NECC 2008 - SIGTC Forum
1. No recognition of principals as instructional leaders\n
Ferdi outlined five different roles that needed to be involved in discussions about teaching and learning:\n
- Guide (teacher leader) knows about designing learning experiences; has daily experience with children \n
- Scholar (librarian / media specialist) knows about research, organizing knowledge \n
- Hard Hat (technical specialist) knows about hardware, software, and networks \n
- Pilot (principal) knows about managing people, schedules, and budgets \n
- Wizard (technology / curriculum coordinator) knows about managing systems and processes; at district level
Notice the emphasis on the managerial roles of principals. Nary a mention of the instructional leadership responsibilities of building-level leaders. Very disappointing.\n
2. The equity trap\n
There was some discussion about digital equity. Specifically, there seemed to be a fair amount of agreement in the group that when it comes to digital technologies or whatever if we don't have enough for everybody, we can't do it at all because of the complaints from the folks that don't receive it.\n
How are we ever going to move forward if this is the mentality of our school organizations?\n
Other notes from the session\n
Cisco white paper: Equipping every learner for the 21st century\n
21st century pedagogy to teach 21st century skills which is enabled by technology and supported by adapted system reform
The goal is to move from automation to facilitation to transformation\n
Desired educational technology outcomes will occur only if they are supported by the entire system\n
Gartner's hype cycle\n
- Technology trigger \n
- Peak of inflated expectations \n
- Trough of disillusionment \n
- Slope of enlightment \n
- Plateau of productivity
Sources of information on emerging technologies\n
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- A recent study used data from several national surveys to compare religiosity, risk-taking preferences and demographic information among more than 20,000 American adolescents.
- The results suggest that risk-taking preferences might partly explain the gender differences in religiosity.
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