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Bob Abrams

World's Simplest Online Safety Policy - 0 views

tomwhitby.wordpress.com/...-simplest-online-safety-policy

onlinesafety aup policies safety CIPA policy FERPA COPPA educational administration tech technology

shared by Bob Abrams on 04 Apr 11 - No Cached
  • Bob Abrams on 04 Apr 11
     
    A blog post reviewing CIPA, COPPA, and FERPA and how to create a student creating friendly AUP.
Bob Abrams

NSDC State of Learning Research concerning PD - 0 views

www.learningforward.org/stateproflearning.cfm

NSDC professionaldevelopment profdev professional_development research dissertation

shared by Bob Abrams on 04 Feb 11 - No Cached
  • Bob Abrams on 04 Feb 11
     
    Launched in 2008 by NSDC and a team of researchers from the Stanford Center for Opportunity Policy in Education (SCOPE), the three-part Status of Professional Learning research study aims to measure the effectiveness of professional learning in the United States. Funding for the multiyear research effort comes from the Bill & Melinda Gates Foundation
Dawn Peterson

Educause - 0 views

www.educause.edu

Non Profit

shared by Dawn Peterson on 21 Apr 11 - Cached
  • Dawn Peterson on 21 Apr 11
     
    This site provides information on Educause, a non-profit association whose purpose is to advance higher education through effective use of information technology. It details the association's professional development activities, publications, and policy initiatives.
Michelle Friday

Lessons Learned for Effective Technology Implementation - 0 views

www.cited.org/index.aspx

shared by Michelle Friday on 21 Apr 11 - Cached
    • Michelle Friday
      Michelle Friday on 21 Apr 11
       
      Links expand information on this statement within the page. Literature is cited in expanded form.
  • hese champions, however, must be coordinated into a team that is established by policies and procedures—rather than ad hoc—within the school system
  • Having regular access to technology specialists during the planning process meant that teachers could feel more confident and supported when integrating technology.
  • ...8 more annotations...
  • To answer these questions and begin formulating goals for professional learning, schools must collect data and complete a needs assessment about students and staff, capacity, and available resources
  • requent evaluation allows schools to readily address issues that may be affecting the efficacy of the intervention and then to refine goals and activities accordingly.
  • Once partners were selected, CITEd helped districts refine their goals, particularly when goals were too ambitious for a year-long intervention
  • Even when purchases are made with the best of intentions, the shift from the shelf to the classroom can be difficult. Many of the schools and districts selected as TIP sites had purchased software, often accompanied by extensive technology training for teachers. However, they were still struggling with getting the software into teaching practice.
  • Teachers may learn how to use a tool during a summer workshop, but unless the tool is directly linked to the curriculum and teachers are given ample time for experimentation, they will be unlikely to adopt it into their practice
  • teachers need basic technical knowledge about how to use a tool and knowledge about how to integrate the tool into their existing curriculum (CEO Forum, 2000). To achieve full-scale change, schools need to ensure that strong professional development programs are in place and that teachers have a variety of opportunities for learning and growth
  • methods used by TIP sites were examples of teacher-centered professional development—workshops and learning opportunities were structured to fit the needs, goals, and learning objectives of the teachers involved and grew and changed according to teacher needs
  • he literature shows that any new initiative will be more successful if it meshes well with existing programs
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