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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

Apple - ACOT2 - Social and Emotional Connections with Students - 0 views

ali.apple.com/connections

shared by Brendan Murphy on 20 Aug 10 - Cached
  • For example, when students lack social and emotional connections to learning, educators, schools, and their peers, it often leads to behavior issues or disengagement, which inevitability leads to declining achievement and, in the worst cases, students dropping out of high schoo
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 4 CBAM consequences of actions
  • behavioral motivation
  • emotional engagement (
  • ...3 more annotations...
  • cognitive engagement
  • Researchers generally agree that learning is inherently social-it happens in the context of interactions and relationships with teachers, peers, family, experts, and others
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      bud the teacher posed this question in his blog recently.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
  • They find kindred spirits who fuel joint explorations and productions, reinforce understandings, and provide divergent opinions and clarification of understandings as discussions ensue. In many cases, social interactions enable levels of learning that simply wouldn’t be possible for students to accomplish on their own.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 6 CBAM is collaboration
Brendan Murphy

Study: Leadership in school admins plays huge role in performance | Minnesota Public Ra... - 0 views

minnesota.publicradio.org/...leadership-study

leadership study education administration leader management research

shared by Brendan Murphy on 26 Jul 10 - Cached
  • the people leading schools are more likely to affect student outcomes than other factors like poverty or geography.
  • schools shouldn't change principals just for the sake of change -- because turnover in leadership also hampers achievement.
Brendan Murphy

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

www.sedl.org/...context.html

leadership education administration change week 6 context

shared by Brendan Murphy on 18 Aug 10 - Cached
  • There is typically no documentation of how a school got to be "effective," that is, how it instituted changes or used research findings in ways that ultimately affected children's learning (p. 3).
  • The context in which those seeking to improve schools find themselves creates a set of conditions that may present bridges or barriers to change.
  • By encouraging the development of those factors that facilitate change or nurturing them if they already exist, leaders increase the opportunity for change to become a permanent part of the school environment.
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