conquering the textbook syndrome melissa dark k-12 outreach coordinator cerias, purdue university...
TRANSCRIPT
![Page 1: Conquering the Textbook Syndrome Melissa Dark K-12 Outreach Coordinator CERIAS, Purdue University 765.496.6762 dark@cerias.purdue.edudark@cerias.purdue.edu](https://reader035.vdocument.in/reader035/viewer/2022070307/551a4b5555034619378b62b6/html5/thumbnails/1.jpg)
Conquering the Textbook Syndrome
Melissa Dark K-12 Outreach CoordinatorCERIAS, Purdue University
765.496.6762 [email protected]
http://www.cerias.purdue.edu/education/K-12
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Workshop Overview Textbook Syndrome Defined Analogies 101 Crafting Messages to Meet Your Goals Focus Groups Running Technology Campaigns Acceptable Use Policies
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Introductions Name Home School Position First or Favorite Technology Use What do you hope to get out of
this workshop?
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If you don’t know where you’re going….
You’ll probably end up somewhere else.
---Yogi Berra
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North Star Activity Are we preparing kids for
yesterday, today, or tomorrow?
Do our schools currently focus upon the skills of the past---or the skills of the future?
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Points to Ponder #1
Imagine that you have just received your teaching degree from Purdue. You are applying for a job in the Nampa School District, which has a strong reputation for being very "technologically oriented." Jobs within this school district are highly desirable and thus, very competitive.
After your interview, the school superintendent asks you to clarify your ideas about technology integration by doing two things:
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#1 continued…Groups of 4-5. Debrief the following---be sure to jot
down notes/sketches so that you can share with the group.
1. Describe your definition of technology integration within an elementary or secondary school.
2. Illustrate how you would arrange your classroom resources to support an integrated classroom with 24-30 students.
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Textbook Syndrome Defined: General Tendency to treat
technology as textbooks. Horse-Automobile Analogy Purchasing Technical Support
Availability Training Collective Perspective
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Research shows that “canned” educational software does little to improve: Student’s Thinking Technical Abilities
Best Results: Open-ended, performance based
lessons use technology as a tool. Cooperative learning, Problem-
based learning environments, relevant educational products.
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What is needed to “do” technology in this fashion?
Hands-On Professional Development Desktops v. Laptops
Move from spending money on educational software…to spending money on educators.
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On his 80th B-day, Thomas Edison was asked, “What invention does the world need most today?”
His Answer: “The world doesn’t need more until general intelligence has increased….so that we can operate what we have.”
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Analogies 101 Common Barriers face all tech
integration. Best response? Prepared,
relevant, and logical response analogy.
In groups of 5, consider how you could create a response analogy for the following situations:
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The board member who asks,
“Why do we need to give students increased access to
technology? They already have computer class two times a
week. That should be ENOUGH!”
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The veteran teacher who asks:
“Why do I need to learn this technology? I’ve been teaching
for XX years…and I never needed to know it before. I can
live without it!”
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The hesitant teacher:
“I don’t mind learning the technology…but I’m not comfortable with the fact
that the kids know more than I do. What do I do if they ask
me a question?”
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The Parent who states:
“We should be putting money into _________ and not
spending it on costly computers and technology!”
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Crafting Messages to Meet Goals:
“Don’t Mess With Texas” “The best part of waking up…” Clear goals and measurable steps
towards them….are supported by messages that are: Simple Concise Relevant to the Target Audience
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Messages Should… Hit an Emotional Chord
Hearts first, minds second Acknowledge Busy People Contain a Stickiness Factor Distinguish from Opposition
through: Intelligent theme Relevant Perspective
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Message Development Activity: Divide into groups of 3. “Identify” a tech integration plan
or funding drive (technology-based).
Work through the types of messages.
Select a spokesperson to debrief.
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Message Debriefing: BRIEF summary of organization or
drive. Briefly describe message and
supporting points. Identify the group’s strongest
message.
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Focus Groups: Timing Note Taking Open-Ended Questions Presenting Options Discussing Scenarios Ongoing Communication Building a FAQ list
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Timing: 3-5 sessions over a 2 month
period. Individual sessions=short
90 minutes MAX Comfortable environment Refreshments
Correlation: refreshments and participation
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Note Taking:
Large Print Newspads Dedicated note taker/transcriber Audio or Video Recording
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Open-Ended Questions: Maintain an air of friendly,
cooperative brainstorming. NO FINISHED PLAN. Unearth attitudes, opinions,
questions PRIOR to hearing your plan.
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Sample Open-Ended Questions: What should our schools focus on? What do you think are our
district’s strengths/weaknesses? What role do you see technology
playing in our schools? What are the
strengths/weaknesses of our current technology use?
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Presenting Options: After discussion, present them
with 3 to 4 possible scenarios (one of which is your idea)
Broad range—maintain status quo to radical integration ideas.
Provide written description, pros/cons, etc.
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Discussing Scenarios: How does this scenario address
the issues talked about earlier? How would this choice impact
students, teachers, and tech support?
What would participants need to know before they could choose this scenario?
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Ongoing Communication:
Conclude with SINCERE appreciation.
Encourage continued participation.
Create an open-dialogue.
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Building a FAQ List: Go back over all questions, issues,
concerns. Categorize in one list. Determine how YOUR idea
addresses these areas. Draw comparisons between
alternatives. Powerful tool to create BUY-IN.
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Debrief Focus Groups: How can the use of focus groups
benefit a school district? What are some possible pitfalls to
their use? What are some of your personal
concerns/thoughts regarding FGs?
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Running a Successful Technology Campaign:
Preamble Preparation 7 Constituents
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Preamble: Be sure you know where you are
going. Identify the specific CHANGE you
want to make. Align your personal beliefs.
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Preparing for Battle: Understand Objectives. Examine the REALITIES of your
plan. Learn to speak/network with
everyone: Soccer mom to superintendent
Develop Patience.
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The 7 Constituents:1. Superintendent2. Midlevel Administrators3. Teachers, Teachers’ Union4. Parents, PTO, Students5. Community Leaders6. School Board7. Naysayers and Skeptics
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Battle Synopsis:
Be Prepared. Be Willing to Listen and Answer all
stakeholders questions. Be ready to dig in for the long
haul. Be open to compromise.
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Acceptable Use Policies:
AUP website
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Basic Classroom Internet Rules
Supplement to the AUP Opportunity to discuss issues with
students Clarifies expectations Great “CYA” technique Contractual Agreement
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Teacher’s Guidelines Discuss Rules/Consequences Supervise *all* of the time Review sites PRIOR to use If searching, teach the students
how to search first. Protect privacy.
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Questions???