Digital Literacy Orientation for Cohort 10 Ed Leadership
April 6, 219, Jim Johnson and Kim Hiel course
April 6, 219, Jim Johnson and Kim Hiel course
SCSU EDAD Cohort 10
Library Virtual Reality (Video 360) tour: http://bit.ly/VRlib
Augmented reality Library Tour:
Other sessions for Dr. James Johnson’s classes:
other sessions for EDAD courses:
How do we search?
Academic Social Sites: http://blog.stcloudstate.edu/ims/2018/11/13/scsu-edad-scopus-vs-academia-vs-researchgate/
Google. term:gov term:edu term:org
How do we work/collaborate? (digital literacy)
Zoom, Skype Pro, Google Hangouts, Adobe Connect
Zotero, Mendeley (Scopus), Refworks, Endnote
UDL (Universal Design for Learning): http://blog.stcloudstate.edu/ims?s=universal+design
mind mapping: Coggle: http://blog.stcloudstate.edu/ims/2019/03/13/coggle-mindmap/
Fri, Feb. 2, 2018, Principalship class, 22 people, Plymouth room 103
Instructor Jim Johnson EDAD principalship class
The many different roles of the principals:
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
Further communication initiated by/from principals can have different audiences
Ärlestig, H. (2008). Communication between principals and teachers in successful schools. DIVA. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
So, how do we organize and exercise communication with these audiences and considering the different content to be communicated?
21st century electronic tools
Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck
Manage control of your passwords and logons (Password Managers)
class discussion Feb 2.
PeachJar : https://www.peachjar.com/
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
>>>>>>>>>>> Word of the day: blockchain credentialing <<<<<<<<<<<<<<<<<<<<<
>>>>>>>>>>> K12 Trends 4 2018 <<<<<<<<<<<<<<<<<
Instructor Kay Worner
A discussion with Kay’s class of school administrators about the use of digital storytelling as a tool for community relations.
discussion based on LIB 490/590
What is Storytelling? How does it differ from Digital Storytelling?
Rossiter & Garcia (2010) consider “digital stories are short vignettes that combine the art of telling stories with multimedia objects including images, audio, and video” (p. 37)
Is Digital Storytelling more then just storytelling on technology steroids?
What is Digital Storytelling (DS) for school leadership? A bibliographic research reveals a plenitude of research on DS in the classroom, for educators, but not much for educational leaders.
Guajardo, Oliver, Rodrigez, Valcez, Cantu, & Guajardo (2011) view digital storytelling for emerging educational leaders as “as a process for data creation, analysis, and synthesis.”
There is information for corporate leaders or community leaders and DS, but not much for ed leaders.
Let’s create our own understanding of digital storytelling for educational leaders.
Basic definitions, concepts and processes.
Multimodal Literacy refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts. It may include oral and gestural modes of talking, listening and dramatising as well as writing, designing and producing such texts. The processing of modes, such as image, words, sound and movement within texts can occur simultaneously and is often cohesive and synchronous. Sometimes specific modes may dominate.
When you hear the term, Digital Storytelling, do you immediately consider Social Media?
IT’S A MINDSET – NOT A SKILL
Share Your Brand’s (School?) Story
Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field.
New Directions For Adult & Continuing Education, 2010(126), 37-48.
Guajardo, M., Oliver, J. A., Rodriguez, G., Valadez, M. M., Cantu, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal Of Research On Leadership Education, 6(5), 145-161.
more on digital storytelling in this IMS blog
1 credit, summer 2016
Technology forecast for education: http://blog.stcloudstate.edu/ims/2016/01/27/4710/
This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.
Upon successful completion of this course the student will:
|1. Demonstrate knowledge and the use of related technologies appropriate to the management of a school #||o||o|
|2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school #||o||o|
|3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school #||o||o|
|4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school #||o||o|
|5. Demonstrate knowledge of common computer and related technological applications #||o||o|
|6. Identify gender & diversity issues related to technology in education||o||o||o|
|7. Demonstrate knowledge of adaptive technology devices for individuals with special needs||o||o||o||o|
|8. Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet||o||o||o|
|9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology||o||o|
|10. Demonstrate an understanding of the importance of ethical practice in the use of technology||o||o|
|11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel||o||o||o|
|12. Demonstrate familiarity with appropriate professional standards related to educational leadership and technology||o||o||o||o|
|13. Demonstrate an understanding of the digital age learning culture, digital citizenship in particular||o||o|
National Educational Technology Standards for Administrators.
Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
Resources On Line
IMS Technology blog: http://blog.stcloudstate.edu/ims/
Twitter: #edtech ; #edtechchat ; #edtechUK; @Edtech_K12
Facebook: #edtech ; #edleadership
Pinterest #edtech; #edleadership ; #edtechleadership
Agency for Instructional Technology http://www.ait.net
Center for Technology and Teacher Education http://www.teacherlink.org
Center for Children and Technology http://www.edc.org/CCT/
T.H.E. Journal (Technology Horizons in Education Online Journal) http://www.thejournal.com
Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator
International Society for Technology in Education (ISTE) http://cnets.iste.org/
Technology Standards for School Administrators (TSSA) http://cnets.iste.org/tssa
ISTE curriculum and Content Area Standards http://Cnets.iste.org/currstands/
Preparing Tomorrow’s Teachers to use Technology (PT3) http://www.pt3.org
Assistive Technology information: http://www.abilityhub.com http://www.enablemart.com
1 credit, Summer 2016
This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.
Upon successful completion of this course the student will:
Universal Design for Learning (UDL)
The ISTE National Educational Technology Standards (NETS•T) and
Performance Indicators for Teachers
1 credit, Summer 2016
This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.
The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.
The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.
Based on the documents attached above, and the discussion and work already surrounding these documents, please consider the following flowchart:
study >>> systems theory >>> cybermetrics >>>
SWOT >>> strategic planning >>> task force >>> architect >>>
CM >>> public adviser >>> public polling >>> referendum
During the exercises surrounding the documents above, you have been introduced to various speakers / practitioners, who presented real-life cases regarding:
– the first goal of this technology instruction is to figure out the current state of technology in K12 settings.
* split in groups * using each group member’s information and experience about technology in general and technology in school settings, use the flow chart above and identify any known technology, which can improve the process of each step in the flow chart.
* reconvene and compare results among groups. Find similarities and discrepancies and agree on a pool of applicable technology tools and concepts, which can improve the process reflected in the flow chart.
Example how to meet the requirements for the first goal: 1. based on your technological proficiency, how can you aid your study using system thinking/systems approach? the work ahead of you is collaborative. What collaborative tools do you know, which can help the team work across time and space? Skype, Google Hangouts for audio/video/desktopsharing. Google Drive/Docs for working on policies and similar text-based documents.
e.g., mobile workspaces (http://blog.stcloudstate.edu/ims/2015/12/03/mobile-workspaces-on-campus/ ) are part of the larger picture, namely active learning spaces (http://blog.stcloudstate.edu/ims/?s=learning+spaces&submit=Search), which involves, furniture, building construction, etc.
keeping in mind this interdependence / balance, please work in groups on the following questions. Using the available links above and the literature they lead to, as well as your own findings, please provide your best opinion to these questions:
10 Major Technology Trends in Education : https://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx
30 Trends In Education Technology For 2015 : http://www.teachthought.com/uncategorized/30-trends-education-technology-2015/
ISTE 2015: 6 Tech Trends on Education’s Horizon, 2015–2020
9 Ed Tech Trends To Watch in 2015 , 01/22/15, https://campustechnology.com/Articles/2015/01/22/9-Ed-Tech-Trends-To-Watch-in-2015.aspx
– the second goal of this technology instruction is to become acquainted with future technological trends and developments.
The New Horizon Report 2015 K12 Edition:
https://www.graphite.org/ – reviews and ratings for educational materials
predictive analysis (big data): http://blog.stcloudstate.edu/ims/2015/12/03/predictive-analysis/ more here
http://blog.stcloudstate.edu/ims/?s=predictive+analysis&submit=Search and http://blog.stcloudstate.edu/ims/tag/big-data/
What is BDaas, SaaS, PaaS, X-as-a-Service, IaaS versus SAN?
My note: this is the first step toward the conclusion of my dissertation: the CIO in education must wear three hats: computer geek, educator and administrator.
District Administration reports.
Since edtech varies from district to district and state to state, it’s unlikely that an IT candidate will be up-to-speed on the current system in use. Alabama solves this problem by offering the Alabama Chief Technology Officer certification program.
It is critical for those in K-12 IT leadership to understand the unique customer service needs of the education industry. When technology doesn’t work, it throws a wrench into an entire day of learning. Educators need a fast fix and responsive service. Effective tech leaders will delegate by teaming up with tech-savvy teachers who can serve as school tech leaders. This strategy allows for an on-site tech expert to step in to put out fires before the tech expert arrives.
Former teachers can also make strong chief technology officers because they understand both tech and education. This allows them to build trust with the staff, which is a critical component to launching new technology initiatives.
more on digital literacy for EDAD in this IMS blog
K-8 students with the same principal, who was trained by the nonprofit, for at least three years get higher math and English language arts scores than those with other leaders.
Linda Jacobson@lrj417 Feb. 25, 2019
Principals trained and supported by New Leaders — a New York City-based nonprofit — are contributing to higher student achievement and staying in their jobs longer than those hired through other preparation programs, a new RAND Corp. study shows.
Students attending K-8 schools that have had a New Leaders principal for at least three years score at least 3% higher in math and roughly 2% higher in English language arts (ELA) than students with school leaders prepared in other ways.
The RAND researchers found that specific aspects of being a leader — specifically competencies related to instruction, and adult and team leadership — were more closely associated with increases in student achievement.
What New Leaders calls “cultural capital,” which includes skills related to “cultural leadership” and “operational leadership,” was more closely linked to retention.
A 2017 Stanford University study showed that academic growth among CPS students in grades 3-8 was increasing at a faster rate than in most districts in the nation.
more of EDAD in this IMS blog
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