Empowering educators on technology integration
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The document discusses the state of technology integration in private schools, highlighting the necessary competencies for teachers and leadership roles needed from school administrators. It includes data from a study involving 126 schools in the Philippines, revealing varying levels of student access, software availability, and teacher usage. Success indicators for effective ICT integration include student engagement, equity of access, professional development, and community involvement.
Empowering educators on technology integration
- 1. Empowering Educators on Technology Integration Carlo Magno, PhD crlmgn@yahoo.com
- 2. Advance Organizer •What is the status of technology integration among private schools? •What is needed among teachers to implement well technology integration? •What is needed among school administrators to make technology integration work? •What are the indicators of successful practice in ICT integration?
- 3. Status of Technology Integration Criteria set by the State of Florida on Technology Integration: • Student’s Access • Software availability • Teacher’s Use School Matrix for Technology Integration by DIWA Learning Innovation •Intensity • Extensity • Quality
- 4. Method and Instruments N=126 Private schools in Luzon, Visayas, and Mindanao Technology Integration Standard ◦ Crobach’s alpha = .89 ◦ RMSEA=.04, CFI=.95 School Matrix for Technology Integration by DIWA Learning Innovation ◦ Cronbach’s alpha = .90 ◦ RMSEA=.06, CFI=.93
- 5. Status of Technology Integration Valid N Mean Std.Dev. Student's Access 125 3.38 0.56 Software availability 125 3.25 0.57 Teacher's use 122 3.05 0.83 Total 122 3.23 0.52 4 point scale Means and Standard Deviation of the Standards of Technology Integration
- 6. Status of Technology Integration Mean Mean t-value df p Non-users users Student's Access 3.29 3.47 -1.78 123 0.078 Software availability 3.07 3.46 -3.96 123 0 Teacher's use 2.88 3.25 -2.5 120 0.014 Comparison of users and non-users of LMS on the Standards of Technology Integration
- 7. Student’s Access Difficult or not highly endorsed Easy or highly endorsed
- 8. Software availability Easy: Schools with LMS easily conducts their assessment online Difficult: Applications allowing students to simulate is not much done
- 9. Teacher’s Use Difficult: Online chat and discussion groups Easy: Teachers’ availability online
- 10. Mean Levels Valid N Mean Std.Dev. Intensity 114 2.45 0.90 Extensity 114 2.07 1.05 Quality 114 2.26 0.92 Over-all 114 2.26 0.81 Means and Standard Deviation of the Standards of School Matrix on Technology Integration Four point scale rubric
- 11. Comparison of Users and Non- users Mean Non- user Mean user t-value df p Intensity 2.02 3.02 -7.09 112 0.000 Extensity 1.73 2.51 -4.21 112 0.000 Quality 1.86 2.79 -6.18 112 0.000 Comparison of users and non-users of LMS on the School Matrix on Technology Integration
- 12. Intensity Difficult: Determining lessons using LMS Easy: LMS is used to create learning experiences
- 13. Extensity Difficult: Availability of firewall Easy: Provide internet
- 14. Quality Difficult: Maintain regular faculty Easy: Require teachers to integrate ICT
- 15. Looking at three primary aspects of ICT implementation ICT competencies of teachers Technology leadership Success indicators of learners
- 16. ICT Competencies What is needed among teachers to implement well technology integration? ◦ Teacher’s competencies on ICT (Mishra & Kohler, 2006)
- 17. ICT Competencies Technological knowledge Pedagogical knowledge Content knowledge Knowledge about features, capacities, and applications of technologies Knowledge about the students‘ learning, instructional methods and process, different educational theories, and learning assessment to teach a subject matter Knowledge of the subject matter Knowledge about how to use Web 2.0 tools (e.g. Wiki, Blogs, Facebook) Knowledge about how to use project-based learning (PBL) in teaching different scientific topics (e.g. lights, electrics) Knowledge about Science or Math
- 18. ICT Competencies TPK (Technological Pedagogical Knowledge) TCK (Technological Content Knowledge) PCK (Pedagogical Content Knowledge) Knowledge of the existence and specifications of various technologies to enable teaching approaches Knowledge about how to use technology to represent the content in different ways Knowledge of adopting pedagogical strategies to make the subject matter more understandable for the learners Knowledge about how to use Wiki as an online tool to enhance collaborative learning Knowledge about how to use animations to show the operations of solar system Knowledge about how to use analogical skills to teach math concepts
- 19. ICT Competencies TPACK Technological Pedagogical Content Knowledge Knowledge of using various technologies to teach and represent the designated subject content Ex. Knowledge about how to use Wiki as a communication tool to enhance collaborative learning in social science
- 20. Technology Leadership What is needed among school administrators to make technology integration work? 5 technology roles (Flanagan & Jacobsen, 2003): ◦ Leader of learning ◦ Leader of student entitlement ◦ Leader of capacity building ◦ Leader of community ◦ Leader of resource management
- 21. Technology Leadership Leader of learning ◦ Principals having a thorough understanding of the ICT program of studies and outcomes with higher level skills. ◦ ICT Learner outcomes: Processes for productivity Foundational operations, knowledge and concepts Communicating, inquiring, decision making, and problem solving
- 22. Technology Leadership Leader of learning Goals of the principal ◦ Encourage teachers to reflect on and continuously improve their practice ◦ Provide meaningful learning opportunities for all teachers, students, support staff, and parents. ◦ Improved student ability to solve problems, collaborate, and use technology to support the construction of knowledge
- 23. Technology Leadership Leader of student entitlement ◦ The principal addresses significant issues of equity access to technology for all students. ◦ Ensuring that teachers provide age appropriate opportunities for students to develop technology skills. ◦ Sensitive to barriers that affect students use of technology (language, gender, religious)
- 24. Technology Leadership Leader of student entitlement Goals ◦ Ensure equitable access to technology resources and learning opportunities for all learners ◦ To use technology in ways that support democratic principles
- 25. Technology Leadership Leader of capacity building ◦ Acts as positive change agent ◦ Oversees the development of a vision for technology implementation. ◦ Capacity building extends to developing potential ICT leaders among parents, students, and staff
- 26. Technology Leadership Leader of capacity building ◦ Goals ◦ Develop a shared vision for the use of ICT in learning ◦ Develop leadership capacity in all members of the school community. ◦ Establish a climate that encourages risk taking, creativity and collaboration.
- 27. Technology Leadership Leader of community ◦ The principal involve the community, including the parents and business partners, in achieving the goals of technology integration. ◦ Communicate the school accomplishments and challenges to the community. ◦ Extend student learning beyond the walls of the school
- 28. Technology Leadership Leaders of community Goals Gain ICT community support for ICT integration Involve parents in the decision-making process Use technology to improve communication between school and community Extend students’ learning beyond the school into the community and beyond
- 29. Technology Leadership Leader of resource management ◦ Responsible for managing the resources necessary for technology integration. ◦ Supporting the goals of the school’s technology plan ◦ Explore many avenues for acquiring technology resources ◦
- 30. Technology Leadership Leader of resource management Goals ◦ Provide students and teachers with the technology resources necessary for achieving the ICT outcomes ◦ Develop computer network that supports inquiry and collaboration ◦ Ensure that equipment is available to teachers and students whenever it is needed.
- 31. Indicators What are the indicators of successful practice in ICT integration? ◦ Student Engagement ◦ Shared Vision ◦ Equity of access ◦ Professional development ◦ Ubiquitous network
- 32. ICT Indicators Student engagement ◦ Learners working cooperatively with others in projects. ◦ Learning environments that are learner- centered, placing increased responsibility for learning on the learner ◦ Technology rich classroom enable more fluid interactions, learning more natural, gifted students sought deeper connections
- 33. ICT Indicators Shared vision ◦ Well-defined mission and goals that describes technology’s place in education. ◦ Users of technology needs to have a fundamental belief in the value of innovation ◦ Teachers having the opportunities to study, observe, reflect, and discuss their practice, use of ICT in order to develop a sound pedagogy. ◦ Leaders communicate their vision by how they spend their time, what they talk about, what problems they solve first,. ◦ Leaders reinforce the values they hold and the vision they hold and the vision they hope to achieve.
- 34. ICT Indicators Equity of access ◦ ICT opportunities are available to all students. ◦ ICT use respects the individual differences of learners while encouraging students to select activities that challenge stereotypes
- 35. ICT Indicators Professional development ◦ Coaching ◦ on-site and in-site services ◦ Individualized instruction ◦ Observation of ICT integration in practice ◦ Self-directed learning ◦ Support teachers in their individual growth plans ◦ Build opportunities for collaboration between colleagues with similar goals
- 36. ICT Indicators Ubiquitous network ◦ Networked computers are readily available and access is effortless ◦ Network supports file sharing ◦ Availability of tools for preparing presentations, analysing data, mapping concepts, and communicating with others ◦ Distribution of the computers ◦ Having mobile workstations ◦ Teachers open up their classroom to any student needing an available computer