According to New Horizons for Learning regarding Technology in Education:
Many people warn of the possible harmful effects of using technology in the classroom. Will children lose their ability to relate to other human beings? Will they become dependent on technology to learn? Will they find inappropriate materials? The same was probably said with the invention of the printing press, radio, and television. All of these can be used inappropriately, but all of them have given humanity unbounded access to information which can be turned into knowledge. Appropriately used-- interactively and with guidance-- they have become tools for the development of higher order thinking skills.
Inappropriately used in the classroom, technology can be used to perpetuate old models of teaching and learning. Students can be "plugged into computers" to do drill and practice that is not so different from workbooks. Teachers can use multimedia technology to give more colorful, stimulating lectures. Both of these have their place, but such use does not begin to tap the power of these new tools.
I recently took back some bottles to a local grocery store. The bottle machines weren't working and one of the store clerks had to write me a manual receipt. He was probably 16 or 17 years old. I had eight bottles and he wrote me a receipt for $8.00. When I explained to him that it should read $.80, he looked at me like I was lying. Is this a result of computers and calculators? Are children becoming unable to understand the most simple fundamentals of math? What about digital vs analog clocks?
Technology is a wonderful thing, but it must be balanced in the classroom with "old-fashioned" learning so the basic skills are still an inherent part of learning.
Monday, March 9, 2009
Most of the researchers involved in exploring the concept of teachers as leaders agree that it is distinctly different from administrative or managerial concepts of leadership. Various studies indicate that effective teacher leadership involves a move away from top-down, hierarchical modes of functioning and a move toward shared decision-making, teamwork, and community building (Alvaredo, 1997; Coyle, 1997).
In addition to projects like these, a few degreed teacher leadership programs have sprung up around the country: Jacqueline B. Vaughn Graduate School for Teachers, Chicago, IL; Center for Educational Leadership, California State University, Hayward, CA; Teacher Leadership, Wheelock College, Boston; Teacher as Leader, University of Wisconsin-Milwaukee; Teacher Leader Program, Wright State University; and the Urban Teacher Leadership MS at Georgia State University. These programs and other studies continue to examine the qualities and/or behaviors that distinguish teachers as leaders (Alverado, 1997; Crowther, 1997; O'Hair and Reitzug, 1997; Paulu and Winters, 1998; Wynne, 2001). The majority seem to agree that teacher leaders:
* Demonstrate expertise in their instruction and share that knowledge with other professionals,
* Are consistently on a professional learning curve,
* Frequently reflect on their work to stay on the cutting edge of what's best for children,
* Engage in continuous action research projects that examine their effectiveness,
* Collaborate with their peers, parents, and communities, engaging them in dialogues of open inquiry/action/assessment models of change,
* Become socially conscious and politically involved,
* Mentor new teachers,
* Become more involved at universities in the preparation of pre-service teachers, and
* Are risk-takers who participate in school decisions.
In addition, several studies indicate that one of the most significant developmental skills is for teachers to become active researchers in their classrooms and schools. For all of these qualities to be sustained, however, many argue that a shift in governance needs to take hold, embracing the idea of teachers as equal partners in leadership. Researchers insist that teachers are too often left out of the loop of leadership in their schools; and, all too often, if given leadership roles, lack the skills that will make them successful as leaders (Sherrill, 1999; Zimpher and Howey, 1992). Many teachers need encouragement from administrators and colleagues to shift from their perception of isolation into recognition of themselves as active contributors in a larger context, outside classroom walls.
In addition to projects like these, a few degreed teacher leadership programs have sprung up around the country: Jacqueline B. Vaughn Graduate School for Teachers, Chicago, IL; Center for Educational Leadership, California State University, Hayward, CA; Teacher Leadership, Wheelock College, Boston; Teacher as Leader, University of Wisconsin-Milwaukee; Teacher Leader Program, Wright State University; and the Urban Teacher Leadership MS at Georgia State University. These programs and other studies continue to examine the qualities and/or behaviors that distinguish teachers as leaders (Alverado, 1997; Crowther, 1997; O'Hair and Reitzug, 1997; Paulu and Winters, 1998; Wynne, 2001). The majority seem to agree that teacher leaders:
* Demonstrate expertise in their instruction and share that knowledge with other professionals,
* Are consistently on a professional learning curve,
* Frequently reflect on their work to stay on the cutting edge of what's best for children,
* Engage in continuous action research projects that examine their effectiveness,
* Collaborate with their peers, parents, and communities, engaging them in dialogues of open inquiry/action/assessment models of change,
* Become socially conscious and politically involved,
* Mentor new teachers,
* Become more involved at universities in the preparation of pre-service teachers, and
* Are risk-takers who participate in school decisions.
In addition, several studies indicate that one of the most significant developmental skills is for teachers to become active researchers in their classrooms and schools. For all of these qualities to be sustained, however, many argue that a shift in governance needs to take hold, embracing the idea of teachers as equal partners in leadership. Researchers insist that teachers are too often left out of the loop of leadership in their schools; and, all too often, if given leadership roles, lack the skills that will make them successful as leaders (Sherrill, 1999; Zimpher and Howey, 1992). Many teachers need encouragement from administrators and colleagues to shift from their perception of isolation into recognition of themselves as active contributors in a larger context, outside classroom walls.
Friday, February 20, 2009
I noticed I had two followers. I apologize that there has been nothing to follow so far. I plan on discussing leaders and education. It's amazing how education has changed and will be changed in the future because of different attitudes, new technology and a changing world that demands our children and college graduates have a whole new set of skills. I'll be posting some articles and research I've done, to indicate where education is headed and how forward-thinking educators are leading the way.
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