Notes from ISTE10
Sandra Reed
Be careful with what we ask the principals to do -- they are very busy!
When we assign them a task, try to take something off their plate as we put something on there. We should be helping make things more efficient.
We have a responsibility to model appropriate use of technology. We model for principals how to be a model and tech cheerleader.
The more we can alleviate the fears that teachers have, the more technology integration will occur.
Bill Morrison
The pedagogy has to change before technology can effectively help create new environments.
We need to provide effective (authentic, project-based) professional development for principals in educational technology.
Create a principal-specific PD plan to address instructional technology.
authentic, collaborative, student-centered classrooms
encourage principals to attend the same PD that their teachers receive
Let them observe what good tech instruction looks like
Bring teams of principals in to technology model classrooms to observe complete lessons using tech
We need to help create a shared vision/framework for effective instruction.
Create a school-level instructional technology leadership team
Encourage principals to conduct technology training sessions themselves, observe in classrooms for tech use, encourage peer mentoring
Chris Lehman
We don’t need “technology plans”, we need “education plans”. They are NOT two different things!
RIght now, I am not doing a laptop project, I am working with my laptop as a tool. It’s not a separate thing. Stop talking about it as if it’s a separate thing.
Don’t talk about things as a blog project, talk about it as a water cycle project done on a blog.
Technology is not additive to education, it is transformative.
Talk about the vision first, not the tools first.
We’re doing things we’ve always done -- research, social networking, etc. -- we’re just transforming how we’re doing it (with technology tools).
Good practice first, not just tools.
We need to have courage and we need to help principals have courage.
What role do confidence and trust play in building level professionals' acceptance of technology?
What do you do to build up their confidence?
- Find out what they want to learn -- what they want to gain
- Make sure you're leaving them capable of continuing on their own
- "Lift where you stand" -- own the problem -- when you learn of a need/issue, you follow it through to the end so they can learn you can be relied on
- Increased support and manpower
- Members of the team are also teachers, not just "IT people"
- Learn, get feedback, and change based on needs/feedback
- Be human
- Be responsive
- It's not us vs. them -- district vs. schools
- It can't be "one more thing" it's got to be a transformation
- Pre-service education at the universities need to prepare admins to better understand instructional tech
- Who are you hiring? New hires should be people who are willing and capable
- The superintendents are vitally important. They need our help and support to set the example for the principals
- Should be part of the school improvement plan
- The ed plan and the ed tech plan need to be the same plan. There is no difference.
- You need to decide as a district what framework you are following (Marzano, etc.) so you can observe it
- Need for a shared vision in district/schools
- Listen to the kids and the parents -- they can teach you a lot
- Aim at the middle third -- the top will enthusiastically adopt the changes and innovation, the bottom will be resistant, the middle are the ones who will do it if you help them -- they will bring up the bottom third
- Principals were trained as managers, not educator models. Show them what it looks like. Model for them. Show them how to get there -- ongoing coaching and resources
- Move to a PLC model with the principal training rather than trying to train them after principal info meetings when they're worn out and stressed about what is going on at their schools
- Use things like Google apps to help them
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