webinars, and social bookmarking.
Another way for principals to influence the supply of technology-fluent teachers is to work closely with teacher education programs. As schools create technology-rich learning environments and focus more on higher-order thinking skills, many administrators are finding that preservice programs have not adapted yet to provide new graduates with skills relevant for their classrooms. For example, when asked how well their teacher education program prepared them to make effective use of technology for instruction, only 33% of public school teachers replied ‘to a moderate or major extent’ for their graduate program and only 25% of public school teachers reported the same for their undergraduate teacher education program (NCES, 2010b). Principals should initiate constructive, non-threatening dialogues with university faculty and administrators about the technology skill sets that they need new teachers to have. Re-aligned postsecondary curricula, joint research initiatives, observation programs, mentoring systems, internships, partnerships, and political advocacy platforms are just some of the potential outcomes of such conversations.
Although most learning technologies are general enough to be used quite flexibly, by design some technologies are more teacher-centric rather than student-centric. For instance, tools such as interactive whiteboards, student response systems, digital projectors, and document cameras are technologies designed to facilitate the presentation of material by one teacher to many students. Even when a student rather than a teacher is using the technology, the vast majority of children usually are passively watching the facilitator rather than actively using the technology themselves. Similarly, tools such as DVD players, pre-selected online videos, pre-filtered web sites for research, and content management systems usually are implemented in ways that are more teacher-directed rather than student-directed. Teacher-centric technologies mirror traditional educational practices related to information transmission and – unlike laptop or tablet computers, digital cameras or camcorders, scientific probeware, and other technologies that typically are used primarily by students – are generally replicative rather than transformative. Principals should strive to create opportunities for students to have greater autonomy and ownership over how and when they use technology tools. It is important for teachers to use technology in their instruction in ways that are meaningful, relevant, and powerful. It is arguably more important, however, to empower students to do the same. Schools that mostly invest in teacher-centric rather than student-centric technology tools will struggle to adequately prepare graduates who are ready for a hyperconnected, hypercompetitive, technology-infused global information society.
[UPDATE: We’re all approved! Woo hoo!]
Just thought I’d give a quick update on our new online School Technology Leadership courses and programs.
We’ve got one last step in the University of Kentucky approval process. It should go smoothly about 2 weeks from now and then we’ll be completely and officially official. In the meantime, applications continue to come in; we have seen a great deal of interest both in America and internationally.
If you’re new to our courses, our 15-credit online graduate certificate allows educators to go deep-deep–DEEP on ISTE’s National Educational Technology Standards for Administrators (NETS-A). If you’d prefer an online Master’s or Ph.D. with an emphasis in School Technology Leadership, we have those programs too. All courses are offered at in-state tuition rates. We are aiming for at least one national and one international cohort to begin this fall. The application deadline for all programs is May 15.
ISTE and others are helping us recruit so we are thankful for their assistance. If you’d like to help us spread the word (hint, hint), here’s a blurb:
The University of Kentucky has launched its new online School Technology Leadership graduate certificate, Master’s, and Ph.D. programs. Participating educators will be deeply grounded in ISTE’s . Deadline for Fall admission is May 15, 2012.
If you’re interested, see the links below. And if we’re not exactly what you’re looking for, check out options from ISTE and Johns Hopkins University, Kennesaw State University, Leading Edge Certification, the Consortium for School Networking (CoSN), Intel, and others. There are 200,000+ school administrators in the U.S. alone. Most of them need a lot of help when it comes to technology, so find a program that best fits their needs and get ’em started!
Additional info about the STL programs
Well, yesterday was Digital Learning Day. By all accounts, it was a busy day across the country. Lots of conversation and high-profile events and demonstrations of students doing cool stuff with technology…
Should every school day be Digital Learning Day? Nope. We still need down time from these electronic and virtual spaces of ours, times when we experience the joy of human connection, nature, solitude, reflection (and all of those other things that people say I should be experiencing!). But, nonetheless, we definitely need ‘more digital, more often’ in most of our primarily-analog schools, so it was good to have a nationwide day that reminds us of the power of digital learning.
Here are a few things that caught my eye from the unrelenting stream of educational technology news yesterday:
- Instructure Canvas is now available to P-12 educators. If you’re interested in a better learning management system, you definitely should check out what Canvas has to offer. Canvas is free for individual teachers and professors. Set up a Canvas account and start playing around with it for a course; you’ll quickly see why its social media integration and other features blow the doors off of Blackboard or Moodle. Here are some other materials to get you started: overview video, Park City case study, Rockingham case study, teacher data sheet, administrator data sheet.
- The online Student Opinion section from The New York Times is full of fascinating commentary and insights from youth. Hear from students 13 and older about learning, teaching, technology, and other issues. Similarly, also see the StudentsSpeak section of the MacArthur Foundation’s Spotlight web site. There is great material at both locations to mine for instruction and conversation purposes.
- Speaking of student voice, check out Using media to (re)claim the hood: Essential questions and powerful English pedagogy. Then see I love my city: Youth as community problem solvers and creators in 21st century classrooms. After that, be sure to investigate the other amazing resources and ideas for teaching writing in a digital, hyperconnected world at the National Writing Project’s Digital Is web site. And then, before you collapse from exhaustion from all of this awesomeness, go visit Youth Voices. There, those will keep you busy for a while!
- Apparently some students got to testify before the Ohio House of Representatives about digital learning. I love to see tweets like this one or this one. In contrast, I’m not so enthused about tweets like this one (from a district in Alabama).
- The current issue of AASA’s School Administrator magazine focuses on P-12 laptop initiatives, particularly issues related to learning, teaching, affordability, and planning. Districts profiled include Mooresville (NC), Pascack Valley (NJ), and a host of others, including Van Meter (IA), Owensboro (KY), and Piedmont City (AL).
- Other things that I found yesterday included a great story on students with autism spectrum disorder using Google SketchUp, information about teaching digital literacy through game design, the Oakridge Elementary (VA) blog featuring book reviews written by elementary students, and news about the plan by MIT and Lego to bring robotics and coding to young children.
And, of course, we here at CASTLE were busy too. We launched our new online School Technology Leadership graduate certificate, Master’s, and Ph.D. programs. We also gave our 1-to-1 Schools blog a visual makeover and opened registration for the 3rd annual Iowa 1:1 Institute, an event that focuses on high-quality learning and teaching in P-12 laptop programs. Last year we had over 1,300 participants for the Institute. Maybe this year you’ll join us on April 11!
We’re relaunching our online School Technology Leadership courses and programs today! Woo hoo!
(This is all pending final approval by Faculty Senate)
It’s Digital Learning Day here in the U.S. As I said in my guest post for the event:
We … need school leaders who can begin envisioning the implications of these [new technology-suffused, globally-interconnected] environmental characteristics for learning, teaching, and schooling. We need administrators who can design and operationalize our learning environments to reflect these new affordances.
I also said:
If a principal or superintendent isn’t receiving [assistance] from the university that prepared her, her state and national leadership associations, her regional education service agency, her state department of education, the federal government, or a corporate or foundation initiative, where is she supposed to get the information and training that she needs to improve her technology leadership skills? From a book or a few web sites?
When we underinvest in the people that control all of the resources that instigate and facilitate change – money, time, training, personnel allocation, structural (re)alignment, organizational mission/vision, etc. – we shouldn’t be surprised when desired changes in our schools fail to materialize. We also shouldn’t be surprised when school administrators make technology-related decisions because of fear, lack of knowledge, or community or political pressure rather than educational appropriateness.
When an administrator’s mental light bulb turns on regarding technology, it’s not just an individual or classroom that’s affected, it’s his entire building or district. As such, it’s time for more attention to [the technology leadership needs of] our principals and superintendents.
Those of us who work in Educational Leadership preparation programs are a big part of the problem. We should be envisioning what it means to prepare P-12 students for the demands of tomorrow and then designing principals’ and superintendents’ preservice experiences so that they then can go out and start to make those things happen. Instead, at best we’re teaching traditional course content online or showing prospective administrators how to use a few tools. That’s if we’re doing anything at all regarding technology (and that’s a BIG if in many/most university programs). Our self-affirmations that we’re ‘integrating technology’ ring hollow.
Graduate certificate, Master’s, or Ph.D. in School Technology Leadership
It is within this context that I announce that we’re relaunching our online School Technology Leadership courses. When I was at the University of Minnesota, we received a federal grant to create the nation’s first graduate program designed to prepare technology-savvy school leaders. Our evaluator, the American Institutes for Research, verified that our program had positive, statistically-significant impacts on participants’ technology leadership knowledge, skills, and abilities. We ran 4 national cohorts through that program before I left. Working with those educators was incredibly wonderful. I can’t express in words how delighted I am that our courses are now available again.
So if you would like a graduate certificate, Master’s degree, or Ph.D. with a focus in School Technology Leadership, this is your chance to go deep in all five of ISTE’s National Educational Technology Standards for Administrators (NETS-A). All courses and programs are online and cohort-based; the Ph.D. program requires a few additional summer visits. All tuition is at the in-state rate. See the links below for more information. (This is all pending final approval from Faculty Senate)
I hope that many of you will apply or will encourage those leaders around you to boost their own technology leadership skills. We’re aiming to start at least one American and one international cohort this Fall but can handle much more if the demand is there. And if we’re not exactly what you’re looking for, check out options from ISTE and Johns Hopkins University, Kennesaw State University, Leading Edge Certification, the Consortium for School Networking (CoSN), Intel, and others. There are 200,000+ school administrators in the U.S. alone. Most of them need a lot of help when it comes to technology, so find a program that best fits their needs and get ’em started!
Additional info about our STL programs
I was supposed to do a webinar.
Scheduled on Tuesday evening, the webinar was for school board members in Iowa and was the second of four scheduled online events for the Iowa Association of School Boards.
I was supposed to do a webinar.
But not just me alone. I also invited others to join me and a few folks took me up on the offer. The idea was to get multiple perspectives on our topic of the evening. On Tuesday, the subject was how technology tools are changing everything and creating a new information landscape for all of us.
I was supposed to do a webinar.
But there were storms in Ames, Iowa, and, minutes before we were supposed to begin, my Internet access from our local cable company went kaput. Uh oh…
I was supposed to do a webinar.
Thanks to the kindness of volunteers, including people I’ve never met in person, the show went on. Alison Link (in Minnesota) and Bryan Lakatos (in Ohio) and Lou Ann Gvist (in Iowa) forged on without me. The school board members and superintendents who logged in had a fantastic, wide-ranging discussion.
I was supposed to do a webinar.
I DID do a webinar. Just without me in it. It wasn’t seamless. We had glitches. I was a complete nonfactor. And yet it was a needed and helpful conversation and both participants and facilitators benefited from it.
Many organizations get so caught up in the need for perfection that they forget the power of simply talking. No broadcasting, no selling, just talking. Tuesday night was an affirmation of the power of human connection, our desires for technological perfection be damned.
Thank you so much, Alison and Bryan and Lou Ann! You were amazingly adaptive and incredibly helpful. I owe you!