Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Technology Use in the Board: An Alternative Perspective

Part of an assignment for Curriculum Connections 2, Bishop's University, Spring 2011

Robert Huxley

on 30 June 2011

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Technology Use in the Board: An Alternative Perspective

and Time “. . . there is a total failure to see the Internet as an innovative delivery device. An instrument that can individualize learning for each and every student continues to be utilized, in most schools, as a substitute teacher or colorful (sic) textbook Shared Vision – The school board and school administrators provide proactive leadership in developing a shared vision for educational technology among school personnel, parents, and the community.
Equitable Access – Students, teachers/staff have equitable access to current technologies, (hardware/software), and resources.
Skilled Personnel – District leaders, teachers and support personnel are skilled in the use of technology appropriate for their job responsibilities. (Technical training)
Professional Development – District leaders and staff have consistent access to technology-related professional development for their job assignments. (Pedagogy)
Technical Assistance – Personnel have technical assistance for maintaining and using technology.
Content Standards and Curriculum Resources – Instructional personnel, school leaders and teachers are knowledgeable about content and technology standards, related ICT curriculum and resources and the use of technology to support learning.
Student-Centered Teaching – Teaching in all settings includes the use of technology to facilitate student-centered approaches to learning.
Assessment and Accountability – The school and district has a system for the continual assessment of effective technology use for improving student learning.
Community Support – The district and school maintains partnerships and communications with parents, businesses, and the community to support technology use within the district.
Support Policies – The school and district has policies, financial plans, and structures to support the use of technology in learning and in operations.
External Conditions – Policies, requirements, supports and initiatives at the national, regional, and provincial levels support the school/district in the effective implementation of technology for achieving curriculum outcomes and technology standards. Tools used in the last 18 months
Moodle features
Learn conferencing
Video editing group meetings
Forums UBC, BU
Direct TV
Posters with Powerpoint
Google docs forms and editing
Video conferencing, Skype Software changes in the last 18 months
Office 2007 (school) to 2010 (home)
Windows NT to Windows 2007
APA 3 to APA 5 to APA 6 1 We’ve got to stay on top of this! We have the tools. Intro Let the
run! Why? “Part of the problem in school, and out of school, is the rush of technology makes us all feel powerless” (2011, p. 285) Convergence of common applications. 3 The six most common applications have remained standard. 4 •Use e-mail; appreciate the convenience of tools for exchanging documents, attaching files, compressing them if necessary and opening attachments they receive.
•Organize their Internet browsing and their bookmarks and use appropriate search techniques to consult specialized sites, databases and text or multimedia documents.
•Choose from among the peripherals at their disposal and use them appropriately.
•Create presentations in various formats, respecting copyright.
•Use ICT to interact, collaborate and solve problems.
• Learn to consider ways in which ICT can support their process and make it more effective.
•Use ICT to compare several points of view and critically examine the information they find.
• Evaluate their use of ICT for various tasks and identify possible improvements, bearing in mind other cross-curricular learning. •Can students use e-mail, transfer data from one application to another, find their way on the Internet and use their address books to organize sites and contacts? (Verifying Elementary Skills)
•How will you organize your personal folder on the network to keep your projects separate?
•Your teachers need resources! How can you keep a “library” of good sites?
•You need to survey your classmates to discover their attitudes towards people who live in areas of risk and can be adversely affected by it. You must show the risk with self-captioned graphic, graph negative incidents and explain your position in text form. What skills will you need?
•Your teacher has sent you project instructions. What will you do with this e-mail and the compressed file attached to it?
•Which is the best way to share information with your group about the heritage of the urban area you’ve chosen? Be sure to examine at least three.
•An eco-tourism travel agent is looking for ways to improve presentations to prospective clients. What do you suggest? Choose a park to demonstrate your ideas.
•Your family wants to sell their dairy farm. At $2.5 million it is too expensive for any of the children to buy. An international investor is interested in buying it but needs a detailed report on the state of Quebec agriculture. It is important that everything be factual and accurate. W stands for the traditional 5 w inquiry questions. Secondary one students (who) at the very beginning of the school year (when) will create folders (what) on the network (where) to organize their material for more effective use (why).
H stands for hook to bring in student interest. Titles such as ‘Fight Homework! ‘or ‘Bring schoolwork down!’ can be effective.
E is for exploring, experiencing and being equipped to understand the idea. Students may be able to suggest a folder outline from past experience, looking at their textbooks or discussing it among themselves. They should be able to see the advantages and disadvantages of digital organization compared to other methods. As many students have trouble being organized in Secondary One this should be seen as a critical part of Secondary school.
R stands for providing opportunities for students to Rehearse, Revise, and Refine their work. The organization done at the beginning of the year must be used throughout. Ideally three or more subject teachers are using the same approach so students have lots of practice.
E is for evaluation. This is exceptionally easy for teachers. When in a computer lab teachers walk around and have students show them the organizational system they are using. Checks can be made fro certain folders, documents or last date of use depending on the situation. For students reflection on whether or not they feel more organized, or if homework is going better can be used. A race in the middle to end of the school year to find a document at the beginning could be more exciting.
T is for tailoring to specific needs. Some students will need more coaching. Some will be following different programs. Some will need a graphic organizer to help them navigate.
O is organizing for maximum impact. This requires the teacher to reflect on exactly what they want students to understand. In this case, that organization is an essential part of subject learning. We learned that technology by itself is never a primary, root cause of either greatness or decline. Fullan, 2003, p.10 Our Board... What's changed? 2 We have the technological teachers
Full transcript