Article Review #4
Between Technology and Teacher Effectiveness: Professional Development
Joan Cunningham
The article, Between Technology and Teacher Effectiveness: Professional Development, by Joan Cunningham suggests that school districts must be committed to instructional technology. They must be committed to staff development that moves them from no knowledge of technology to complete integration. School districts cannot just send teachers to one day in services and expect them to integrate what they learn. They need support over an extended period of time. Cunningham makes it clear in this article that the connection to making integration happen is the teacher. The teacher is the link and time needs to be invested in them if change is going to happen.
In this article Cunningham describes some ways to make integration happen starting with a clear vision of where they want to go along with goals they can meet along the way. Cunningham also makes it clear that school districts need to be committed to the vision; otherwise the vision will not be attained. The ultimate goal stated by Cunningham should be the enhanced learning by the student; therefore, the goal is very student oriented. The movement of the teacher should be from being teacher centered to student centered. The teacher should be the guide on the side instead of the sage on the stage.
Cunningham then states professional development is the key component to fostering the technology culture. If the teachers do not buy in there is no way they will integrate technology into their curriculums and engage students in various learning projects aligned with their learning goals.
Cunningham states that for integration to be successful time should be a major factor to success. Schools can have all the computers in the world and without time to learn all the programs become a waste. The district must be prepared to have people trained to support those who know little about technology who can come along side those in need. We cannot set our districts up for failure.
Incentive according to Cunningham is the key to making integration happen. The author suggests credits should be given to teachers towards the pay scale. Maybe teachers gain the technology they learn in their classrooms and at home once a course is completed. Further, teachers who take leadership roles within the district should be compensated for their role.
In conclusion, Cunningham restates the fact that If we are going to make technology happen in our schools the teachers are the link. Without them the goal or vision for the district cannot be attained. School districts must plan with this in mind.
Cunningham, J. (2003, July 1). Between technology and teacher effectiveness: Professional development. techLearning, Retrieved October 5, 2007, from http://www.techlearning.com/showArticle.php?articleID=10810511
Article # 2 Review
Technology Planning Tools
If our students our to be ready for the 21st century they need the skills of someone in the 21st century. As a school district we need to have the tools our students will need. Effective technology planning is necessary to see this happen. The “Technology Planning Tools” website is a site geared towards making sure schools plan effectively for the future.
The website starts out with the “Ten Commandments of Technology Planning which are:
1. Consulting teachers.
2. Establish a technology committee
3. Determine educational objectives.
4. Conduct an inventory of existing hardware, software, and human resources.
5. Develop professional development strategies.
6. Establish a timetable.
7. Create budgets.
8. Review the draft of the plan
9. Identify new software, curricula, and instructional techniques.
10. Establish linkages of technology-based assessment and administrative tasks, including scheduling and record keeping.
The website also contains direct links on the following:
1. Roles in Technology Planning
2. Visioning for Technology
3. Taking Stock for Technology
4. Prescribing Action
5. Evaluating and Updating Technology and Planning
The website goes further to provide the reader with many other website to help in the effort to create a vision, goals, and a plan. Truly, I believe this website is the tip of an iceberg when it comes to planning for the future.
http://www.nsba.org/sbot/toolkit/tpt.html
Evaluating your District Plan
My overall impression of Kettle Moraine Information and Technology Plan when using the DPI Review form was great. The KM plan almost follows the DPI form to a “T.” When you look at the table of contents of the KM plan every element described in the DPI form is there. The KM plan has an introduction that includes research and best practices, the school district vision, the school district mission, the information and technology plan vision, the information and technology plan mission and a connection section. The technology plan vision was well thought out and concise, but the information and technology plan mission was a little vague and was not well thought out.
The next section dealt with the background of the school district which included a brief history of the school district, a community profile, demographic data extracted from WINNS Successful School Guide, a list of committee members, and an overview/description of the planning process. What a found interesting about the committee members was there were no primary or secondary education teachers on the committee. There was one special education teacher from the middle school and some school librarians, but no regular education teachers.
The next section deals with the needs assessment/current status which again follows the DPI evaluation form. This section does state the goals of the previous plan for the 2002-2006 and does tell us whether or not the goal was achieved. It then jumps into evaluating student proficiency, staff proficiency, effective teaching and learning practices, access to the information resources and learning tools, systems support and leadership, and resources and fixed assets.
The next section of the KM plan is labeled goals and implementation plan encompasses the goals, objectives, and implementation of the plan. In other words, who is responsible to make sure the goals are achieved.
The next section of the plan also indicates the monitoring, evaluation, and revision of the plan and how that will work.
Finally, in regards to the last section on the DPI form, an appendices page includes everything on copyright, materials, inter-library loan etc.
Chapter 4 Summary
The fourth chapter Computer Applications in Educational Administration discusses the major applications in computers used by school administrations and creates a framework for planning and implementing them in a school district. In a sense the administration is only as strong as the tools they have at their disposal. The better the tools a school has the better run the school will be. Based on the Information Age we live in, Picciano states that there are three broad categories of administrative applications including a) databases to manage data and information, b) electronic spreadsheets that manage and manipulate numerical data, and c) office automation to manage text and communications.
Picciano starts with what a database is and the importance of having them. Without a database system in a school district the district could be left very vulnerable. The old fashion way of doing everything by hand just does not work anymore and it is very expensive to boot. Databases allow us to create, update, access, interrelate and integrate information. One example of a modern day database system might be Microsoft Access. Once the data is put in it can be used for many different purposes.
Picciano then talks at length about electronic spreadsheets and their importance to analysis and manipulation of numbers. Electronic spreadsheets can be used for monitoring the school budget, accounting, enrollment projections and test scores. So when it comes to modeling information or planning of the future these spreadsheets are irreplaceable for school administrations. Microsoft Excel is an example of an electronic spreadsheet where each cell in the program can have its own equation, formula or operation. With these operations the data can be manipulated into different forms which help information come to life in a meaningful way. For example, graphs can explain a lot.
In the final section of chapter 4, Picciano talks about the change in office automation. Initially office automation went from typewriters to computers, but now with the advent of Internet access this now includes email, electronic newsletters, web pages etc. The skill level for secretarial work has changed dramatically over the recent years. You can no longer hope to get a job with just basic typing skills.
Evaluating Administrative Software
In my thinking about evaluating administrative software the words productivity, efficiency and cost come up. I look at the United States, for instance, and think about the fact that right now our Gross Domestic Product has reached well over 15 trillion dollars versus 486 billion dollars at the turn of the 20th century. Amazing! How have we grown so fast in just one hundred years? Answer is simply productivity and efficiency. A school, in a sense, is a factory only we are producing knowledgeable kids and the front office is the nerve center of the process. As schools grow and change the front office must be operating efficiently to accommodate that growth and change. Plus, as money becomes tighter there is less and less secretarial help in the front office thus the office is forced become more efficient to make up for the deficit. Further, it is imperative that the administrations have tools necessary to expedite the process and make production happen and save the school district money in the long run.
To make sure the administration runs well careful evaluation of administrative software must be taken. The article I found did a wonderful job taking into consideration things to look out for when considering a new piece of software. It also listed things to do to make sure staff is on board. The following is a list of things to do when evaluating a new piece of software according to the article.
First, schools should look at their own situation and ask themselves what do we want out our software, capability wise? They need to ask themselves what do we want the software to do? Do they want to the program to keep track of tardiness, behavior problems, absences, etc? This needs to be considered before even considering a purchase.
Second, schools need to consider their size. If it is a large school they will want to be very careful about their purchase versus a small school that can vary its procedures easier.
The third step is to create a school-wide committee made up of people who will actually use the software. This committee can help in creating school-specific criteria for the potential product. Their input is vital, but be careful. They might not be up on the newest software available. You will want people on the committee who can help solicit products from vendors and people who can help examine the product as well.
The fourth step is to make sure the committee members are committed to the process. They need to be involved in the evaluation of the product. Their input is vital to success.
The fifth step is for the committee members to sit down and think about their schools administrative functions. They need to decide which functions should be computerized and which ones should not. As far as the students are concerned the committee needs to be concerned about school records, grades, scheduling and attendance for sure.
Next, once they have a list of functions that need managing the committee needs to rank the functions list in order of mportance from greatest to least. While doing this, they should consider three factors: the availability of money, the needs of the school and the ability to train school personal.
The administrator will then determine from this list which ones will lead to the greatest improvement in efficiency for the school.
Once this is done and the committee and administration are on board the search for software begins. The author suggests the following steps:
1. the identification of software products,
2. the acquisition of information such as literature reviews,
3. discussions with product developers / vendors as well as the faculty and staff of other schools who use different software products,
4. the general screening of available software, and
5. the analysis of institutional needs.
During this stage of evaluation, committee members should partake in system demonstrations and detailed discussions with developers/distributers. Wright (1990) advised that as the evaluators think about how the system will meet their particular needs, the resulting analysis should be a reflection of the following:
* Current needs and requirements (i.e. the manner in which things are presently done)
* How things should operate in the future
* Potential uses of the system that committee members previously did not know were possible
In summary, it is necessary that the administration be organized and efficient. Care needs to be taken that the software purchased satisfies the most need within the school and that the users of the software can utilize it. It is important to remember that when making a large decision like this that the consequences of your choices lie in the future. Once you have made the choice you may be stuck with it for a while. So it better be good one.
Vecchioli, Lisa (1999, 12). A Process for Evaluating Student Records Management Software. ERIC/AE Digest.. Retrieved October 3, 2007, from A Process for Evaluating Student Records Management Software. ERIC/AE Digest. Web site: http://www.ericdigests.org/2000-3/records.htm
Daniel Simonson
Article 3 Review
For my review on technology integration I choose an article from Education World. I think sometimes we do not know where to start with technology integration. Teachers feel they do not have the time to learn something new and therefore why start. This website, I believe, gives you that start. I myself found some of the links provided in the article very helpful in my subject area and I will probably be integrating them into my upcoming lessons. It has websites for almost every subject area on how to bring real life into the classroom.
The article makes the point that technology integration is not a want, but a need. It needs to happen on a daily basis. We live in a digital world and students need to learn how to access the digital world in a constructive way. This articles main emphasis is on providing tech savvy teachers and non-savvy teachers with twenty clear approaches on how to integrate technology and get the ball rolling.
For me, the article provided me with some links like “This Day in History” or “Quotes of the Day.” Just a quick website I could throw up on the projector to get students attention and focus instead of having fighting for it. This article, in my opinion, is great.
Starr, Linda (2002, October 16). Education World Technology Center. Retrieved September 30, 2007, from Technology Integration Made Easy Web site: http://www.educationworld.com/a_tech/tech/tech146.shtml
Chapter 3 Summary
There are two schools of thought when it comes to instruction: teacherocentric or technocentric learning. Either the teacher is the primary focus of attention or technology is the primary focus of attention. Both schools of thought argue that their way is best when it comes to learning. The question this chapter focuses on was how much technology should a school district employ with its students? The technocentric teachers say that teachers should play a limited role as teacher and let the technology do the work. The teacherocentric teachers say the teacher should use technology to enhance learning, but that it should not be a means to an end. I believe the chapter makes it clear that today’s schools are becoming more technologically based, but the teacher is still important to learning and that a balance must be put in place. Too much or too little could be disastrous for a school.
With this idea in mind, when should we employ computer education with our students? Some schools of thought believe the “earlier the better.” Others believe young students can wait and will not be harmed. Data does indicate that higher education has received more technology equipment than primarily levels, but I believe it is catching up.
For special education, computer technology has really opened up doors for students with cognitive or physical disabilities. Traditional education for special needs students can be overwhelming. With technology they most definitely can be mainstreamed easier into society.
The rest of the chapter looks into issues of equity with computers, gender, minorities and other social-economic factors. All these issues will continue to be debated due to budget constraints within a school district. I believe our job as technology coordinators will be to recognize these differences and to continue moving forward to make sure these differences don’t create problems in the future. These problems will always exist, but that is part of the challenge we face.
Good summary - Louis
Chapter 1 Summary
As teachers we spend more time with our student’s everyday than their own parents do. As a result, we have the perfect opportunity to shape their lives through the lessons we present. Another idea all teachers must put their arms around, is this idea that all students have a desire to learn and if we as teachers can harness this desire then we will truly be effective teachers.
According to this chapter written by Anthony G. Picciano (2002), technology is here and it is here to stay. Traditional pen and paper are no longer the media of choice. Today technology is the way of the future. It seems that no matter where you look technology is involved except when it comes to education. Education seems to be lagging behind according to Picciano.
So this question becomes “Why are schools so far behind?” One of the reasons for our lack of skill is our style of teaching. Teachers generally are very child-oriented and computers are considered to be very machine-oriented. Computers are seen to take a way the social aspect of learning. On top of it, computers until recently shrunk in size going from the large mainframe computer to the small personal computer of today. The excuse of the computers taking up to much room can no longer be used and now we must learn to change our approach.
Picciano then talks about the difference between administrative and instructional computer applications. Administration applications refer to the software used primarily by the principals and secretaries and instructional software used by the teachers for instruction. Picciano states that administrative applications have grown faster than instructional applications due to their connection with the private industry. Initially when the microcomputer came out schools started converting schools records into the computer databases and for the most part that is what they were used for. When I graduated from high school we didn’t have the luxury of word processing software or the use of the internet. Teachers had computers to use, but not the students unless you were taking a typing or business class. A person can still see this philosophy in the typical classroom: one computer in the front of the room for the teacher to use.
The final sections of the text deal with the organization of using technology in the classroom. There is no denying that schools now have the technology to do great things in the classroom. The only problem is teachers sometimes don’t want to integrate because of their lack of skill. The professional development to use the resources is non-existent. Teachers need to get administrators or technologies specialists to get entrenched with the teachers to get their feet wet sort of speak. Teachers can’t always do it alone because otherwise it tends to be a messy process.
Concluding, Picciano states that the best solution for administrators who want to integrate is to plan. If school districts are to move forward there needs to be a plan in place. Picciano refers to a “Systems Approach” which we will learn about as we continue in the text.
Daniel Simonson
Chapter 2 Basic Concepts of Planning
Chapter two now turns its attention to concept of planning. Picciano begins the chapter by stating that planning is difficult to describe. There are so many variables that come into play when talking about technology planning in an educational setting. There are however some basic understandings that have come out of planning. One, coming up with ideas for the future is helping their districts for the future. Two, planning goes on in all organizations and three schools are social systems. There are many different groups of people to take into consideration from teachers, to the community. Overall, Picciano states that a technology leader must be aware of everyone and everything within the community for the plan to be successful.
For planning to successful there needs to be four different elements in place: comprehensiveness, collaboration, commitment and continuity. These four pieces form the framework for planning to take place in a district. Comprehensiveness gives us a broad scope of environment a school district works in. The goals of a plan must be in sync with the problems and needs of the people who work and live in that environment. Collaboration looks at the act of working jointly together. In an educational setting you have professionals of all expertise from your economics teacher to your art teacher. There input into the plan is necessary for them to have stake in the process and therefore support for the goal. Commitment is another necessary component of planning. If the leaders of the school are not committed to the plan then the teachers and community will not be committed. The best plans are nothing with commitment. Finally, continuity defined as the property of a continuous and connected period of time. Planning is continuous and because it is continuous it needs to grow and change as times change. We have had a lot of mediocre presidents of this country because they didn’t stay concurrent with the changes of the country. Plans should change as the district changes to stay relevant. Without these pieces in place a plan will not work.
In developing a plan for a district the concept of evaluation cannot be overlooked. Technology leaders must be able to justify their claims that a plan is working. Districts are still responsive to the taxpayer and the taxpayer more and more wants to be reassured that their money is not being wasted. The goals of the plan should also be aligned with the evaluation. So the Picciano wants use to make sure we build this into the plan.
The text then disseminates between planning for administrative applications and instructional applications. They can be similar and different. As far administrative applications are concerned, they should improve the speed and efficiency of the work that needs to be done. Today, especially with the lack of taxpayer money the jobs of secretaries and administrators increase due to layoffs etc. These people must do more and more. Therefore since help is scarce computers can increase efficiency. Instructional applications however follow along the lines of improving and preparing students for the future.
In summary, we need to be specific in our planning for the future. We need to take in to account that we are a social system that is made up of many players. We need to establish goals and objectives which can be evaluated to prove that we are not wasting taxpayer monies. We need to realize that there are differences between administrative and instructional applications and that we need to understand our environment in order to plan effectively.
Daniel Simonson
1998, December). Archived: Technology Needs Assessment Survey. Retrieved September 13, 2007, from U.S. Department of Education Web site: http://www.ed.gov/pubs/EdTechGuide/appc-5.html
Appendix C - Examples of Technology Surveys
This needs assessment survey is good for various reasons. One being its divisions into staff and student needs. Plus it gives us a clear indication of what is being used and what we have at our disposal. This survey will also help in identifying goals for the future and will help in creating a technology plan for the future.
Zager, Zach (1996 May). Retrieved September 15, 2007, from MCCSC Technology Skills | Interests | Needs Assessment Web site: http://www.mccsc.edu/survey.html
This assessment is a little out of date, but with a little help, I think, we could modify it and use it. Still, it will work in helping plan the direction of the school district in the future. As the directions state, it is intended to help determine any professional development needs and interests for teachers and staff. It will help create unity within the staff by identifying who knows what within the staff. So if teachers need help they know who they can turn to. It will help determine where we currently are at as a staff in our use of technology. So again it is multi-faceted and therefore I believe will be useful in helping plan the direction of plan.
Please return ASAP to the computer coordinator, media specialist, librarian, or buidling administrator.
The purpose of this assessment is multi-faceted: 1. To determine professional development interests and needs; 2. to develop a descriptive summary of technology skills and usage; 3; to identify a cadre of individuals willing to share skills an d techniques with colleagues; and 4. to inventory the type and level of technology in use both at work and at home. This assessment consists of three pages. Only the first page asks that you supply your identity.
Name:
Building:
Grade Level(s) and/or Subject Area(s) Assignment(s)
1 I have | do not have a computer at home.
If have please complete the following:
- I use that computer 3=often 2=once in awhile 1=hardly ever 0=never _____
- My home computer is/are
___ IBM (clone) ___ Mac ___ Apple ___ Other: ________
The model: __________________________________________
- The operating system is
Windows (__) DOS (__) Mac (__) Other: ________________
2 I have | do not have access to a computer at school.
If have please complete the following:
- I use that computer 3=often 2=once in awhile 1=hardly ever 0=never _____
- My home computer is/are
___ IBM (clone) ___ Mac ___ Apple ___ Other: ________
The model: __________________________________________
- The operating system is
Windows (__) DOS (__) Mac (__) Other: ________________
3 I learned anything that I know about technology (circle all that apply) from:
formal courses | | personal, informal study | | valued colleague(s) | | other:
Comment or explanation: ___________________________________
4 I would | would not be interested in serving on an MCCSC technology selection committee. I would | would not be interested in serving on a building-level technology selection committee.
5 I would | would not be interested in presenting or co-presenting technology workshops, such as the following, to any MCCSC audience. I would | would not be interested in presenting or co-presenting technology wo rkshops for my grade level | | building | | department. Circle/check all that apply.
|
___ Computers/computers in the classroom
___ Using video/CD in the classroom
___ Using interactive video in the classroom
___ Using e-mail, the WWW, the Internet
___ 1 computer : x students
___ Building thinking skills through technology
___ Using "office" applications
|
___ Using desktop publishing
___ Computer-based portfolios
___ HyperCard, HyperStudio, Link Way
-- Exploring multi-media
___ Software/hardware exhibitions
___ Community technology fair
___ Other: ___________________
|
|
|
|
Page 2
Respond with 3=high, 2=medium, 1=low, and 0=no in the blank to the left of the statement.
I. Personal skills or proficiency levels
|
___ 1 Create a document on a word
processor
___ 2 Print a word processor document
___ 3 Search a database for specific
information
___ 4 Print selected information from a
database
___ 5 Create a database
___ 6 Use a formula in a database
___ 7 Merge form letter with database
___ 8 Create a spreadsheet
___ 9 Write a formula in a spreadsheet
___ 10 Create newsletter with desktop
publishing
___ 11 Use graphics software to create
pictures
___ 12 Use a scanner to import graphics,
photos and/or text
___ 13 Import clipart into text or desktop
publishing
___ 14 Modify ready-to-use clipart
___ 15 Troubleshoot malfunctioning computer
___ 16 Troubleshoot malfunctioning printer
Use the computer operating system
(Windows/DOS/Mac) or network to:
___ 17 ...format a floppy disk
___ 18 ...copy a file
___ 19...delete files
___ 20 ...install a program on a fixed
(hard) disk
|
___ 21 ...access information on a CD-ROM
___ 22 ...run software from a CD-ROM
___ 23 Identify quality instructional software
___ 24 Run/view a video tape on a VCR
___ 25 Manually tape a TV program off air/cable
___ 26 Video tape off air/cable using timer
___ 27 Use a camcorder to tape an event
___ 28 Edit a single video tape
___ 29 Edit multiple tapes into a new product
___ 30 Use interactive video in the classroom
___ 31 Create a Link Way or HyperCard
/ HyperStudio presentation or stack
___ 32 Use images from camcorder or digital
camera in computer applications
___ 33 Using "presention" software
to create a lesson or lecture
___ 34 Use an electronic gradebook
___ 35 Use a computer-based portfolio
assessment system
___ 36 Use a laser video disk to show information
___ 37 Use a computer to control a laser disk
___ 38 Access/send e-mail
___ 39 Attach application files to e-mail
___ 40 Browse the World Wide Web
___ 41 Find specific information on the WWW
___ 42 Create a page on the WWW
___ 43 Use Gopher/Archie/Veronica/WAIS etc.
to search the Internet
___ 44 Upload/download files to/from the Internet
|
|
|
|
II. Interest and Need Levels (3-2-1-0)
___ 45 My interest in learning more about technology in general.
The best time(s) for me to learn more about technology would be: (3-2-1-0)
|
___ 46 Before school (secondary -- 6:30-7:45;
elementary -- 7:30-8:45 am)
___ 47 After school (secondary -- 2:45 - 4:00;
elementary -- 3:45 - 5:00 pm)
___ 48 Mon-Thurs Evenings (6:30 - 8:30 pm)
___ 49 Mon- Thurs Evenings (7:00 - 9:00 pm)
___ 50 Saturday Mornings (9:00 - 12:00 am)
___ 51 Saturday Afternoons (1:00 - 4:00 pm)
|
___ 52 Summer (mid-June)
___ 53 Summer (late June, early July)
___ 54 Summer (late July, early August)
___ 55 Summer (mid-late August)
___ 56 Summer Mornings -- 9:00 am-noon
___ 57 Summer After noons--1:00-4:00 pm
___ 58 Summer Evenings -- 6:30-8:30 pm
___ 59 Summer Evenings -- 7:00-9:00 pm
|
|
|
|
Page 3
The technology areas in which I have interest in learning are as follows:
|
___ 60 Create a document on a word
processor
___ 61 Print a word processor document
___ 62 Search a database for specific
information
___ 63 Print selected information from a
database
___ 64 Create a database
___ 65 Use a formula in a database
___ 66 Merge form letter with database
___ 67 Create a spreadsheet
___ 68 Write a formula in a spreadsheet
___ 69 Create newsletter with desktop
publishing
___ 70 Use graphics software to create
pictures
___ 71 Use a scanner to import graphics,
photos and/or text
___ 72 Import clipart into text or desktop
publishing
___ 73 Modify ready-to-use clipart
___ 74 Troubleshoot malfunctioning computer
___ 75 Troubleshoot malfunctioning printer
Use the computer operating system
(Windows/DOS/Mac) or network to:
___ 76 ...format a floppy disk
___ 77 ...copy a file
___ 78...delete files
___ 79 ...install a program on a fixed
(hard) disk
|
___ 80 ...access information on a CD-ROM
___ 81 ...run software from a CD-ROM
___ 82 Identify quality instructional software
___ 83 Run/view a video tape on a VCR
___ 84 Manually tape a TV program off air/cable
___ 85 Video tape off air/cable using timer
___ 86 Use a camcorder to tape an event
___ 87 Edit a single video tape
___ 88 Edit multiple tapes into a new product
___ 89 Use interactive video in the classroom
___ 90 Create a Link Way or HyperCard
/ HyperStudio presentation or stack
___ 91 Use images from camcorder or digital
camera in computer applications
___ 92 Using "presention" software
to create a lesson or lecture
___ 93 Use an electronic gradebook
___ 94 Use a computer-based portfolio
assessment system
___ 95 Use a laser video disk to show information
___ 96 Use a computer to control a laser disk
___ 97 Access/send e-mail
___ 98 Attach application files to e-mail
___ 99 Browse the World Wide Web
___ 40 Find specific information on the WWW
___ 41 Create a page on the WWW
___ 42 Use Gopher/Archie/Veronica/WAIS etc.
to search the Internet
___ 103 Upload/download files to/from the Internet
|
|
|
|
I prefer to receive instruction in the following format(s) (3-2-1-0):
|
___ 104 Group instruction (open to all in MCCSC)
___ 105 Group instruction (grade or subject areas)
___ 106 Group instruction (department or school)
___ 107 Combined workshops for 1-2 teachers
and their students
___ 108 Group workshops outside MCCSC
___ 109 Intensive session (boot camp)
|
Independent instruction through
___ 110 ...video and/or audio tape
___ 111 ...computer-assisted tutorial
___ 112 ...printed workbooks/handouts
Independent study
___ 113 ...free time, release-time, to
explore ideas and concepts
|
|
|
|
III. Comments, suggestions: _____________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Podcast Review:
A Technique I used to meet a Change Management Challenge
This pod cast talks about the process of change within a company and how it can be done effectively. If change does not keep up the changes in the world the company will be left behind.
The first step to change is establishing a need for the change. For instance, if your grading program does not allow students and parents to see their grades on a daily basis and the world says this is the way of the future then we need to change. If your grading program is cumbersome and time consuming and there are better more efficient programs out there and others are turning to them then we need to change. In other words, what is failing us and how can we come to a resolution.
The next step is to help staff understand the problem. Help them realize that the current way of doing things is causing problems. If the workers understand the problem and they understand there is a good solution, they will want to make the change.
Next, help the staff realize what is going to change. Make it clear to them. So again if it is a dinosaur-grading program that won’t allow parents and students to see their grades on a daily basis, let them know the new program will.
After the staff is clear on the change the leadership needs to keep reiterating the problem and solution. The leadership may have to talk over and over again for the solution to take hold.
Next, successful change means continuing to challenge the status quo. Staff needs to be optimistic and needs to be looking to the future. We need to grow as the world grows and change as the world changes.
Finally, leadership needs to provide an appropriate amount of staff development so the staff gets onboard with the idea. Staff needs to take ownership over the change. It just doesn’t happen.
(2007, January 31). You Tube. Retrieved September 16, 2007, from A Technique I used to meet a Change Management Challenge Web site: http://youtube.com/watch?v=ELfqG5YqWy0&mode=related&search=
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