Skip to main content

Home/ JHU / ISTE 2010/ Group items tagged reform

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Brendan Murphy

Confusing Technology Integration with Instructional Reform « Larry Cuban on S... - 0 views

larrycuban.wordpress.com/...tion-with-instructional-reform

technology integration reform

shared by Brendan Murphy on 29 Aug 10 - Cached
  • Many teachers and principals have said repeatedly to the point of the words being cliched: “integrating technology is not about technology, it is about learning.” Yet those who buy and deploy new technologies continue to seek “educational uses”  for the electronic devices.
    • Brendan Murphy
      Brendan Murphy on 29 Aug 10
       
      Buy the technology you need not educational technology
  • The instructional focus shifts from being teacher-centered to being learner-centered…. Traditional verbal activities are gradually replaced by authentic hands-on-inquiry related to a problem….”
  • Why, she asks, should K-12 teachers’ roles change to integrate technology effectively?
  • ...3 more annotations...
  • These two reasons, technocentrism and pedagogical dogmatism, Harris argues, explain why for decades, enthusiastic policymakers, researchers, and practitioners have confused technology integration (involving  the perennial conflict of content vs. skills) with technology as an instrument for pedagogical reform (moving from teacher-centered to learner-centered instruction).
  • Since most technology designers do not understand effective teaching (or are not designing something for teaching purposes), they often focus on making content more appealing or easier to access instead of creating a technology that causes students to more deeply engage mentally with content.
  • When I did my doctoral research, I found that just bringing in technology and showing teachers how it worked did not change pedagogy. I believe that if you want to change pedagogy to a more constructivist approach, you need to tackle this head on and not make it part of some technology project.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...culture.html

leadership education administration change week 6 sedl jhuiste

shared by Brendan Murphy on 18 Aug 10 - Cached
  • Discipline is the overwhelming obstacle to school success.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      This is so true especially in low SES schols.
  • Educational bureaucracy obstructs
  • According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
  • ...24 more annotations...
  • Minorities don't care about education. (p. 39)
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      Ruby Payne would say they don't believe it helps.
  • Welch (1989) reports that teachers assess advantages and disadvantages of collaborative consultation primarily in terms of how implementation will impact them personally, rather than how it might impact student growth
  • For [many students] the main benefit of the school is the opportunity it provides to interact with close friends on a daily basis" (p. 181
  • Students will participate, according to Fullan, if they understand, have the necessary skills, and are motivated to try what is expected.
  • With teachers unable to explain why they were adopting this innovation, concern increased and parents put an end to the innovation.
  • in situations where the school board and the district are actively working together, substantial improvements can be achieved,
  • Cynicism and apathy may reflect negative experiences and produce teachers who are unwilling to proceed regardless of the content or quality of the program (Corbett, Dawson, & Firestone, 1984; Fullan, 1991).
  • Cuban (1988) states that most reforms fail because of flawed implementation.
  • Lasting fundamental change (e.g. changes in teaching practices or the decision making structure) requires understanding and, often, altering the school's culture; cultural change is a slow process.
  • culture becomes the cohesion that bonds the school together
  • culture can also be oppressive and discriminatory
  • attitudes and beliefs of those in the school create mental models
  • system paranoia exists
  • Those new to the organization must learn the culture or suffer consequences, such as the feeling of alienation.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      though if you can suffer through that feeling of alienation you can have the opportunity to make positive changes.
  • high expectations for itself
  • successful programs do not suppress criticism
  • a school can make significant gains, in spite of faculty weaknesses, through sound staff development. Schools, however, commonly fail to have a norm regarding the need for in-service work during implementation (Fullan, 1991)
  • sharing a common vision increases the likelihood that school improvement efforts will succeed (Beer, Eisenstat, & Spector, 1990; Deal, 1985; Carlson, 1987; Miles & Louis, 1990; Norris & Reigeluth, 1991; Schlechty & Cole, 1991).
  • A cultural norm supporting the involvement of teachers in decisions or plans that will affect them heightens the possibility that changes will be appropriate in a particular setting.
  • Not only teachers, but students as well need to internalize the norms of the school improvement culture.
  • These norms encourage criticism in order to highlight areas that need improvement.
  • Students are rarely informed regarding plans in spite of the fact that the plans cannot be carried out successfully when students are not committed to cooperate with the plan, and do not know what to do or how to do it. (Fullan, 1991)
  • Negative side effects that may occur from accommodation are students' expectations that accommodations will always be made, a lack of active student engagement with the content of instruction and increased student boredom and apathy (Miller, Leinhardt, & Zigmond, 1988).
  • Parents need to be involved as co-teachers in their children's education.
Brendan Murphy

Publications: SRN LEADS - 3 views

www.srnleads.org/...flatworld.html

leads srn publications administration management education leadership

shared by Brendan Murphy on 11 Aug 10 - Cached
  • creating successful systems, inducting and supporting quality teachers, designing effective schools, establishing strong professional practice, and providing equitable and sufficient resources.
  • coherent approach for effective reform
1 - 4 of 4
Showing 20▼ items per page