technology for school leaders - part 1 jim jeffery, phd dean, school of education professor,...

Technology for School Leaders - Part 1

Jim Jeffery, PhDDean, School of Education

Professor, Educational AdministrationAndrews University

What will we do today?

• Quiz – Your Administrative Technology Competencies

• Technology Leadership – what’s involved in being a Tech leader in your school?

• Technology Standards for Administrators in Detail

• Tools and Sites galore to help you• The futuristic view of technology…….

Do you remember when…

• Radio was the newest form of communication?

• TV first appeared and everything was black and white And then came color?

• Color first arrived to our living room sets?• You bought your first cell phone

Changes over the last 15 Years

• During the last 15 years, we in education have moved at light speed in the area of educational technology. Whether you are involved in higher education, secondary education, or elementary ed.

• All of us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology

So many new technologies to learn

• Not since the introduction of the blackboard have we seen a piece of equipment make such a difference in how we teach.

• Today, not only do we use computers, but we also have laptops, wireless laptops, and tablets (like iPads).

• In addition, we have the Internet, scanners, CD burners, USB drives, digital cameras and digital video cameras, as well as video and DVD players.

Variety of Instruction in Education

• And most educators use a variety of tools-including video, e-mail, desktop conferencing, online programs such as Blackboard, as well as video conferencing-to teach.

• Thus, it is no longer acceptable for educators (and especially School Leaders) to be technologically illiterate.

Exponential Growth of New Knowledge

• Buckminster Fuller created the “Knowledge Doubling Curve”;

• He noticed that until 1900 human knowledge doubled approximately every century. By the end of World War II knowledge was doubling every 25 years.:

The Exponential Growth of New Knowledge

• But on average human knowledge is doubling every 13 months.

• According to futurists at IBM, because of the “Internet” and the build out of the Internet, it will be possible for knowledge to double every 12 hours.


• There is an ancient Persian tale of the inventor of the game of chess. When the ruler of the land was presented with the chessboard he was so pleased, he offered a gift.

• Upon reflection, the inventor asked for rice. He put a single grain of rice on the first square, and his request was simple:


• He asked that the rice double for each square. The emperor readily agreed, believing he had gotten off easy.

• The net result?

• For the final square alone, the king owed 2 to the 64th power, or 18,446,744,073,709,551,616 grains of rice. The entire country’s wealth was forfeited to keep the promise.


• The smartphone in your pocket provides a better communication tool than the President of the United States had access to just 25 years ago,

• And provides access to more data than he had access to just 10 years ago.


• Technology impacts the shape of our lives – it influences the people we stay in contact with,

• the people our students date (and marry), the type of information we consume, the way we consume it, and what we do with it.

• What do the next 50 years hold?


• Technology’s exponential growth rate means we are now accomplishing in one year what took centuries in ancient history.

• The degree of innovation that is occurring – even at this moment as you read this article – is truly staggering.

• We are truly in the midst of an explosion of technology.


• For those of us tasked with running any school organization, it can be daunting, even overwhelming, to consider all the technology available today – to say nothing of what’s coming tomorrow.

• It’s easy to be too conservative. It’s also easy to focus on new innovations and neglect the important fundamentals.


• The question to ask is: Are you taking active steps to harness the staggering power of technology?

• Are you budgeting for innovation?

• Are you asking questions and exploring ways to disrupt “business as usual” through new technology?


• Are you paying attention to the foundation and solidifying your current technology, to be able to grow?

• Are you having the conversation, pursuing the knowledge, and doing what you can to position your school to take advantage of the growth of technology?

• Exponential growth. It’s scary, and it’s exhilarating.

Globalization

Implications for your students

“Suddenly more people from more different places could collaborate with more other people on more different kinds of work and share more different kinds of knowledge than ever before.”

—Thomas Friedman (2005)

“Highly skilled people with roughly the same qualifications are competing directly with each other, no matter where they are located on the globe.”

—the New Commission on the Skills of the American workforce (2007)

Sources: 1) National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19)2) Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. (p. 81)

Workplace change

Major shifts in the workplace• Companies focusing more on providing

information than “things.”• Companies are “flatter,” with less hierarchy

and less direct supervision.• Employees have more autonomy and

responsibility.• Work is much more collaborative.• Jobs are less routine, predictable, and stable.

64%

66%

67%

67%

74%

74%

75%

75%

63%

64%

64%

64%

50% 75%

Foreign languages

Self-direction/Lifelong learning

Written communications

Ethics

Work ethic

Oral communications

Leadership

Handling diversity

Creativity/Innovation

Teamwork/Collaboration

Information technology application

Critical thinking/Problem solving

Percent of employers who believe skill will become more important over next five years

Broad competencies: Employers expect them to become more

important

Source: Conference Board. (2006). Are they really ready to work? (p. 49, Table 12)

The Forces of ChangeThe Forces of Change

Forces of Change

A Changing World

The Knowledge Explosion

Globalization

High Performance Workplace

Diversity

Technological Change

Knowledge Transfer

Forces on Schools

Economics

Societal Needs

Technology

Markets

Evolution?

Revolution?

Extinction?

Forces of Change

A Changing World

The Knowledge Explosion

Globalization

High Performance Workplace

Diversity

Technological Change

Knowledge Transfer

Forces on Schools

Societal Needs

Economics

Technology

Markets

Brave New World?

Society of Learning?

What does this have to do with today?

• These developments were just the beginning of the advancement of technology

• At first many people thought they were needless and too confusing to operate, yet, we all became accustomed to having them in our every day life.

• Today we live in a Cyber World and as Educators we owe it to our students to learn the latest technology that the world has to offer.

Making ourselves aware of today's cutting edge technology.

• New tricks of the trade• Ways to get the information • It all starts with the WILL to want to

learn something new!

What is a “Luddite”?

A Luddite…..(Luddites)

• A social movement of English textile artisans in the early 18th century who protested – often by destroying textile machines - against the changes produced by the Industrial Revolution which they felt threatened their livelihood.

• Today….people who self deprecatingly describe themselves as Luddites if they dislike or have difficulty using modern technology.

• I’m sure you’re not one of them??

There have been Naysayers through the years

• Teachers will never use email. (1998)• What can you do with an LCD Projector that

you can’t do with an overhead projector? (2004)

• Why are we talking about students having laptops in high school? Parents won’t buy one for them (2007)

• Cell Phones…such a waste – taking so much time away from studying school subjects,

Technology and the Past

• Let’s take a view back at how technology has been used in education.

• Educators (techers and principals have use the latest and best technologies throughout history.

• Let’s view this video…….

Technology and You! – A Quiz• What do you need to know to be a visionary

leader for using technology in an educational setting?

• What is your own proficiency level?• Let’s Find Out• Please be honest on this test. Results will

not be shared with anyone.

How Did You Do?

• The 3 areas are: • Basic Technology Skills• Your Leadership Technology

Skills• Social, Ethical, and Legal Issue

How is Technology Transforming Education?

• Here’s a video with Sir Ken Robinson• is an English author, speaker, and

international advisor on education in the arts to government, non-profits, education, and arts bodies. He was Director of The Arts in Schools Project (1985–89), Professor of Arts Education at the University of Warwick (1989–2001), and was knighted in 2003 for services to education.

Who can tell me what this is?

• Good, I don’t either, now lets move forward.• Hardware is important. You need to know

how to turn the computer on, trouble shoot simple problems, but you don’t need to know how to build one. BUT

• You do need to know how to use them to facilitate learning, meeting objectives, engage students. Why?

Do you know what this is?

• Because…– technology is here to stay – your students are digital natives (they grew up with

technology)…….– technology fosters increased

• engagement • motivation • attention • and learning

– and you are the leader of the school

Why?

• Says who? EducationWorld

The Administrator's Role in Technology Integration• "The most effective way school administrators can

promote technology use is to themselves be knowledgeable and effective users of technology," says Betty Kistler, computer technology coordinator at Tuckahoe School in Southampton, New York.

And most importantly because you are the school leader!

http://www.tuckahoe.k12.ny.us/

• Says who? EducationWorld

The Administrator's Role in Technology Integration– "Principals play a big role in setting the climate of a building," agrees Cathy

Chamberlain, a technology consultant in the Oswego (New York) City School District. "Teachers who are on the fence -- or think they don't have time to get involved with technology -- think twice when they sense a positive attitude on the part of the administration.


http://www.oswego.org/

• Educational Administrators – inspire – and lead – the development – and implementation – of a shared vision – for comprehensive integration of technology– to promote excellence – and support transformation throughout the

organization.


• Says who? • International Society for Technology in

Education (ISTE): National Educational Standards for Administrators (NETS*A)


I. LEADERSHIP AND VISION

• Educational leaders:• Inspire a shared vision for comprehensive

integration of technology and foster an environment and culture conducive to the realization of that vision.

• A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.

II. LEARNING AND TEACHING

• Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

• A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.

III. PRODUCTIVITY AND PROFESSIONAL PRACTICE

• Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.

• Educational leaders:• A. model the routine, intentional, and

effective use of technology.

IV. SUPPORT, MANAGEMENT, AND OPERATIONS

• Educational leaders ensure the integration of technology to support productive systems for learning and administration.

• A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

• B. implement and use integrated technology-based management and operations systems.

V. ASSESSMENT AND EVALUATION

• Educational leaders use technology to plan and implement comprehensive systems of

• effective assessment and evaluation.• A. use multiple methods to assess and

evaluate appropriate uses of technology resources for learning, communication, and productivity.

VI. SOCIAL, LEGAL, AND ETHICAL ISSUES

• Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.

• A. ensure equity of access to technology resources that enable and empower all learners and educators.


• B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.

• C. promote and enforce privacy, security, and online safety related to the use of technology.

• D. promote and enforce environmentally safe and healthy practices in the use of technology


• E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.

What is Copyright?• Copyright is a form of protection

provided by the laws of the United States to authors of original works of authorship.

• It is available for both published and unpublished works.

• It generally gives the owner of the copyright exclusive rights to the work for a period of time before the work goes into the public domain.

What Does Copyright Protect?

• Original Works of Authorship – A Person’s Unique Way of Saying

Something• Fixed in a Tangible Medium – Does

not have to be directly perceptible as long as it can be communicated with the aid of a machine or device

Forces on the University

• Changing Societal Needs• Financial Imperatives• Technology• Market forces

Changing Societal Needs

• Increasing population of “traditional” students• The “plug and play” generation• Education needs of adults in the high-performance workplace (lifelong learning)• Passive student to active learner to demanding consumer• “Just-in-case” to “just-in-time” to “just-for-you” learning• Diversity (gender, race, nationality, socioeconomic,…)• Global needs for higher education

Concern: There are many signs that the current paradigms are no longer adequate for meeting growing and changing societal needs.

Global Needs

Half of the world’s population is under 20 years old.

Today, there are over 30 million people who are fully qualified to enter a university, but there is no place available. This number will grow to over 100 million during the next decade.

To meet the staggering global demand for advanced education, a major university would need to be created every week.

“In most of the world, higher education is mired in a crisis of access, cost, and flexibility. The dominant forms of higher education in developed nations–campus based, high cost, limited use of technology–seem ill-suited to addressing global education needs of the billions of young people who will require it in the decades ahead.”

Sir John Daniels

Technology

Since universities are knowledge-driven organizations, it is logical that they would be greatly affected by the rapid advances in information and communications technologies

We have already seen this in administration and research.

But the most profound impact could be on education, as technology removes the constraints of space, time, reality (and perhaps monopoly … )

Concern: The current paradigm of the university may not be capable of responding to the opportunities or the challenges of the digital age.

Information TechnologyInformation Technologyand the and the

Future of the UniversityFuture of the University

The Key Themes of the Digital Age

• The exponential pace of the evolution of digital technology.• The ubiquitous/pervasive character of the Internet.• The relaxation (or obliteration) of the conventional constraints of

space, time, and monopoly.• The pervasive character of information (universal access to

information, education, and research).• The changing ways we handle digital data, information, and

knowledge.• The growing important of intellectual capital relative to physical or

financial capital in the “new economy”.

A Detour: The Evolution of Computers

Mainframes (Big Iron)…IBM, CDC, Amdahl…Proprietary software…FORTRAN, COBOL…Batch, time-sharing

Minicomputers…DEC, Data Gen, HP…PDP, Vax…C, Unix

Microcomputers…Hand calculators…TRS, Apple, IBM…Hobby kits -> PCs

Supercomputers…Vector processors…Cray, IBM, Fujitsu…Parallel processors…Massively parallel Networking

…LANs, Ethernet…Client-server systems…Arpanet, NSFnet, Internet

Batch Time-sharing Personal Collaborative

The Impact of Information Technology

on the Future of

the College/University

A Study by the National Academy of Sciences

Early Conclusions

• The extraordinary evolutionary pace of information technology is likely to continue for the next several decades.

• The impact of information technology on the university will likely be profound, rapid, and will affect all of its activities (teaching, research, service

Conclusions (continued)

• In summary, for the near term (meaning a decade or less), we anticipate that information technology will drive comprehensible if rapid, profound, and significant change in the university. It is a disruptive technology.

• For the longer term (two decades and beyond), the future is less clear. The implications of a million-fold or billion-fold increase in the power of information technology are difficult to even imagine, much less predict for our world and even more so for our institutions.

Another Perspective …

The impact of information technology will be

even more radical than the harnessing of

steam and electricity in the 19th century.

Rather it will be more akin to the discovery

of fire by early ancestors, since it will

prepare the way for a revolutionary leap into

a new age that will profoundly transform

human culture.

–Jacques Attali, Millennium

The future of Higher Education: How Technology will Affect

Learning• Technological innovation, long a hallmark of

academic research, may now be changing the very way that universities teach and students learn.

• For academic institutions, charged with equipping graduates to compete in today’s knowledge economy, the possibilities are great.

• The Economist - Intelligence Unit, 2008: The future of higher education: How technology will shape learning

The Major Findings

• Technology has had—and will continue to have—a significant impact on higher education.

• Nearly two-thirds (63%) of survey respondents from both the public and private sectors say that technological innovation will have a major influence on teaching methodologies over the next five years.

• In fact, technology will become a core differentiator in attracting students

The Major Findings

• Online learning is gaining a firm foothold in universities around the world.

• More than two-thirds of respondents from academia say that their institutions offer online courses.

• Many of them, especially those with a public-service mandate, consider online learning key to advancing their mission,

The Major Findings

• University respondents view technology as having a largely positive impact on their campuses, but acknowledge that operational challenges may hinder the full benefits from being realised (for example, tenure, promotions and other organisational practices may need adjustment to encourage faculty members to adopt new technologies).

The Major Findings

• In addition, technology may be disruptive in ways not intended: respondents note a rise in student plagiarism, cheating and distractability, which they attribute to easy and ready access to mobile technologies.

• l Higher education is responding to globalisation. Respondents

The Major Findings

• Higher education is responding to globalisation. Respondents say that having an overseas presence will be the norm for the majority of universities over the coming years, and 54% of academic respondents say their institutions either already have foreign locations or plan to open them in the next three years.

The Major Findings

• Distance education is also becoming increasingly global, with universities in the US and overseas leveraging advanced technologies to put education within reach of many more individuals around the world.

So, what does all this mean for you?

• The Top 10 Tech Skills You, Your Faculty and Your Students Need Right Now?

• In order to determine the most essential computer skills for today’s job market, we (education.com,2013) polled a group of professionals from leading Silicon Valley corporations like Genentech, Hewlett Packard, Cisco, and Oracle.

• The group recommended 5 basic tech skills

Typing

• The keyboard is the tool that drives all other technology.

• There is no more important skill than being able to type well.

• College classrooms are now filled with students using laptops to take lecture notes;

• Hunt-and-peck typing isn’t fast enough to keep up with today’s world.

Word processing

• Every student should be able to produce work using a program like Microsoft Word.

• Everyone I polled stressed the importance of being able to properly format a document.

• Computer scientist Cathy Pearl cited specific skills: “Table of Contents, page numbering, and footnotes.” Also, learn not to depend on spell-check or grammar-check, since “e-mail” and “e-male” both look fine to a computer.

Spreadsheets

• “If you can’t do at least basic Excel, then don’t bother applying,” said Jon Kondo, CEO of Host Analytics.

• Your student should understand how to keep track of data in a spreadsheet, and be able to use basic formula and graphing functions.

• One way to get your student started would be to have him keep track of his earnings and expenditures in a spreadsheet.

PowerPoint

• PowerPoint presentations have become a standard tool for group meetings.

• You, your faculty and students should know how to make a compelling presentation.

• As Mr. Kondo said, “Slides should be visual aids, not just documents that you’ve copied and pasted.” He also stressed the importance of knowing proper grammar, because no technology can replace good writing skills.

E-Mail “netiquette"

• E-mail has become essential to communication. • Your faculty and students should know the etiquette

for writing a proper business note. • This includes brevity, proper use of “reply all,” and

knowing that all e-mail has the potential to be forwarded.

• Also, said Mr. Kondo, “Know when it’s time to pick up the phone and actually speak to someone.”

• Some things are best discussed face-to-face or by phone.

Electronic calendar

• Most businesses now revolve around online calendars. “Learn how to manage time on an electronic calendar, and be accommodating of other’s schedules,” says Manager Katie Petrie.

• In addition, you, your faculty and your students should use the calendar to help manage your time.

• It’s easy to lose track of the hours when we’re on the web. Consider getting started by using a computer calendar . It’s very easy!

Social networking sites

• Marketing Programs Manager Michelle Myers stressed that online communities have become an important method of communication.

• You, your faculty and your students should be familiar with how to navigate these sites; in the future.

• These sites may be used to find a job or create a current job resume.

• Many companies use these sites to check on prospective employees. Your child’s best defense is to put her own information out there the way she wants to be presented.

Basic computer upkeep

• According to Senior Project Manager Clyde Kennedy, not enough people are familiar with basic computer function.

• “Know the terms for the major parts, like the monitor and USB ports. Understand how the computer communicates with the world around it whether, it’s plugged into a network or using a wireless network.”

• Your student should be able to take care of their computers by knowing how to update software, check for viruses, and replace the printer cartridge.

Using Internet searches properly for research

• Everyone should be a careful consumer of web information.

• It’s VERY important to be able to use a search engine like Yahoo or Google to find information, but it’s even more important to learn which sites to trust.

• Faculty and students should be discerning about what information he cites to support a claim. For instance, if he uses Wikipedia, he should go one step farther and check the reference articles.

A Few Extra Things…..

• The professionals polled mentioned other applications that might be helpful for professionals:

• These skills included: photo and file management, making a web page, and keeping a blog.

• But so long as you, your faculty and students are able to master the ten skills above, you will all be ready for the Informaiton Age and the many opportunities that are sure to follow.

Online Learning in the United States

• States with online learning policies: 50• 50% of employers use e-learning for training• 1 in 4 undergraduate and graduate student enrolls in an online

course in higher education; 5.9 million college students take online courses.

• More universities are offering K-12 courses online– MIT open courseware for K-12 students– Stanford, Northwestern programs for gifted

• K-12 online learning enrollments growing 30% annually (50,000 in 2000; 2 million enrollments in 2008-2009; 2.5 million in 2011).

Keeping Pace with K-12 Online Learning, Evergreen Education Group, www.kpk12.com

World Future Society

Top 10 breakthroughs transforming life over the next 20-30 years …..Best forecast data ever assembled

1. Alternative energy2. Desalination of water3. Precision farming4. Biometrics5. Quantum computers6. Entertainment on demand7. Global access8. Virtual education or distance learning9. Nanotechnology10. Smart Robots

Blended learning

A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace

and

at least in part in a supervised brick-and-mortar location away from home.

Tech-rich = blended

Rotation Flex Self-Blend Enriched Virtual

• Station rotation• Lab rotation• Flipped Classroom• Individual rotation

Online platform with F2F support and fluid schedules

Students attend physical school & take 1 or more courses online

Students learn sometimes at a physical school, other times remotely

Emerging models of blended learning

Project Tomorrow Survey (2009)

• Benefits of taking a class online?– According to students:

• 51% said it allows them to work at their own pace• 44% said it allows them to take a class not offered on

campus • 35% said it was to get extra help• 19% said they took online courses to get more attention

from teachers

Conclusions about Technology and Higher Education

• For all of its benefits, technology remains a disruptive innovation—and an expensive one.

• Faculty members used to teaching in one way may be loath to invest the time to learn new methods, and may lack the budget for needed support.

• The next few slides examine the role of technology in shaping the future of higher education.


• Technology has had—and will continue to have—a significant impact on higher education.

• Technological innovations will have a major influence on teaching methodologies over the next five years.

• In fact, technology will become a core differentiator in attracting students and corporate partners.


• Online learning is gaining a firm foothold in universities around the world.

• 2/3 of of respondents from academia say that their institutions offer online courses.

• Many of them, consider online learning key to advancing their mission, placing advanced education within reach of people who might otherwise not be able to access it.


• University respondents view technology as having a largely positive impact on their campuses, but acknowledge that operational challenges may hinder the full benefits from being realised (for example, tenure, promotions and other organisational practices may need adjustment to encourage faculty members to adopt new technologies). In addition, technology may be disruptive in ways not intended: respondents note a rise in student plagiarism, cheating and distractability, which they attribute to easy and ready access to mobile technologies. The future of higher education:

• How technology will shape learning, © The Economist Intelligence Unit 2008

So What Should Leaders Know?About Technology?

• With that in mind, here is a comprehensive listing of the technology skills that every educator should have. Let’s begin with the Easy Ones:

• Word Processing Skills • Spreadsheets Skills • Database Skills • Electronic Presentation Skills

5 Other Computer Skills or Knowledge

• Web Navigation Skills • E-Mail Management Skills • File Management & Windows Explorer Skills • Downloading Software From the Web

(Knowledge including eBooks) • Installing Computer Software onto a

Computer System

Final 4 Computer Skills or Knowledge

• Videoconferencing skills • Computer-Related Storage Devices

(Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)

• Educational Copyright Knowledge • Computer Security Knowledge

Let’s Just Focus on the Most important Ones:

• Word Processing Skills:• Is predicated that administrators know how to

type….. Many FREE typing tutors abound. • Young people know to type better than

writing.• Educators should be able to use some type of

word processing program to complete written tasks in a timely manner.

Spreadsheets Skills

• Educators should be able to use some type of spreadsheet program to compile grades and chart data

Database Skills

• Educators should be able to use some type of database program to create tables, store and retrieve data, and query data.

Electronic Presentation Skills

• Educators should be able to use electronic presentation software to create and give electronic presentations.

Web Navigation Skills (Absolutely Necessary)

• Educators should be able to navigate the World Wide Web and search effectively for data on the Internet

E-Mail Management SkillsAbsolutely Necessity…..

• Educators should be able to use e-mail to communicate and be able to send attachments and create e-mail folders.

File Management & Windows Explorer Skills

• All educators should be able to manage their computer files and be able to complete the following tasks; create, and delete files and folders, move and copy files and folders using the My Computer window and Windows Explorer

Downloading Software From the Web (Knowledge including eBooks)

• All educators should be able to download software from the web and know of the major sites that can be used for

• this purpose. See

Installing Computer Software onto a Computer System

• Educators should be able to install computer software onto a computer system.

Blackboard or other LMS – Online Teaching Skills

• Educators should be aware of online teaching tools and know about them and/or know how to use them to teach or take classes.

• The focus of an LMS is to deliver online courses or training to learners, while managing students and keeping track of their progress and performance across all types of training activities.

• An LMS is not used to create course content.

Videoconferencing skills

• Educators should be able to use a video conferencing classroom and understand the basics of teaching with Video Conferencing.

• Skype: Skype can be a great tool for keeping in touch with other educators or even attending meetings online.

• Even cooler, it can help teachers to connect with other classrooms, even those in other countries.

Computer-Related Storage Devices

• Knowledge about computer disks, CDs, USB flash drives, & DVDs, etc.

• USB flash drive is a data storage device that includes flash memory with an integrated Universal Serial Bus (USB) interface. USB flash drives are typically removable and rewritable, and physically much smaller.

Educational Copyright Knowledge

• Educators should understand the copyright issues related to education including multimedia and Web-based copyright issues.

• “The only tangible works that can be copied without asking permission or considering fair use guidelines are works in the public domain or works that have not been copyrighted.

Computer Security Knowledge

• Educators should know about basic computer security issues related to education

• Top four things you can do to protect your computer

• Use security software • Practice the principle of least privilege (PoLP) • Maintain current software and updates • Frequently back up important documents and

files

Avoid Threats to Your Computer

• Never share passwords or passphrases • Do not click random links • Beware of email and attachments from

unknown people • Do not download unfamiliar software off the

Internet

Using computers effectively in schools

Effective Ineffective

• Used on a daily basis as research, thinking, presentation, creative and analytical tools

• Made easily accessible by placing in classrooms, public places

• Environment which encourages discussion, sharing of ideas

• Treated as a ‘subject’ to be taught

• Used for drill & practice, games

• Placed in laboratory where access is limited

Computers as research tools

• Access to info on the WEDB or intranet• Access to CD Rom based info, Encarta,

Britannica, Oceans… etc• Access to peers, experts, via e-mail

– Research skills developed– Time saved used for higher order skills

(summarising, referencing, citing, critical thinking, analysis…)

Computers as thinking tools

• Spreadsheets enable ‘what if’ analysis• Word processors allow one to organise and arrange

one’s thoughts effectively• Data Bases allow quick and easy analysis of opaque

data• Presentation software – limited space helps develop

clear and logical thinking• Computers encourage discussion, sharing

Computers as Problem Solving Tools

• Spreadsheets allow for ‘what if’ analysis• Spreadsheets do calculations, pupils do maths

- removes ‘inauthentic labour’• Data Bases – rapid sorting and selection of

opaque data makes for useful information

– Data INFORMATION

Computers as creative tools

• The wordprocessor’s powerful editing features allow one to concentrate on creative processes, encourages experimentation– Spelling, grammar, editing, fine tuning done later

• Webpages provide multimedia presentations, freedom w.r.t. design

• Graphic design packages encourage pupils to ‘push the envelope’

Computers as presentation tools

• Word, PowerPoint, Dreamweaver (web design) allow for clear, neat & tidy presentation– Variety of typefaces, fonts, layouts effects,

colours, multi-media– Allows for creativity– Negates handwriting problems

Issues preventing effective use• Teachers comfortable with traditional

classroom/textbook/pencil and paper approaches which provide control

• Teachers are non-users or limited users of computers• Teachers unable/unwilling to understand that new

technologies invite/require new ways of thinking and doing things

• Teachers threatened by unknown & pupils’ superior knowledge

• Limited access• Expensive - hardware and software needs constant upgrading

Changes required• Teachers need to:

– recognise that the world is changing and to rethink their view of learning and teaching

• Move away from textbooks, orderly rows of desks, silence, meaningless irrelevant tasks, individual exercises

– recognise computers as powerful, emancipatory learning tools which can be used to do things

• which could not be done before • better than we could before• that were difficult before

– place computers where pupils can access them – classrooms, media centre, media clusters around the school

technology for school leaders - part 1 jim jeffery, phd dean, school of education professor,...

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