Comment to this post with a review of a current journal article or web resource incorporating an ISTE NETS below. Please include a citation to your source.
ISTE NETS for Students
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
ISTE NETS for Teachers
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
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http://www.fno.org/dec02/haphazard.html
ReplyDeleteHaphazardous Change: Trusting (Foolishly) to Chance and Happenstance by: Jamie McKenzie
The comparaisin in the article was made; If we drop five smooth stones into a pond, what do we get? Ripples? Splashes? Subtle sounds? A distorted surface? If we drop five networked computers into a classroom, what do we get? Curriculum integration? Daily use? Transformation? A new digital classroom with engaged learning and constructivist practices? I like the thought process that is involved in engaging teachers in professional growth and change. This article suggest there is five elements that a school district must consider to make technology integration effective and lasting. Central to these wholesome change strategies are half a dozen elements: 1) Courtship; 2) Preparation; 3) Support; 4) Balance; 5) Discernment and 6) Pacing.
Courtship requires careful matching of program offerings and professional development with diverse teacher styles, inclinations and goals. “What’s in it for me?” Preparation involves looking for program strategies and curriculum rich ways of using the new tools as a way of enhancing their appeal. Support involves a human element. Most educational audiences report a serious lack of technical and peer support – the very elements that might encourage a reluctant and late adopting teacher to take a few risks. When districts provide human support as well as carefully scaffolded unit plans that are aimed at state standards, they are likely to see a broadening of the group of committed users. Balance- Successful innovations require investment in all of the elements that combine to bring about results such as professional development, assessment, support, connectivity and many more. Discernent-Districts have been faced with hundreds of technology product choices during recent years, all clamoring for funding and attention. Because some of the companies offering these products had little experience in either business or education, they rapidly expired, leaving districts holding empty technology bags. Others made extravagant promises that have proven empty and worthless. Smart districts exercise reasonable caution and skepticism when it comes to the claims of vendors. Smart technology decisions are based on a dozen strategies such as prospecting, focusing, challenging, testing, investigating, comparing, remembering, triangulating, and debunking. Pacing – There is no evidence that rushing a district through this change process leads to quality results. This article would be great for a school board to consider when discussing technology integration or professional development.
(n.d.). Retrieved from http://nets-implementation.iste.wikispaces.net/Critical+Thinking%2C+Problem+Solving%2C+and+Decision+Making
ReplyDeleteI went to the ISTE Wikispace from our blog page and clicked on the ISTE for Students #4, Critical Thinking, Problem-Solving and Decision Making. The page leads you to several scenarios/lesson plans that people have posted showing evidence of the standard. If you are a member of the wiki, you can post how you think it does or doesn't meet the standard and suggest modifications and additions to the scenario. It gives really good examples about how to go beyond just having technology equipment in the room and moving toward using it in a way that students will engage in deeper level thinking and problem solving. I also found a very good lesson plan that utilized UbD and tech standards for literacy in early grades that I listed on my delicious account: "21st Century Technology Teams Lesson Plan Template" http://nets-implementation.iste.wikispaces.net/file/view/K-2+Writing+and+Literacy.pdf This lesson plan really helped visualize what backward design and technology goals can look like together and assures technology is being integrated, not just added on.
I chose to research professional growth and leadership for teachers because I have been part of our school’s professional development committee for three years and have seen our “trainings” not really train anyone. I do not believe that we actually have goals – except making people happy with relicensure credits!
ReplyDeleteCritical Issue: Providing Professional Development for Effective Technology Use http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm
The article I read focused developing plans that integrate technology use that are consistent with school technology and curriculum goals in an ongoing format, not a once and it’s done – which is what I have experienced over that last few years.
In order for teachers to use technology in the classroom they need to be "fearless in their use of technology" and empowered by the many opportunities it offers – Illinois State Board of Education. I will not use a program or assign tasks that I cannot comfortably/confidently use. This year my UMD fellow has pushed the limits on some assignments and when students ask for help and I do not know –argg! This is what triggered my plan to integrate Excel.
This article suggests that professional development with technology should be planned by a technology planning committee; this makes sense. This committee needs to take all ability levels into consideration and should have different levels that people can start – so they are not wasting their time.
According to this article the following must be in place for an effective use of technology in a professional development plan: connection to student learning, hands-on technology use, variety of learning experiences, curriculum-specific applications, collegial learning, active participation, ongoing process, sufficient time allotment, technical assistance and support, administrative support, adequate resources, continuous funding and built in evaluation. Wow, in a perfect world this would be wonderful, effective and people (hopefully) would not feel as if they are wasting their time at staff development training days!
More fun with the computer. I found an article I wanted to read (Computer simulations to stimulate scientific problem solving) and spent way too much time trying to find it online. The abstract was easy but full text not so much. After trying everything I could think of I finally noticed that it was published online in 2006 but was really an article from 1987! Yikes - did they even have computers back then?
ReplyDeletethe abstract sounded perfect for what I would like to work on but I am now tired of the process. Empathy with the kids is a good thing.
This article helped me understand how powerful technology can be, if it is used properly in the classroom. The authors encouraged educators to take a deeper look at three genres of technology—Social Networking, Digital Gaming, and Simulations. These technologies help educators to convey consepts that otherwise would not be possible. Teaching old material in new ways to help bridge the disconnect between our old world of text only and our new world of technology.The learning experiences are also more authentic which should always be our goal.It also brideges the gap between the classroom and the real world.All of this causes learning to be more meaningful. This is great stuff and should be a part of staff development for professional growth and it is an example of student critical thinking, problem solving and descision making.
ReplyDeleteThe Education Arcade
Massachusetts Institute of Technology
Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas
copyright 2009
http://creativecommons.org/licenses/by/3.0