Post on 29-Aug-2014
description
The Technology Plateau and Beyond
Tim Fish, McDonogh School (tfish@mcdonogh.org)Permission to post granted; Tim came to The Chapin School on April 4, 2005. He has also posted a breeze version of this powerpoint at http://mm.eduadvisory.breezecentral.com/p90394184/
"Tim Fish" <tfish@mcdonogh.org> on Monday, December 26, 2005 wrote:
>a) talk about you and the plateau and the content of your presentation to>Chapin from April 2005Yes, go ahead.
>b) post your presentation on a Summercore Web pageGo ahead ... please maintain all credits
>c) include the attached pictureSure.
Chapin School – April, 2005
The Technology Plateau and Beyond
Discussion
1994 - 2005What has technology done for education and society?
How has it changed your life as a teacher?
How has it changed learning for your students?
What have we gained?
What have we lost?
Have we lost more than we have gained?
Chapin School – April, 2005
The Technology Plateau and Beyond
1994 - 2005For Teachers:
Increase in personal and administrative useTeacher comfort with technology has improved Teachers expect students to use technology Much of the “glitter” has worn off
For Students:
Connections are everywhereComputers are social machines “Glow time” has explodedEvolution of the web – text – text and images – video and audio
What has changed?
Chapin School – April, 2005
The Technology Plateau and Beyond
1994 - 2005Have we realized the transformative vision for technology as it was expressed in 1994?
Chapin School – April, 2005
The Technology Plateau and Beyond
Faculty Adoption Levels
1. Level One – Non-user
2. Level Two – Personal, Professional User
3. Level Three - Isolated Integrator
4. Level Four – Frequent Flyer
Typical %
10 – 15%
40 – 60%
20 – 30%
10 – 20%
Chapin
4%
36%
40%
21%
Chapin School – April, 2005
The Technology Plateau and Beyond
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Chapin School – April, 2005
The Technology Plateau and Beyond
Faculty Adoption Levels
Per
sona
l com
fort
and
use
Student Use Low
High
High
Level One
Level Four
Level Three
Level Two
Chapin School – April, 2005
The Technology Plateau and Beyond
Chapin School – April, 2005
The Technology Plateau and Beyond
Ships at Sea
Schools before connectivity
Before 1994
Chapin School – April, 2005
The Technology Plateau and Beyond
Climbing the cliffs
NetworkingHardware purchasesSkill training for teachers and students
Build it and they will come…
1994 - Present
Chapin School – April, 2005
The Technology Plateau and Beyond
Kicking the Can
Perfecting the network, printing, user files, administrative functions, etc.
Building trust in the system
Chapin School – April, 2005
The Technology Plateau and Beyond
The PlateauCompleted in one to three class periodsStudents and teacher need little training Stable technology utilized (word processing, research, etc.)Similar to the way things have always been done; now the computer is introducedHigh degree of standardization between studentsTechnology is introduced at the end of a unit of study to summarize learningNot usually cooperative
Chapin School – April, 2005
The Technology Plateau and Beyond
Examples of Plateau TechnologyTyping a one to two page paper in Microsoft Word
Taking notes in Microsoft Word
Corresponding with email
Using the Internet to conduct research for a term paper
Creating a simple spreadsheet in Microsoft Excel as part of a science lab
Creating a simple PowerPoint slideshow as part of a history assignment
75 – 80 %Avg
What percent of technology use at Chapin is on the plateau?
Chapin School – April, 2005
The Technology Plateau and Beyond Discussion
Why is the percentage so high?
Chapin School – April, 2005
The Technology Plateau and Beyond
Finding Harmony with the Plateau
A robust plateau creates the framework for a technology integration program.
Curriculum should drive technology, not the other way around
Look for ways to “bush-up” the plateau
Chapin School – April, 2005
The Technology Plateau and Beyond
How do we get beyond the plateau?
What are the key ingredients?
What are the major hurdles?
Chapin School – April, 2005
The Technology Plateau and Beyond
• Vision and Leadership– Curriculum, evaluation, technology– Making sure that the tracks are headed in the right direction
• Supported Access– Reliable stuff put in the right places– The train has to be in place and ready to roll
• Collaborators– Supporters who help teachers design, implement and
evaluate the appropriate integration of technology– A tour guide is always helpful when exploring new territory
Key Ingredients to reach beyond…
Chapin School – April, 2005
The Technology Plateau and Beyond
Collaborator• Builds relationships with teachers• Integration Agriculture
– preparing the soil– planting the seeds – weeding the garden – reaping the harvest – planting again
Chapin School – April, 2005
The Technology Plateau and Beyond
The right people are on the train
The train has a clear “hedgehog” direction
Collaborators are available
The team is ready to explore
Going Beyond… The Launch Pad
Chapin School – April, 2005
The Technology Plateau and Beyond
Examples of Plateau TechnologyTyping a one to two page paper in Microsoft Word
Taking notes in Microsoft Word
Corresponding with email
Using the Internet to conduct research for a term paper
Creating a simple spreadsheet in Microsoft Excel as part of a science lab
Creating a simple PowerPoint slideshow as part of a history assignment
75 – 80 %Avg
What percent of technology use at Chapin is on the plateau?
Chapin School – April, 2005
The Technology Plateau and Beyond
As curriculum moves “up the mountain” there is an increase in:
• Student independence and creativity• Risk• Cooperative development / interdependence• Amount of instructional time required• Amount of new learning required • Level of student engagement and interest• Cost