Hi all,
Unfortunately we had to move to the conference room and it doesn't have a
connection so I won't be able to give links tonight.
Ok, I got a LAN cable so I should be able to do links.
1. Some have asked how to keep a Journal. Dr. A. has an audio tape set of
how to keep a journal. He has other tapes and audio cassettes for anybody
if any of you all come on campus.
2. Daisy (Dr. A's) dog has bladder stones. Anyhow, it got pretty gruesome
but I will spare you all the details. However, she needed to go #1 alot.
Anyway, he used to have to take her to go #1 alot. Even though she is
healed, he still goes out at night and thinks.
3. Investment vs. Expenditures: An expenditure is like going to Walmart.
You will spend alot but may not get much for your money. An investment on
the otherhand gives you alot back for your money. In SIP, we need to make
investments not expenditures.
4. Read Zig Ziglar-Over the Top. Great book. "How would the person I would
like to be do the thing I am about to do". "Are you willing to do the
things today that other won't do so you can have the things tommorrow that
others won't have". All these neat quotes. All of these quotes are the way
we should try to live our lives. "You past does not equal you future". "Tie
discipline to committment so you will have tomorrow what most people won't
have.
5. The Popcorn Report: written by Faith Popcorn. It is one that we all need
to know. It deals with technology planning and expanding our knowledge
base. She predicted cashing out. Imagine a man working on wall street. He
thinks one day he has too much stress. He drops his briefcase and goes to
Vermont to raise animals. Cocooning: People feel safe in their home. She
thought businesses would pop up to help this cocooning. Dominos delivers.
Home schooling is now taking off. Maybe it is the next Dominos.
6. 12 Qualites of an Effective Leader-Great book. "Support the shared value
of the dignity of the individual". Change masters-adept at the art of
anticipating the need for and leading change within a company.
7. "A wise person is marked not by the ability to contrive answers but by
his ability to produce questions", John Perry
8. Zig Ziglar-How to Get What You Want. Good book. If you attune what you
want with the right model you will perfect in yourself what you want.
9. The Magic of Thinking Big is a great book. It is very motivating. It is
great because it talks about Excuseitus. Remember these three things.
a. Who are you spending you time with?
b. What do they have you doing?
c. Is that OK with you?
10. Harvey McKay: "How to Swim With The Sharks Without Getting Eaten Alive"
"Dig Your Well Before You Are Thirsty".
11. "You Have More Than You Think", Motley Fool.
12. "The Terry Fox Story" Great story. Terry Fox lost a leg and trekked
across Canada just to show he could.
13. Dr. Suess, "Oh the Places You Can Go". Another great story.
14. "The Greatest Salesman in the World" Og Mandino. Greatest book in the
world.
15. The 1000 man. It is the 1000 friend that will do everything for you and
stay with you. See peom http://www2.msstate.edu/~lsa1/thousandth.man.html
16. Lead The Field, by Nightingale. Six most important words to live by "We
Become What We Think About" Give your best to your master and then the
rest will take care of itself. Don't think negatively. Think how to make
big things out of little things. Just because you do not have the best
doesn't mean that you cannot make and be the best. It is easier to nudge
somebody off course than to push them off course. More positively-A little
bit of discipline compounded will bring you on the right course.
17. The Art of Exceptional Living. Great tape series.
18. Office of Technology Assessment (OTA report) is a comp question. Report
is called Teachers and Technology, Making the Connection. See Link
http://www.wws.princeton.edu/~ota/disk1/1995/9541.html. It contains the
whole report.
The forward follows:
In the United States, the public school system is designed ideally to
produce effective, thoughtful citizens who will become valuable
contributors to society. In the race to make sure our students are well
prepared to handle the world they walk into when they walk out of schools,
the nation has tried to enlist as teaching resources the most relevant
technological innovations of our time whether television or
telecommunications, calculators or computers.
But in the process of equipping our students to learn with technology, a
valuable-perhaps the most valuable-part of the education equation has been
virtually overlooked: the teachers.
Despite over a decade of investment in educational hardware and soft-ware,
relatively few of the nation's 2.8 million teachers use technology in their
teaching. What are some of the reasons teachers do not use technology? What
happens when they do use technology? What factors influence technology
integration in schools? What roles do schools, districts, states, the
private sector, and the federal government play in helping teachers with
new technologies? OTA's in-depth examination of these questions was
initiated at the request of the Senate Committee on
Labor and Human Resources, and endorsed by the House Committee on Education
and Labor (now the House Committee on Economic and Educational
Opportunities) and a member of the Senate Appropriations Committee. As this
report will show, helping schools to make the connectionbetween teachers
and technology may be one of the most important steps to making the most of
past, present, and future investments in educational technology and in our
children's future.
Throughout this study, the advisory panel, workshop participants, and many
others played key roles in defining major issues, providing information,and
contributing a broad range of perspectives that helped shape this report.
OTA thanks them for their substantial commitment of time and energy. Their
participation does not necessarily represent an endorsement of the
contents of the report, for which OTA bears sole responsibility.
SUMMARY OF KEY FINDINGS
Projections suggest that by spring 1995, schools in the United States will
have 5.8 million computers for use in instruction about one for every nine
students. Almost every school in the country has at least one television
and videocassette recorder, and 41 percent of teachers have a TV in their
classrooms. Only one teacher in eight has a telephone in class and less
than 1 percent have access to voice mail. Classroom access to newer
technologies like CD-ROM and networking capabilities are also limited.
While 75 percent of public schools have access to some kind of computer
network, and 35 percent of publicschools have access to the Internet, only
3 percent of instructional rooms (classrooms, labs, and media centers) are
connected to the Internet.
Despite technologies available in schools, a substantial number of teachers
report little or no use of computers for instruction. Their use of other
technologies also varies considerably.
While technology is not a panacea for all educational ills, today's
technologies are essential tools of the teaching trade. To use these tools
well, teachers need visions of the technologies' potential, opportunities
to apply them, training and just-in-time support, and time to experiment.
Only then can teachers be informed and fearless in their use of new
technologies.
Using technology can change the way teachers teach. Some teachers use
technology in traditional "teacher-centered" ways, such as drill and
practice for mastery of basic skills, or to supplement teacher-controlled
activities. On the other hand, some teachers use technology to support more
student centered approaches to instruction, so that students can conduct
their own scientific inquiries and engage in collaborative activities while
the teacher assumes the role of facilitator or coach. Teachers who fall
into the latter group are among the most enthusiastic technology users,
because technology is particularly suited to support this kind of
instruction.
Increased communications is one of the biggest changes technology offers
classroom teachers. Telecommunications, from simple telephones to advanced
networks, can transcend the walls of isolation that shape the teaching
profession and allow teachers to converse and share experiences with
colleagues, school administrators, parents, and experts in the field.
Helping teachers use technology effectively may be the most important step
to assuring that current and future investments in technology are realized.
Most teachers have not had adequate training to prepare them to use
technology effectively in teaching. Currently, most funds for technology
are spent on hardware and software, but experienced technology using sites
advocate larger allocations for training and support. On average, districts
devote no more than 15 percent of technology budgets to teacher training.
Some states have suggested this figure should be more like 30 percent.
A majority of teachers report feeling inadequately trained to use
technology resources, particularly computer-based technologies. Although
many teachers see the value of students learning about computers and other
technologies, some are not aware of the resources technology can offer them
as professionals in carrying out the many aspects of their jobs.
Although schools have made significant progress in helping teachers to use
basic technological tools such as word processing and databases, they still
struggle with integrating technology into the curriculum. Curriculum
integration is central if technology is to become a truly effective
educational resource, yet integration is a difficult, time consuming, and
resource intensive endeavor.
Technology can be a valuable resource for improving teacher education
overall. It can bring models of the best teaching live from the classroom
into the colleges of education, or provide video case studies of teaching
styles and approaches. It can forge stronger connections among student
teachers, mentor teachers in the field, and university faculty.
Despite the importance of technology in teacher education, it is not
central to the teacher preparation experience in most colleges of education
in the United States today. Most new teachers graduate from teacher
preparation institutions with limited knowledge of the ways technology can
be used in their professional practice.
The federal government has played a limited role in technology related
teacher development compared with states, universities, and school
districts. Even so, past federal programs have piloted innovative
educational applications of technology for teachers by providing
significant support for professional development, specifically among
mathematics, science, and special education teachers, and by providing
funding for technology-related professional development in school districts
that could not have supported it on their own.
The federal government has tended to focus more on inservice than
preservice education, channeling more support to K-12 schools than to
colleges of education an approach that may address current needs but does
not greatly influence teacher preparation or quality over the long term.
The federal government has a unique opportunity to encourage greater links
between technology and professional development, through recent legislation
such as Goals 2000 and the Improving American's Schools Act. The way
the laws are currently written, however, funding for technology and teacher
training, and support for effective use, may not be high priorities.
National leadership for educational technology can create enthusiasm and
support for state and local technology initiatives. Focusing attention, as
well as funding, on how technologies can support professional development,
and on how teachers are essential to the implementation of technologies,
can send important
signals to schools around the country.
19. We watched a video. Hopefully I can type what it talked about. Jim
Langley and Cindy V. Martin lead the program. Technology Planning Process.
Calgory board in Canada. Explained Steps of technology planning.
1. Understanding the external sources that effect schools.
2. Assess schools capacity for change.
3. Develop Vision and Goals
4. Developing Goals Action Plans
5. Implementing the Actions and Plans
6. Reviewing the progress and process.
20. Dr. A passed out several papers. Some links are:
http://www.ncrel.org/tandl/homepg.htm
http://www.ties.k12.mn.us/techplan/index.html
http://www.msstate.edu/dept/teched/sip/plansuccess.pdf
21. http://nsu-cc.northern.edu/karsta/pertandgannt.html PERT and GANNT
charts
http://lfserver.lf.psu.edu/lf/msproject/over.htm A GANNT Chart for the
broken link.
PERT and GANNT Charts are used to map projects over time. PERT Charts show
dependency relationship between items in a process. For example when
building a car, you need molded steel to put on the chasis prior to putting
in seats. GANNT charts track who is doing what then. They are used all the
time by building contractors. It shows timelines and also shows dependency
(not as well as PERT charts though). It show for example how the house
needs to be framed prior to the electrician coming and wiring the building
who comes before the people who are putting on the siding who come before
the drywall people who comes after the insulation is put in the walls.
Anyhow, PERT and GANNT diagrams show the sequentional and the simultaneous
processes of complicated projects. Microsoft has a program called Microsoft
Project to track these items. This ties into technology plans because they
too are complicated and usually develop over time. Think about organizing a
technology plan and timelining it out using a PERT/GANNT diagram. This will
be a homework assignment. How are resources, people, facilities,etc
allocated and used to accomplish the overall goal and objective of a
technology plan.
Chris Wolney
Shoot, Move, and Communicate
Armor, The Combat Arm of Decision!
******* TKT 8763 Seminar in Planning for Instructional Technology *******
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