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.
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
Part of the family of PBS education sites. This one focuses largely on educational technology. Hosted by Andy Carvin, includes many topics pertinent to K-12 education.
PT3 grant page. Includes links on instructional design and assessment. Not an active grant site, but includes "lessons learned" and information on former grantees.
Focused on "improved teacher education preparation through technology." A program for community colleges and an emphasis on science and engineering education for pre-service teachers. On-line curricula.
Website includes descriptions of projects and areas of funding. Focus is on games that help students explore not only what they know, but how they know that they know it.
Non-profit group that runs a variety of projects. A popular place to link from other ed tech sites. Includes project information, research and publications, and activities (software).