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Carmen Marty

Chrome Web Store Apps & Extensions - 2 views

docs.google.com/...mobilebasic

chrome apps extensions

shared by Carmen Marty on 05 Mar 14 - No Cached
  • Carmen Marty on 05 Mar 14
     
    Chrome web apps organized by function
Katie Nettles

Education Week: The New Ed-Tech Leader Models by Digital Example - 0 views

www.edweek.org/...02leaders.h06.html

EdTech integration EdLeadership Technology

shared by Katie Nettles on 30 Aug 14 - No Cached
  • he is giving high school students a pivotal role in serving as technology troubleshooters, and he runs a monthly "tech night" for parents to teach them the skills their children are learning in school. Beyond that, Larkin designed a special "playtime" after professional-development sessions to let teachers experiment with new technologies, alongside experts who offer guidance.
  • He is modeling the commitment by blogging and tweeting regularly about ed-tech problems and solutions, and relying on his own virtual network of peers and experts he can reach out to for advice at any time, primarily via Twitter.
  • "Teachers have started their own blogs highlighting activities in the classroom," he says. "I never told them to do it, but I said, 'Wouldn't it be nice if a parent could find out what their child is doing?'
  • ...24 more annotations...
  • It found that high-quality leadership was "essential" to better use of technology, and that schools whose leaders had properly implemented 1-to-1 programs, for example, saw significant improvements in everything from test scores to dropout rates, over both schools without such programs and those without properly implemented programs.
  • And there are characteristics and techniques that successful leaders in the ed-tech field share—everything from risk-taking to regularly using pilot projects to test initiatives before expanding them.
  • It was once enough for school and district leaders to surround themselves with people who understood technology, but the leaders themselves didn't necessarily need deep technology know-how. That is changing, some say.
  • "Modeling is crucial. If you want your kids and teachers to be users of 21st-century tools, … you have to show that you can do it too," he says. "It shows that I'm still a teacher—I can still instruct and still learn."
  • Every two weeks, Cook schedules "Tech Friday" before school, in which teachers can highlight a particular app, software program, or technological device, or simply ask questions of others about various ed-tech tools or approaches. Sometimes, students give presentations about new technologies to the teachers during those sessions.
  • A hallmark of successful ed-tech leadership is introducing rapid-fire pilot projects, working out the kinks, and scaling up quickly if the pilots are effective,
  • Of course, not all pilot projects work, and it's vital to cut losses quickly.
  • flexibility
  • That approach of "high standards, but not standardization" is a characteristic of successful ed-tech projects,
  • The ability to adapt
  • "Seventy-five percent of what you learn is from making mistakes," he says.
  • flexibility
  • Johnson deliberately did not tell them which apps they needed
  • experiment
  • embodies the belief among a growing number of school administrators that getting educators to embrace digital teaching and learning, and to use technology more effectively, requires leading by example
  • echnology should be a tool to reach an educational goal, not the goal itself, she says.
  • But she emphasizes that the project wasn't about the iPad—it was about delivering programs that improved students' educational experiences.
  • "What would force someone to change if their results are saying what they're doing is excellent?" he asks. "But are they preparing the students for jobs that don't exist yet?"
  • Moran says she goes beyond standardized testing to evaluate success, looking at evaluating "authentic assessments" conducted by teachers.
  • The board recently adopted a formal district vision statement that embraces innovation and risk-taking, with the understanding "that it doesn't always lead to instant success," Vodicka says. That gives him the support and courage to venture into new areas, he says.
  • Even so, those ventures are calculated risks. All the ed-tech leaders interviewed for this article say they research, experiment, and test the initiatives they seek to put in place before fully enacting them
  • they all tap into extensive social-networking communities they have formed for themselves
  • Cook says he has learned more from his personal learning network than he ever learned getting his doctorate or during his first and second years as a principal.
  • But educators no longer have the luxury of hanging back on technology, he says. "I don't think it's OK anymore to say, 'I'm just not tech-savvy,' " he says. "If we're not, we're hurting kids."
  • Katie Nettles on 30 Aug 14
     
    Ed Tech Leadership… lead by example!
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