After working on this week's assignments, I realized that there was a correlation between the various elements of work done with the Deparment of Education (DoE), Fullan's model of change, and high tech high. I think, first and foremost, its pretty clear that all of them identify the need for change in our school systems. While each has different ideas or ways to move forward with this, the need for change is at the core of all three.
For the DoE reports, there was a lot of evaluation done over the course of two years. Unfortunately, the greatest significance was that there really wasn't much significance based on the selected applications with the selected schools. While this does not seem to be helpful, the primary failure could be with the lack of time to implement the change. Far too frequently, there seem to be haphazard attempts to change, and groups give up at the slightest sign of things taking a turn for the worse.
Fullan's model of change addresses this scenario with a curve showing that there will indeed be a turn for the worse, but if the implementation is done right, things will improve dramatically as time progresses. Change isn't received and accepted overnight and it takes time for implementation projects to gain enough strength and momentum to sway to the positive side of the scale.
High Tech High (HTH) is a great example of implemented change that is given adequate time to seek and observe improvement. Starting as only a highschool, HTH certainly had some hitches early on in the process. Although this was the case, the process continued and they now serve students from K-12.
Much like Fullan stated in his presentation, you can't sit around and wait for the change to happen, and you shouldn't just sit around and talk about change. You need to "ready, fire, aim!" If ample research and planning happens up to this point, the issues that arise after implementation will mostly be the typical shortfalls and bumps that one should expect with the change.
Tuesday, September 28, 2010
Monday, September 27, 2010
Tech Plan Reflection
For my tech plan, I chose a current project that I have begun to implement here at Lehigh. The product is an e-portfolio system called Mahara. We decided to look into this new software because it was open source, integrates into Moodle, and our current system is outdated and lacking.
As I wrote the tech plan, I found myself looking to the lehigh.edu website to see where the goals of the committee implementing Mahara are aligned with the goals of LTS. I was surprised to see what LTS even valued as "goals". Most things were more or less task based items, and did not identify our vision and goals of an organization. Another important item I realized was the disparity between LTS' goals and the University goals. I find it unfortunate because I think the intentions of the department are definitely focused on being in line with the needs of the university, but people reading this plan on the lehigh.edu site would never be able to pull that out of the current tech plan. Fortunately, the tech plan is ends this year. Perhaps there were be some positive developments moving forward.
As I wrote the tech plan, I found myself looking to the lehigh.edu website to see where the goals of the committee implementing Mahara are aligned with the goals of LTS. I was surprised to see what LTS even valued as "goals". Most things were more or less task based items, and did not identify our vision and goals of an organization. Another important item I realized was the disparity between LTS' goals and the University goals. I find it unfortunate because I think the intentions of the department are definitely focused on being in line with the needs of the university, but people reading this plan on the lehigh.edu site would never be able to pull that out of the current tech plan. Fortunately, the tech plan is ends this year. Perhaps there were be some positive developments moving forward.
Tuesday, September 14, 2010
Blog Post #3 - National Education Technology Plans
In this weeks readings, we looked at the National Technology plan from 2004 and compared it with the findings from the same plan released in 2010. A common theme that is probably here to stay is that technology should be incorporated, in effective ways, into the educational system. Both plans seem to identify such ways, but the newer plan also takes a higher level view. This higher level identifies the adaptive challenges that we face in our current educational systems. An adaptive challenge is one that cannot be fixed with the current mindset and tools of an organization. It is often compared to biological evolution and the changes in a species that occur in nature over time in order to survive. These kinds of challenges require individuals to extend their minds beyond their current capacity and respond to the needs of the challenge in new and inventive ways (Heifetz, 1994; Wells, 1990). These adaptive challenges are similar if not the same as the grand challenges identified in the 2010 report.
This notion was brought to my attention in an Educational Leadership course I took this summer. It was also a common theme in Dede's (2005) examples of schools that were "scaling up for success". In the case of Union City, NJ. Fred Carrigg was a large part of the successful implementation because his innovation and vision to address these issues that started the path of success. This is just the beginning of the work that needs to take place, as seen in the multi-year plans implemented in this school. As a leader, Carrigg was a powerful mobilizer of masses. As a resulty, he was able to define his vision, assign the tasks, and lead the school to change. This is no easy task and his efforts resulted in state-wide policy that will in effect change hundreds of schools in the state of NJ.
Similar to this is Wenglisnsky's (pp. 48-52) example of the Accelerated Learning Laboratory in Worcester, Massachusetts. Because of all their work to redesign the way they teach and learn, government funding opened up to assist others with similar reformation. Such examples are just a few of the many successful implementations that can promote learning and education. While plans of this nature can require major funding, the biggest hurdle seems to be ensuring that participants in the change are willing to do just that.
"You must be the change you want to see in the world."Mahatma Gandhi
Indian political and spiritual leader (1869 - 1948)
Heifetz, R. (1994). Leadership without easy answers. Cambridge: Belknap Press of Harvard University Press.
Wells, L. (1990). The group as a whole: A systemic socioanalytic perspective on interpersonal and group relations. In Gillette, J. and McCollum, M. (Eds.), Groups in context: A new perspective on group dynamics. New York: Addison-Wesley.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. The TEC series. New York: Teachers College Press.
Similar to this is Wenglisnsky's (pp. 48-52) example of the Accelerated Learning Laboratory in Worcester, Massachusetts. Because of all their work to redesign the way they teach and learn, government funding opened up to assist others with similar reformation. Such examples are just a few of the many successful implementations that can promote learning and education. While plans of this nature can require major funding, the biggest hurdle seems to be ensuring that participants in the change are willing to do just that.
"You must be the change you want to see in the world."Mahatma Gandhi
Indian political and spiritual leader (1869 - 1948)
Heifetz, R. (1994). Leadership without easy answers. Cambridge: Belknap Press of Harvard University Press.
Wells, L. (1990). The group as a whole: A systemic socioanalytic perspective on interpersonal and group relations. In Gillette, J. and McCollum, M. (Eds.), Groups in context: A new perspective on group dynamics. New York: Addison-Wesley.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. The TEC series. New York: Teachers College Press.
Monday, September 6, 2010
Blog Post #2 - Wenglinsky/Craig Barrett
Enter a second post(3-5 paragraphs) in your blog that connects what you found most meaningful in your Wenglinsky reading and viewing of Barrett's talk. Connect these ideas to your own values or job. Remember to cite your sources so you can find it again (and to practice citation/reference skills).
As an instructional technologist in higher ed, it is a daily struggle to identify and implement technologies in ways that promote effective learning. Often, the technology itself is the easy part of the job, and teaching faculty and staff about the features and abilities can be the most complicated. As an IT, we are often in the position of becoming the jack of all trades, that needs to identify and consult on the best ways to use the technologies we provide regardless of the topic or subject in the classroom. It is our duty to not only offer the technology to faculty, but to teach them of its uses and assist with the process of integrating course content. It is an invaluable accomplishment when you leave a faculty member's office, knowing that you've provided them with a way to enhance their teaching and their student's learning.
With that said, the most important ideal that both Wenglinsky and Barret share, in my opinion, is the role of the teacher in the learning process. At the beginning of Barrett's talk, he was quite matter of fact about the role that teachers play in the classroom, and the importance of the teacher first and foremost before any technology or tools can provide an effective learning experience. Several of his subsequent examples also displayed this point with the mention of Kiva and Small Things Challenge. These organizations, as mentioned, may not directly use technology in the education process, but the technology to promote and create the awareness of such capabilities is a huge step toward getting needed tools to educate.
As Adam Duritz noted at the CES talk, an old saying still has a strong impact. "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime". The application of learning is an important aspect to any education experience. It provides a sustainable model for growth on both intellectual and economical levels. A specific example of this was a store owner with a disability who repaired and made clothes for a living. With the support of a Kiva loan, he was able to expand his business and offer programs to others with disabilities to teach them how they can also provide services to improve their lives. This kind of service and learning provides exponential sustainability and growth intellectually and economically.
Wenglinsky argues this point from the perspective of didactic v. constructivist approaches to learning. His CAI example (pp. 35-37) of kill and drill with no real teacher interaction statistically showed little to no effective outcome. This type of learning is the proverbial giving of the fish to an individual. Although the students are given the knowledge, they are often left unsure of how to apply it. Alternatively constructivist methods of teaching are more in sync with teaching a man to fish. For both teachers and students alike, technology assists in the process of learning and providing educational content in a way that makes the information applicable to life so students can take the knowledge and use it in their future endeavors.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. The TEC series. New York: Teachers College Press.
As an instructional technologist in higher ed, it is a daily struggle to identify and implement technologies in ways that promote effective learning. Often, the technology itself is the easy part of the job, and teaching faculty and staff about the features and abilities can be the most complicated. As an IT, we are often in the position of becoming the jack of all trades, that needs to identify and consult on the best ways to use the technologies we provide regardless of the topic or subject in the classroom. It is our duty to not only offer the technology to faculty, but to teach them of its uses and assist with the process of integrating course content. It is an invaluable accomplishment when you leave a faculty member's office, knowing that you've provided them with a way to enhance their teaching and their student's learning.
With that said, the most important ideal that both Wenglinsky and Barret share, in my opinion, is the role of the teacher in the learning process. At the beginning of Barrett's talk, he was quite matter of fact about the role that teachers play in the classroom, and the importance of the teacher first and foremost before any technology or tools can provide an effective learning experience. Several of his subsequent examples also displayed this point with the mention of Kiva and Small Things Challenge. These organizations, as mentioned, may not directly use technology in the education process, but the technology to promote and create the awareness of such capabilities is a huge step toward getting needed tools to educate.
As Adam Duritz noted at the CES talk, an old saying still has a strong impact. "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime". The application of learning is an important aspect to any education experience. It provides a sustainable model for growth on both intellectual and economical levels. A specific example of this was a store owner with a disability who repaired and made clothes for a living. With the support of a Kiva loan, he was able to expand his business and offer programs to others with disabilities to teach them how they can also provide services to improve their lives. This kind of service and learning provides exponential sustainability and growth intellectually and economically.
Wenglinsky argues this point from the perspective of didactic v. constructivist approaches to learning. His CAI example (pp. 35-37) of kill and drill with no real teacher interaction statistically showed little to no effective outcome. This type of learning is the proverbial giving of the fish to an individual. Although the students are given the knowledge, they are often left unsure of how to apply it. Alternatively constructivist methods of teaching are more in sync with teaching a man to fish. For both teachers and students alike, technology assists in the process of learning and providing educational content in a way that makes the information applicable to life so students can take the knowledge and use it in their future endeavors.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. The TEC series. New York: Teachers College Press.
Blog Post #1 - About Me
Your first post should introduce yourself to the class. What is your background and what are your goals?
My name is Carly Klimash and I am an Instructional Technologist at Lehigh University. I am in my last semester of the Instructional Technology Masters program at Lehigh. I hope to continue to apply my learning to the work I do at Lehigh, and offer new and innovative tools to the faculty and staff to enhance the learning experience for our student body.
Technology has always been the focus of my education and work experience. As an undergrad, I completed a bachelor's in Business Administration with a concentration and management information systems. The school that I attended, Northeastern University, has a strong focus on practical knowledge application from classroom to work and vice verse via a co-op program. I completed my co-op experience at Harvard Law School in the tech department, and drew a wealth of technical and educational experience. This experience drew me back into the world of higher ed after a few years in the corporate world as a systems administrator.
All of these experiences provided me with a perspective of using technology as a tool to improve the task at hand, while creating a more efficient and effective experience for the end user. I hope that continuing to learn and hone these skills, will allow me to provide future support in this capacity in my work and teaching to others.
My name is Carly Klimash and I am an Instructional Technologist at Lehigh University. I am in my last semester of the Instructional Technology Masters program at Lehigh. I hope to continue to apply my learning to the work I do at Lehigh, and offer new and innovative tools to the faculty and staff to enhance the learning experience for our student body.
Technology has always been the focus of my education and work experience. As an undergrad, I completed a bachelor's in Business Administration with a concentration and management information systems. The school that I attended, Northeastern University, has a strong focus on practical knowledge application from classroom to work and vice verse via a co-op program. I completed my co-op experience at Harvard Law School in the tech department, and drew a wealth of technical and educational experience. This experience drew me back into the world of higher ed after a few years in the corporate world as a systems administrator.
All of these experiences provided me with a perspective of using technology as a tool to improve the task at hand, while creating a more efficient and effective experience for the end user. I hope that continuing to learn and hone these skills, will allow me to provide future support in this capacity in my work and teaching to others.
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