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Doctor of Education in Educational Technology (Ed.D.)
Karen Comptonon 16 February 2016
Transcript of Doctor of Education in Educational Technology (Ed.D.)
Research and Philosophy
Doctor of Education in Educational Technology (Ed.D.)
College of Innovation and Design
Personal Sources of Inspiration and Philosophy:
There is nothing that differentiates the brain of a student than that of an adult when we stop to realize that we naturally pay more attention to information that we find useful and relevant.
Since we no longer have to wait until a person is dead to study their brain, we can use MRI's and technology to see what happens AS they are learning.
Therefore, to continue to teach based on information prior to the discovery of this information is absurd.
"Creativity in schools: 'Schools have the technology but lack the will to use it'
Film-making, story-telling and animation are just three online activities that can help move schools towards a more creative curriculum"
Bit by bit -
Adding the option for technology within assignments.
Allowing kids to collaborate, share and learn from each other.
Letting kids teach you!
Opening the door, window or platform to allow creativity, failure, perseverance and innovation!
Numerous articles on Edutopia, Eduemic, Thinkfinity, ERIC, not to mention - Twitter, Facebook, and several blogs, have found growing success with incorporating technology into education as a useful tool to improve student motivation, understanding and engagement.
College provided the opportunity to think, discuss, play devil's advocate, argue, agree - all within an environment that was safe.
After reading the Coaching White Paper from the ISTE website, I believe that in order to generate the most buy-in and implementation of technology in the classroom by the teachers at West, the Technology Coaches will need to be aware of the overwhelming amount of information and possibilities that technology has to offer.
The term "gamification" is surfacing as a philosophy in pedagogy that exemplifies the importance of acquiring knowledge to use in other areas.
As adults, we are quick to gloss over the element of fun and creativity for the sake of study.
These do not have to be disjointed ideas.
I would like to bring that environment to West. Beginning with building
and letting go of ego, competition, and maintaining status, this team could move toward amazing possibilities.
I often miss going to college. I yearn for the conversations about teaching, grading, planning, and assessing.
It is also through my research on the Myers-Briggs Type Indicator, that I am aware that some people would rather have fewer options and some enjoy endless possibilities.
I believe that in order to be successful, a general knowledge of people's personality types and preferences will allow me to best give them information in ways that are meaningful to them.
Teachers Learning About Technology
Reasons Teachers Aren't Using Technology
According to John Spencer at Education Rethink @Edrethink,
"Fear: Implementing new technology can be frightening on so many levels. Whether it's a fear of letting go of control or a sense that one doesn't have the right skills, many teachers are simply scared.
Teachers need the permission from
parents to fail and the encouragement to try again, to feel safe
enough to try new ideas.
We are "on-stage" everyday; knowing that everything
is up for critique by administration, parents, peers,
students, and even worse - ourselves. It is often times
easier to maneuver this course with holding on to the
raft of traditional teaching; in other words, sticking to doing what will cause the least amount of backlash should it go wrong.
Teachers have been called out in staff meetings for having difficulties with technology. They have been publicly shamed and as a result, are even more resistant to trying. This creates:
Teachers need a school culture that promotes acceptance and solidarity over maintaining individual status, rank, and ego.
In my class this year, I allowed myself to be completely vulnerable by telling my students that I wanted to try new ideas, but that they may not always work out. In fact, they may fail miserably!
This was incredibly scary for me- we're not supposed to let them see us sweat!
What happened this year was amazing! Students were cooperative and quiet in class when a "great idea" didn't load properly and I needed "one more minute" to get it up and running. They were flexible when I modified assignments as they worked on them. And I found myself reciprocating when a homework file was in a format that I couldn't open or when they asked for more time to finish an assignment because their "great idea" didn't work either.
In the article, "Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect," Peggy A. Ertmer and Anne T. Ottenbreit-Leftwich write:
I did not have this courage with my peers.
"...A major barrier to organizational efficiency and productivity and a major cost to organizations and to economies as a whole." - Clive R Boddy
There's an App for That!
Resources Used in My Class
Resources I Use in My Class
According to John Spencer at Education Rethink @Edrethink,
"Lack of Leadership: When principals worry more about managing liability than pushing for change, technology becomes an easy scapegoat. What if they break it? What if they see inappropriate sites? What if they bully one another on Facebook? It becomes a hassle and to a busy or worried administrator, it's sometimes easier to create anti-technology policies in the name of safety.
"It's Optional: In a culture of compliance, some teachers will only do what leaders mandate them to do. So, technology isn't required. Somehow, we treat it as if it's a matter of personal choice in a way that we would never do with pedagogy. Someone is still allowed to be a "good teacher" and use virtually no technology whatsoever. Failure isn't an option, but irrelevance is. Somehow we've screwed up our priorities. Somehow we've allowed teacher comfort level to drive what we use with students."
"Low Self-Efficacy: I believed that professional
development was needed to address skills and
motivation. I wanted teachers to see that technology could be a positive thing. What I found, however, was that they were motivated and somewhat skilled.
What they lacked was a belief in their own ability to create tech-integrated lessons."
focused on the core competencies of the classroom, not technology
emphasized increased comfort, not proficiency, with computers and management of limited technology resources
Just in time-
meaning teacher were provided with skills as and when needed
Just in case-
teachers needed to plan for contingencies
"Just try it" attitude-
accompanied by this attitude, wherein instructors apply both pressure and support to compel teachers to use what they've learned.
elearn Magazine: How to Help Teachers Use Technology in the Classroom:
"But that's not how I was taught!"
Getting parents to buy in to the increasing use of technology is actually easier than might be expected.
Here are some strategies that I used and responses from parents:
Back to School Night
Surveys and Asking for Input
Communication via Technology
Option NOT to use Technology
Technology NOT Optional
I demonstrated the technology that I planned to use and printed documents of how to access and use.
I found that by sending out general ideas and asking them to email me if they had any suggestions opened the door for them to be heard.
I provided the link at the end of all emails, listed in my Fusion and Campus information as well as mentioned in every conversation, parents knew how/where to access information.
I frequently send out messages to parents via the portal in Infinite Campus, messenger through School Fusion, not to mention, Celly and Edmodo. In addition to email, these allow parents to chose their most convenient means of communication.
Coming from elementary, many 7th graders have limited interaction with technology integration. Initially, I allow students to have a "non-tech" option for assignments as I work to build their skills.
There are assignments, however, that
technology. In these cases I offer many opportunities for access at school.
Response From Parents
Thank you for the heads up Karen!!
Todd and I will follow up on this with Vincent.
On a real positive note, I think, I have never seen him more focused at home on his English class. He chose to get on Edmodo yesterday and participate in the discussion about whether all music is poetry. He would NEVER have chosen to do that last semester. He also came home the very first day of the semester with his sheet from you about the cultural event essay, telling me he doesn't want to wait--he wants to do it as soon as possible. Also, when he got home last Friday he knew he was leaving Sat. for his scout campout so he started his Mind Map assignment Friday night!! Edward doing English on a Friday night???!! He purposely got 4 out of the 7 words done because he said he knew he would be tired on Sunday when he got back from his campout. -Patrice Steenkolk
Thanks so much for providing such an interesting and diverse
experience in her 7th grade English.... it's quite refreshing.
Thanks, Mary Ann Lawford
Kyle has told me many things about you and I love it! I am so happy to see you be real w/ them and make it about them . It is a welcomed change. Kyle is very quiet and reserved but a great kid. We look forward to a great year!
Thank you. I appreciate the info and your passion.
Thank you also for being a positive influence in the shaping of our son's educational map and behavior. We wish you all the best! Jacob's dad
Thank you for your hard work and dedication to making our students better. I know Jaylynn has really enjoyed your class.
Training and Experience in Pedagogy:
Boise School District Courses
Look 2 Learning Training
Boise Instructional Model
SIOP I-V (coaching)
TAH (Teachers of American History) 3 years
Professional Learning Communities
Building Background (In-service by Dr. Stacie Curry)
Positive Behavior Support (In-service by Dr. Lisa Sterling)
Mathematical Thinking for Instruction 4-8
Critical Reading and Writing
Spanish I and II
Love and Logic
School Leadership Roles
Parent Action Team
Leadership Team 2 years
School Procedures Committee
DVD Video Yearbook creation 3 years
Book Study Facilitator
The Motivated Student: Unlocking the Enthusiasm for Learning
by Bob Sullo
Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
by Daniel Willingham
The Power of Vulnerability
by Brene Brown
AVID Site Team 3 Years
Principal Morley Nelson 2008-2013
Assistance at West:
I don't have all the answers, but I know where to look for resources.
I am not the best teacher, but I continue to learn and improve.
I am confident in my skills, but not to the point that I cannot listen to other ideas and suggestions.
I am the person for this role.
DiscoveryED:Techbook LIVE: Virtual Conference
Classroom Instruction that Works