Conquering the Textbook Syndrome

Melissa Dark

K-12 Outreach Coordinator CERIAS, Purdue University 765.496.6762 [email protected]

http://www.cerias.purdue.edu/education/K 12

Workshop Overview

      Textbook Syndrome Defined Analogies 101 Crafting Messages to Meet Your Goals Focus Groups Running Technology Campaigns Acceptable Use Policies

Introductions

     Name Home School Position First or Favorite Technology Use What do you hope to get out of this workshop?

If you don’t know where you’re going….

You’ll probably end up somewhere else.

---Yogi Berra

North Star Activity

 Are we preparing kids for yesterday, today, or tomorrow?

 Do our schools currently focus upon the skills of the past---or the skills of the future?

Points to Ponder #1

Imagine that you have just received your teaching degree from Purdue. You are applying for a job in the Nampa School District, which has a strong reputation for being very "technologically oriented." Jobs within this school district are highly desirable and thus, very competitive.

After your interview, the school superintendent asks you to clarify your ideas about technology integration by doing two things:

#1 continued…

Groups of 4-5. Debrief the following---be sure to jot down notes/sketches so that you can share with the group.

1. Describe your definition of technology integration within an elementary or secondary school.

2. Illustrate how you would arrange your classroom resources to support an integrated classroom with 24-30 students.

Textbook Syndrome Defined:  General Tendency to treat technology as textbooks.

   Horse-Automobile Analogy Purchasing Technical Support  Availability  Training  Collective Perspective

 Research shows that “canned” educational software does little to improve:  Student’s Thinking  Technical Abilities  Best Results:   Open-ended, performance based lessons use technology as a tool.

Cooperative learning, Problem-based learning environments, relevant educational products.

What is needed to “do” technology in this fashion?

  Hands-On Professional Development  Desktops v. Laptops Move from spending money on educational software…to spending money on educators.

On his 80 th B-day, Thomas Edison was asked, “What invention does the world need most today?” His Answer: “The world doesn’t need more until general intelligence has increased….so that we can operate what we have.”

Analogies 101

   Common Barriers face all tech integration.

Best response? Prepared, relevant, and logical response analogy.

In groups of 5, consider how you could create a response analogy for the following situations:

The board member who asks, “Why do we need to give students increased access to technology? They already have computer class two times a week. That should be ENOUGH!”

The veteran teacher who asks: “Why do I need to learn this technology? I’ve been teaching for XX years…and I never needed to know it before. I can live without it!”

The hesitant teacher: “I don’t mind learning the technology…but I’m not comfortable with the fact that the kids know more than I do. What do I do if they ask me a question?”

The Parent who states: “We should be putting money into _________ and not spending it on costly computers and technology!”

Crafting Messages to Meet Goals:    “Don’t Mess With Texas” “The best part of waking up…” Clear goals and measurable steps towards them….are supported by messages that are:    Simple Concise Relevant to the Target Audience

Messages Should…

    Hit an Emotional Chord  Hearts first, minds second Acknowledge Busy People Contain a Stickiness Factor Distinguish from Opposition through:   Intelligent theme Relevant Perspective

Message Development Activity:

    Divide into groups of 3.

“Identify” a tech integration plan or funding drive (technology-based).

Work through the types of messages.

Select a spokesperson to debrief.

Message Debriefing:

   BRIEF summary of organization or drive.

Briefly describe message and supporting points.

Identify the group’s strongest message.

Focus Groups:

       Timing Note Taking Open-Ended Questions Presenting Options Discussing Scenarios Ongoing Communication Building a FAQ list

Timing:

    3-5 sessions over a 2 month period.

Individual sessions=short  90 minutes MAX Comfortable environment Refreshments  Correlation: refreshments and participation 

Note Taking:

   Large Print Newspads Dedicated note taker/transcriber Audio or Video Recording

Open-Ended Questions:

   Maintain an air of friendly, cooperative brainstorming.

NO FINISHED PLAN.

Unearth attitudes, opinions, questions PRIOR to hearing your plan.

Sample Open-Ended Questions:

    What should our schools focus on?

What do you think are our district’s strengths/weaknesses?

What role do you see technology playing in our schools?

What are the strengths/weaknesses of our current technology use?

Presenting Options:

   After discussion, present them with 3 to 4 possible scenarios (one of which is your idea) Broad range —maintain status quo to radical integration ideas.

Provide written description, pros/cons, etc.

Discussing Scenarios:

   How does this scenario address the issues talked about earlier?

How would this choice impact students, teachers, and tech support?

What would participants need to know before they could choose this scenario?

Ongoing Communication:

   Conclude with SINCERE appreciation.

Encourage continued participation.

Create an open-dialogue.

Building a FAQ List:

     Go back over all questions, issues, concerns. Categorize in one list.

Determine how YOUR idea addresses these areas.

Draw comparisons between alternatives.

Powerful tool to create BUY-IN.

Debrief Focus Groups:

   How can the use of focus groups benefit a school district?

What are some possible pitfalls to their use?

What are some of your personal concerns/thoughts regarding FGs?

Running a Successful Technology Campaign:

   Preamble Preparation 7 Constituents

Preamble:

   Be sure you know where you are going.

Identify the specific CHANGE you want to make.

Align your personal beliefs.

Preparing for Battle:

    Understand Objectives.

Examine the REALITIES of your plan.

Learn to speak/network with everyone:  Soccer mom to superintendent Develop Patience.

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The 7 Constituents:

Superintendent Midlevel Administrators Teachers, Teachers’ Union Parents, PTO, Students Community Leaders School Board Naysayers and Skeptics

Battle Synopsis:

    Be Prepared.

Be Willing to Listen and Answer all stakeholders questions.

Be ready to dig in for the long haul.

Be open to compromise.

Acceptable Use Policies:

AUP website

Basic Classroom Internet Rules      Supplement to the AUP Opportunity to discuss issues with students Clarifies expectations Great “CYA” technique Contractual Agreement

Teacher’s Guidelines

     Discuss Rules/Consequences Supervise *all* of the time Review sites PRIOR to use If searching, teach the students how to search first.

Protect privacy.

Questions???