Theme 3 Abstracts
|Presenter / Title / Theme / Institution||Abstract|
Montgomery College; USA
'A Faculty Professional Development Center Must Serve Two Masters - Technology and Pedagogy'
|Most schools readily recognize the need to prepare their instructors for the use of technology. Workshops on word processing, presentation programs, Web page construction and e-mail are common place. However, the necessary emphasis on modifying instruction techniques as we incorporate these technologies into distance and traditional classes are sometimes overlooked. It is necessary to establish an environment in a faculty professional development center where technology can be learned as yet another tool to facilitate learning. This session presented by the Director of a well supported and widely used faculty professional development "Center for Teaching and Learning" will describe some of the ways that have been successfully used to combine technology and pedagogy on all three campuses of a large community college in Maryland.|
|Robert K. Branson
Florida State University; USA
'A Process Model for the Concurrent Design of Change'
|Many futurists advocate processes in which it is assumed that some person or group has the authority to approve recommended visions and goals. In many countries, education does not fit this model because no one has the absolute authority to provide resources and legitimize the change process and goals. To make visions into reality, divergent stakeholders must reach agreement for the common good. But, reaching agreement or achieving consensus on divergently held views is frustrating, time consuming, and rarely successful. Traditional models for holding meetings and following the normal democratic process usually require people to vote, a process that often leaves a significant minority highly dissatisfied. This paper has two principal objectives. First, to provide a model for the concurrent design of change and second, to describe technological enhancements for consensus reaching among diverse stakeholder groups. Successes, failures, and lessons learned from experience are described.|
|Judith A. Nichols
The Berkley School District; USA
'New Skills for Old Pros: A Tale of Technological Literacy and Tight Budgets'
|How do we help teachers and administrators learn to work effectively with new technologies? Solutions must address issues of time, technology resources, the nature of the learning required, and cultural context. Recent research in education and corporate workplaces suggests that broad-based, multilayered strategies will be more successful than traditional reliance on training sessions. Over the past four years in the Berkley School District we have employed such a strategy to help our instructional and administrative staff (300 people) learn new technologies. Features of this strategy include: customized training, consultation, and resource support for groups and individuals; direct connections to curriculum and student achievement; and highly integrated committee and administrative structures. In this round-table discussion we will share the details and results of our work with a multimedia presentation, and invite participants to share their experiences as well.|
College of Education and Human Development, Bowling Green University; USA
'Institutional Leadership and Technology Trends'
|This presentation covers the "Technology Trends in Institutional Leadership," course required in the Institutional Leadership doctoral program at Bowling Green State University. The target population includes education, social service and business leaders. Course goals are presented. Reasons for institutional leaders understanding technology's impact on institutional change, governance and organization are offered. Examples of project themes, including analysis of an MIS project in a large district, health care administrators consideration of distance learning, and a study integrating junior high school students learning about multiple intelligences in relation to their work on a HyperStudio project, are included.|
Osaka Int. University for Women; Japan
'The Reeducation Curriculum to Train the Elderly Engineer'
|In Japan, in 2015, the number of elderly people (more than 65 years-old people) becomes a quarter of all population. Moreover, the pigging population is decreased every year. In such society, to continue economy growth, even the elderly people must work. Therefore, we thought that reeducation for the elderly people is necessary. We developed the reeducation curriculum to train a computer engineer. For example, the system consultant, the system analyst and the computer instructor in the data processing. First, we compared the ability of the elderly people and the ability to be demanded as a technical expert in the data processing. Next, we examined about the one which is possible to train by the education in the ability for the elderly people to have. And, we made experimentally the education curriculum which corresponds individually with the elderly people who did an aptitude test. In this conference, I will present about this curriculum concretely.|
|Patricia A. Bergeron
Family Education Company; USA
'Technology Leaders and New Paradigms of Leadership'
|Transformational technology leaders are creators of future visions and laborers in everyday realities. They emphasize their strengths and minimize their weaknesses. They empower others as well as themselves and thereby transform organizations. They live the questions and paradoxes of leadership in a burgeoning age of technology.|
Principal's Leadership Institute; USA
'Preparing Tomorrow's Leaders to Use Technology'
|The role of the school principal is increasingly being cited as they keystone of educational reform. The Principal's Leadership Institute (PLI) at Teachers College, Columbia University, provides a yearlong leadership-training program for aspiring principals in New York City public schools, which helps them develop an understanding of the emerging design of 21st Century schools and the principal's changing role. One key element of the program is intensive technology training. Studies reveal that best practices in successful technology-rich schools include collaborations and planning among school leaders and stakeholders. Educators agree the nation needs strong leadership to meet the nation's technology goals. To improve technology training for principals, PLI developed a standards-based curriculum. Principals are prepared to meet these standards by assisting them in (1) creating a vision and plan, (2) insuring technology integration and equity, and (3) improving communication and decision-making. The presentation will include survey results of participants to determine the effectiveness of PLI's technology-training strand.|
Dallas Independent School District; USA
'After the Plan: The Role of Technology in the Urban Educational Environment'
|The rate of technological advances accompanying the transition to the 21st century is staggering. Students face the challenge of being exposed to a new technology as quickly as it emerges, yet are often schooled in antiquated classrooms. The challenge for educators is to chart a course towards a curriculum that engages students in relevant and meaningful ways. Technological advances will not replace fundamental educational values; current instructional strategies simply must include access to computer technology. Rapid changes in telecommunications and information systems often requires a high level of technical proficiency to insure competitiveness in the emerging global workforce - the world marketplace meets traditional graduation requirements. The Dallas/Fort Worth area is a key provider of technology-related employment. Urban school districts are realizing that deployment of technology can be used to enhance the educational environment, and insure that interested, motivated, and inspired students will acquire the necessary skills for the next century.|
|John M. Nagle
University of North Carolina at Charlotte; USA
'A Decade of Initiatives to Integrate Technology in P-12 Schools and in Teacher Education in North Carolina'
|For almost a decade, the public schools, community colleges, and four-year colleges and universities of North Carolina have been involved in a series of collaborative initiatives to integrate technology in the state's public schools and in its initial preparation and continuing education programs for teachers. The ultimate goal of these initiatives has been to ensure that future high school graduates and future teachers in the state will be comfortable with technology and will be able to use it effectively in their personal and professional lives. This paper will describe 1) the magnitude of its ten-year state effort, 2) the chronology of decisions made by the state's policy-makers since 1991, 3) the activities carried out by the state's educators in response to those policy decisions, 4) the technology competencies currently expected of P-12 students and teachers, 5) the use of high school graduation and teacher licensure requirements to command attention to technology in education, and 6) the challenges of developing valid and reliable "tests" for assessing technology competencies. The paper will conclude with some reflections on what has worked and what has not, a summary of lessons learned, and a list of continuing concerns.|
Skolbas and University of Gothenburg; Sweden
'The Enator@school project - an industrial concept for education'
|The new task and the new possibilities in education demand renewal and development in many educational areas. The material, pedagogical, administrative and organisational environment must support a partly new role for students and teachers. The use of ICT can be one of the most important factors for a successful implementation of the new goals and the new definition of knowledge. The teachers must complete their competence in many areas.The use of ICT must not be fragmentary and isolated but based on an overall view and elaborate ICT-strategies. Everyone in the school must be motivated, trained and engaged in the process. The concept is an effort from a company in Sweden, Enator AB to develop products and services that can assist the educational sector in the building of a new learning environment. This report describes the concept from vision to follow-up and evaluation. It concentrates on the background, the various steps in the process, competence analysis and a program for an activity-oriented in-service-training of teachers.|
|Robert N. Diotalevi, Esq., LL.M.
The College of West Virginia; USA
'Titanic II: The Legal Floodgates of Y2K'
|The Titanic exemplified man's defiance against the elements, nature and God Himself. It was named after the Titans, a mythical race of people who fought with the gods and later were cast into hell. Most people of the day felt that the liner of the elite too was immortal. Yet this behemoth fell to the most common of elements, sailing into the annals of history as a complete and utter disaster. In reality, the Titanic sank under the weight of doubt, dismay, apathy and unbelief. Today we face another Titanic. It is referred to as Y2K. Some call it such things as The Millennium Bug or The 2000 Time Bomb. It is estimated that it took some $663,000 to settle lawsuits related to this disaster of the early 1900's. This calamity may not be as deadly but one thing is certain: the legal ramifications will cause damaging ripples and good-sized gashes for some time to come. I propose to detail the legal ramifications of Y2K in light of recent statutes, proposed legislation and case law.|