Group items tagged

"The authors highlight the dynamics in which "Teacher leadership provided considerable momentum in the institutionalization of competency education practices.""

Background/Context: Though change is constant in organizations, determining how to successfully implement planned change has been a perennial challenge for both organizational scholars and practitioners. While the empirical knowledge base on planned change in schools and other organizations offers numerous insights, the inattention to activity, or the practice of leading and managing change, remains. Organizational change theory, and specifically organizational routines, offers a useful lens with which to examine planned change in work practice in schools. The purpose of this study is to understand the role organizational routines play in changing school work practice.

I thought this was interesting not so much because I agree with it but because the combination of images and narration triggered critical questions for me. I wonder if it would for other educators as well, perhaps as a conversation starter to begin grappling with our visions for the future. 

A framework fo planning technology integration with examples across Math, SS, LA and Science

From  Bjorn Behrendt, a UBD-based template for lesson/unit planning

NETS lesson plan templates

Technology integration matrix for unit/lesson development

An effective introduction to the concepts underlying our approach to teacher-directed teacher learning.

The Long Beach, Calif., school district has adopted a training system in which classroom teachers work collaboratively to improve teaching and learning, a shift from outsourcing professional development. 

The Technology Integration Matrix (TIM) illustrates how teachers can use technology The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent  characteristics of meaningful learning environments: active, constructive, goal directed  (i.e.reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra,  2003). The TIM associates five levels of technology integration (i.e., entry, adoption,  adaptation, infusion, and transformation) with each of the five characteristics of  meaningful learning environments. Together, the five levels of technology integration and  the five characteristics of meaningful learning environments create a matrix of 25 cells.

Great reflection by one teacher on her shifting thinking about schools and learning. 

One teacher's shift in beliefs and practices in education, from teacher-centered to student-centered.

"https://sites.google.com/a/bvsd.org/21st-century-cohort"

An interesting, fully developed, and shared -- though not yet implemented -- model of teachers as tech mentors.