Transcript School Leaders and Technology

School Leaders and Technology
LAURA C. ALVIDREZ
MARIA BARRAZA
MARIA VILLARREAL
OCTOBER 24, 2010
What We Grew Up With…
What They Are Growing Up With…
A Vision of K-12 Students Today
http://www.youtube.com/watch?v=_A-ZVCjfWf8
Outline
 Gen-Y
 ISTE – NETS∙A
 Assistive Technology
 District / Campus Policies
 Personal Contact
Gen-Y: Who are they ?
 Come from diverse cultural, economic, and
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geographic backgrounds.
Technology natives are very comfortable with
different aspects of technology.
Are expected to attend college/university.
More likely to graduate with basic vocational
education.
Most of these students were born after the invention
of the microcomputer.
Gen-Y: How do they learn?
 Learn through media rich, interactive environments.
 Are less likely to pay attention to a lecture-type of
educational environment unless connected with
interactive activities.
 Like quick interactions with content, display a high
capability of visual literacy.
 Can adapt to technology changes as they come and
expect teachers to be able to do the same.
ISTE | NETS for Administrators 2009
 International Society for Technology in Education
 NETS∙A (Administrators) – The goal is to define the
knowledge and skills administrators should possess.
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Visionary Leadership
Digital Age Learning Culture
Excellence in Professional Practice
Systemic Improvement
Digital Citizenship
Visionary Leadership
 All districts should create and implement a shared
vision of technology integration in learning and
teaching.
 Administrators should provide quick direction for
teachers.
 Technology plans should be proactive and address
needs as they arise.
Digital Age Learning Culture
School leaders should:
 stress sound technology integration across the
curriculum.
 assess how much access to technology students
should have and how they will use it.
 outline what a classroom should look like and what
role technology will play.
Excellence in Professional Practice
 Administrators should be able to support the
professional growth of teachers and staff through:
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Ongoing trainings;
Encourage collaboration;
Provide time to work with technology; and
Create a group of trainers
 Technology should not be viewed as “gadgets” but as
an educational tool.
Systemic Improvement
School leaders should:
 be able to identify gaps in technological needs and
relate that to the vision.
 align policies and procedures with regards to
technology to the district vision.
 collaborate and be prepared to act on requests from
instructional technology leaders on campus.
Digital Citizenship
School leaders should:
 ensure that everyone understands the social, ethical,
and legal issues related to technology.
 lead by example.
 encourage open discussions of appropriate uses of
technology on campus.
Assistive Technology
 Definition: Any piece of equipment, which can be
modified or customized, used to increase, maintain,
or improve functional capabilities of individuals with
disabilities.
 Congress passed the Technology-Related Assistance
for Individuals with Disabilities Act in 1988.
 IDEIA and NCLB also mention the use of assistive
technologies.
 The school district must pay for assistive
technologies outlined in an IEP.
District/Campus Policies
 School leaders have the responsibility to:
 promote safe Internet use policies.
 protect student privacy.
 adhere to copyright laws.
 establish student health and environmentally sound policies.
 become an informed activist in promoting technology use
among students and teachers.
 be aware of diversity issues, such as race, language, disability,
and gender.
 identify illegal practices and establish guidelines for acceptable
Internet use by teachers and students.
 be aware of possible health hazards.
Online Safety
 The National Association of Secondary School
Principals (NASSP) urges principals to review all
social networking sites, protect students from
cyberbullying, educate teachers and students on the
legalities of Internet use, and promote instructional
uses of the Internet (Garland 2010).
 In 2001, the “Children’s Internet Protection Act”
required school districts to disseminate a federally
mandated Internet safety policy to prevent children
under age 18 from assessing inappropriate material
on the web (Levine 2001).
Personal Contact
 Despite the increase of technology use it is of utmost
importance to make time for face to face interaction.
References
 Black, A. (2010). Gen Y: Who they are and how they
learn. , Educational Horizons, 88 (2)92-101.
 Garland, V. (2010). Emerging technology trends and
ethical practices for the school principal. J. Educational
Technology Systems, 38(1), 39-50.
 International Society for Technology in Education,
Initials. (2009). Advancing digital-age leadership.
Retrieved from http://iste.org/standards/nets-foradministrators/nets-for-administrators-sandards.aspx
 Larson, L., Miller, T. & Ribble, M. (2010). 5
considerations for digital age leaders. Learning &
Leading with Technology, 12-15.
Did You Know 4.0
http://www.youtube.com/watch?v=6ILQrUrEWe8