When we think about it, we realize that signs of 21st Century technology use are all around us, so interwoven into our daily activities that it is routine, and therefore invisible. Occasionally, though, something happens that brings it into focus. The other day, in a restaurant where we were having lunch, a lively little girl about three years old found a pose she thought to be cute and demanded, “Take a picture, Mommy!”
Her mother said she did not have her camera, and the little girl instantly said, “Take it with your Blackberry!”
Three years from now, that little girl will be in first grade, and she will already have had more familiarity with technology than any of her teachers. She was born into the technology culture, meaning that she is intimate with it, has no realization of having learned it, and finds it as natural as seeing colors or tasting food.
How do we educators deal with that? We struggle to learn technology, use it awkwardly, and more or less constantly feel like we are playing technological catch-up.
It seems to us that we have to find a way for the 21st Century students to teach us and each other, devise a “we are all learning together” model.
Monday, March 5, 2007
Mini Certification Idea
Certification for areas of technology support in schools/districts
The two main points brought out of the workshops:
1. The technology must work, always and seamlessly
2. There has to be enough technology for everyone to do what they need to do.
That said, we heard that these two criteria can only be met if a wide range of support is provided. But we also heard that in some schools, more people are necessary, and in others (often smaller schools), fewer can be just as effective. But all of the necessary skills have to be available, no matter how many people hold them. So we have come up with our own idea for how this might be made available (although we are using some of the data you all provided!). We’d like your feedback on how you think this might work, and if you have better ideas, or different ideas, or ideas that fit into this idea, please, SHARE!
(In other blog topics, we’ll ask about skills that each person should have, where and how they should get them, what the job descriptions for each of these should look like, what other educational roles should change to include some technology changes and what other types of changes should occur.)
Our idea:
We’d like to see several “smaller” certification areas. They’d look like the following.
Teacher support – the person who holds this certificate would be able to teach teachers how to use technology, how to troubleshoot problems.
Curriculum Integration – this person would be an expert at integrating technology into instruction, redesigning instruction so that students would better learn the content because the technology is used.
Teacher training for changes in teaching – this person helps teachers to adapt their teaching methods to address 21st century learning. Although this may seem to become less necessary over time, it is likely that as technology in learning becomes more ubiquitous, more research regarding teaching and learning is likely, and this person can be involved in helping teachers to incorporate this information.
Hardware and software support – This person would be an expert at making sure that the hardware and software work, and would be able to help educators identify ways to make sure that the hardware and software will work they way they expect in their curriculum.
Network support – someone has to make the connections work.
Technical support – someone who has both of the others, and has some budgeting , planning and leadership skills.
Technology for Assessment – someone who can use appropriate technology to evaluate and gather data for data driven decision making
We envision each of these being a few college credits, maybe 12. One person could certainly have more than one.
The two main points brought out of the workshops:
1. The technology must work, always and seamlessly
2. There has to be enough technology for everyone to do what they need to do.
That said, we heard that these two criteria can only be met if a wide range of support is provided. But we also heard that in some schools, more people are necessary, and in others (often smaller schools), fewer can be just as effective. But all of the necessary skills have to be available, no matter how many people hold them. So we have come up with our own idea for how this might be made available (although we are using some of the data you all provided!). We’d like your feedback on how you think this might work, and if you have better ideas, or different ideas, or ideas that fit into this idea, please, SHARE!
(In other blog topics, we’ll ask about skills that each person should have, where and how they should get them, what the job descriptions for each of these should look like, what other educational roles should change to include some technology changes and what other types of changes should occur.)
Our idea:
We’d like to see several “smaller” certification areas. They’d look like the following.
Teacher support – the person who holds this certificate would be able to teach teachers how to use technology, how to troubleshoot problems.
Curriculum Integration – this person would be an expert at integrating technology into instruction, redesigning instruction so that students would better learn the content because the technology is used.
Teacher training for changes in teaching – this person helps teachers to adapt their teaching methods to address 21st century learning. Although this may seem to become less necessary over time, it is likely that as technology in learning becomes more ubiquitous, more research regarding teaching and learning is likely, and this person can be involved in helping teachers to incorporate this information.
Hardware and software support – This person would be an expert at making sure that the hardware and software work, and would be able to help educators identify ways to make sure that the hardware and software will work they way they expect in their curriculum.
Network support – someone has to make the connections work.
Technical support – someone who has both of the others, and has some budgeting , planning and leadership skills.
Technology for Assessment – someone who can use appropriate technology to evaluate and gather data for data driven decision making
We envision each of these being a few college credits, maybe 12. One person could certainly have more than one.
Skills for Each Certificate Area
We’ve begun to identify the skills that a person in each of the mini-certificate areas should have.
Here we’d like your ideas about what these people need to know for each of these certificates.
Here’s what we think (again, we got some of our information from all of you who attended the workshops!) (You can find out more about what these are in the first blog topic.)
…Teacher support – Need to be able to help teachers deal with:
…Just in time assistance with making equipment work
…Just in time assistance with making equipment work together
…Planning assistance so that when a teacher wants something to happen, this person can provide the expertise to make sure it works (i.e. students need to save large files and be able to access them in several different places to work on them, over a period of time. Or teacher needs to gather observation data while on a field trip…)
…Teacher training for changes in teaching – this person needs to be able to help teacher move from industrial age teaching to teaching for the 21st century, including everything from increasing interactive instruction to teaching groups that consist of students collaborating globally. This person should be prepared to help digital immigrants teach digital natives.
…Curriculum Integration – the person in this role would provide redesign of curriculum to take advantage of the newest technology available. This person would have to keep up with current technology.
…Hardware and software support – This person would be an expert at making sure that the hardware and software work, and would be able to help educators identify ways to make sure that the hardware and software will work they way they expect in their curriculum.
…Network support – Needs to be aware of the latest options and needs to be expert at keeping connections working, install relevant networking capability as needed (and practical).
…Technical support – This person should know enough about networks and hardware and software to do effective budgeting, strategic planning and leadership.
…Technology for Assessment – someone who can use appropriate technology to evaluate and gather data for data driven decision making
Here we’d like your ideas about what these people need to know for each of these certificates.
Here’s what we think (again, we got some of our information from all of you who attended the workshops!) (You can find out more about what these are in the first blog topic.)
…Teacher support – Need to be able to help teachers deal with:
…Just in time assistance with making equipment work
…Just in time assistance with making equipment work together
…Planning assistance so that when a teacher wants something to happen, this person can provide the expertise to make sure it works (i.e. students need to save large files and be able to access them in several different places to work on them, over a period of time. Or teacher needs to gather observation data while on a field trip…)
…Teacher training for changes in teaching – this person needs to be able to help teacher move from industrial age teaching to teaching for the 21st century, including everything from increasing interactive instruction to teaching groups that consist of students collaborating globally. This person should be prepared to help digital immigrants teach digital natives.
…Curriculum Integration – the person in this role would provide redesign of curriculum to take advantage of the newest technology available. This person would have to keep up with current technology.
…Hardware and software support – This person would be an expert at making sure that the hardware and software work, and would be able to help educators identify ways to make sure that the hardware and software will work they way they expect in their curriculum.
…Network support – Needs to be aware of the latest options and needs to be expert at keeping connections working, install relevant networking capability as needed (and practical).
…Technical support – This person should know enough about networks and hardware and software to do effective budgeting, strategic planning and leadership.
…Technology for Assessment – someone who can use appropriate technology to evaluate and gather data for data driven decision making
Job Descriptions by Certificate
The job descriptions for each of these titles:
Teacher support
Helps teachers with just in time hardware troubleshooting, and getting through crises at teaching time
Curriculum Integration (secondary by content, or elementary)
Helps in the design of technology rich – and appropriate – curriculum. Helps teachers adapt curriculum by integrating technology for needs of individual and small groups of students.
Teacher training for changes in teaching
Helps teachers learn to use technology in their teaching. Teaches workshops in specific technical skills, helps as teachers begin integration with new skills.
Hardware and software support
Keeps the computers running, keeps the software from crashing, makes sure that the peripherals are operational. Works with Network support to address security issues.
Network support
Keeps the networks operational, stays up to date on newest connectivity technology. Looks for security options and works with hardware and software support to address security issues.
Technology for Assessment
Works with administrators to use technology in efforts to make data driven decisions to address student needs. Works closely with teachers as well.
Teacher support
Helps teachers with just in time hardware troubleshooting, and getting through crises at teaching time
Curriculum Integration (secondary by content, or elementary)
Helps in the design of technology rich – and appropriate – curriculum. Helps teachers adapt curriculum by integrating technology for needs of individual and small groups of students.
Teacher training for changes in teaching
Helps teachers learn to use technology in their teaching. Teaches workshops in specific technical skills, helps as teachers begin integration with new skills.
Hardware and software support
Keeps the computers running, keeps the software from crashing, makes sure that the peripherals are operational. Works with Network support to address security issues.
Network support
Keeps the networks operational, stays up to date on newest connectivity technology. Looks for security options and works with hardware and software support to address security issues.
Technology for Assessment
Works with administrators to use technology in efforts to make data driven decisions to address student needs. Works closely with teachers as well.
Training for the Certification
Where and How Should Educators and Support Folks Get Their Skills?
In our opinions, the initial technology integration skills should be learned at the college level (or as a K12 student!). There should be appropriate hands on college courses for each of these areas. We are going to offer a sample list of courses that we think should apply to each.
Teacher support (helps teachers with just in time hardware troubleshooting, and getting through crises at teaching time)
Basics of networking
Software and hardware troubleshooting
Instructional strategies for adult learners (digital immigrants)
Curriculum Integration (secondary by content, or elementary)(Helps in the design of technology rich – and appropriate - curriculum)
Special education adaptations
Technology in the content area
Instructional Strategies Using Technology
Teacher training for changes in teaching (helps teachers learn to use technology in their teaching)
School Environments and leadership
Adult Instruction
Technical Skills Using Current technology
Hardware and software support (assumes previous instruction/experience in hardware and software)
Operating Systems and Hardware Support
Software Management
Classroom Basics (Kind of a “how schools work” overview)
Network support (assumes previous in networking and network management)
Classroom Basics (Kind of a “how schools work” overview)
Technology for Assessment
Technical Skills Using Current technology for data collection
Advanced Assessment
Using assessment in planning instruction
Instructional strategies for adult learners (digital immigrants
In our opinions, the initial technology integration skills should be learned at the college level (or as a K12 student!). There should be appropriate hands on college courses for each of these areas. We are going to offer a sample list of courses that we think should apply to each.
Teacher support (helps teachers with just in time hardware troubleshooting, and getting through crises at teaching time)
Basics of networking
Software and hardware troubleshooting
Instructional strategies for adult learners (digital immigrants)
Curriculum Integration (secondary by content, or elementary)(Helps in the design of technology rich – and appropriate - curriculum)
Special education adaptations
Technology in the content area
Instructional Strategies Using Technology
Teacher training for changes in teaching (helps teachers learn to use technology in their teaching)
School Environments and leadership
Adult Instruction
Technical Skills Using Current technology
Hardware and software support (assumes previous instruction/experience in hardware and software)
Operating Systems and Hardware Support
Software Management
Classroom Basics (Kind of a “how schools work” overview)
Network support (assumes previous in networking and network management)
Classroom Basics (Kind of a “how schools work” overview)
Technology for Assessment
Technical Skills Using Current technology for data collection
Advanced Assessment
Using assessment in planning instruction
Instructional strategies for adult learners (digital immigrants
Changes to Other Roles
What other educational roles should change to include some technology changes, and how should those changes be implemented?
Administrators - Make sure that new administrators are skilled at technology use by…
Make sure superintendents and other district level administrators are very well versed in technology use for data driven decision making
Principals – Make sure that current principals are skilled at technology use by …
Make sure that newly certified principals are skilled at technology use by…
Teachers - Add technology integration certificates to current certification via ACT 48 credits
Require teacher certification programs to truly integrate technology in pre-service work by…
School Board
Parents
Any one else?
Administrators - Make sure that new administrators are skilled at technology use by…
Make sure superintendents and other district level administrators are very well versed in technology use for data driven decision making
Principals – Make sure that current principals are skilled at technology use by …
Make sure that newly certified principals are skilled at technology use by…
Teachers - Add technology integration certificates to current certification via ACT 48 credits
Require teacher certification programs to truly integrate technology in pre-service work by…
School Board
Parents
Any one else?
Additional Changes That Should Occur
What other types of changes should occur?
Here is a list of some of the information provided in the six workshops that didn’t fit directly into the previous categories, but these items are still very important. Comment on them, or add to the list!
ACT 48 hours have to include a number of college type credits in technology skills
Ongoing training has to be provided in various ways, like…
Schools can collaborate to provide in-service across districts, and possibly share people with specific expertise.
Schools can work in cohorts for keeping technology skills up to date
Use lots of online options
Use the ISTE NETS standards in/with PA standards
Teachers should expect to travel
More learning will be done globally
More learning will be done in collaboration
Here is a list of some of the information provided in the six workshops that didn’t fit directly into the previous categories, but these items are still very important. Comment on them, or add to the list!
ACT 48 hours have to include a number of college type credits in technology skills
Ongoing training has to be provided in various ways, like…
Schools can collaborate to provide in-service across districts, and possibly share people with specific expertise.
Schools can work in cohorts for keeping technology skills up to date
Use lots of online options
Use the ISTE NETS standards in/with PA standards
Teachers should expect to travel
More learning will be done globally
More learning will be done in collaboration
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