 |
|
| Ideas
from Chicago and Detroit: |
|
|
 |
Detroit links
technology skills with core curriculum development. |
 |
Detroit
offers over 180 technology-based workshops.
|
| |
|
Resources
from other areas:
Teachers involved in the design process of Co-NECT schools
http://www.co-nect.net/conect/co-metho.htm
Ford Academy of Manufacturing Sciences program helps teachers
integrate technology
http://216.1.78.88/fams/
Teacher professionalism and constructivist pedagogies
http://www.crito.uci.edu/tlc/findings/special_report2/
Technology Information Center for Administrative Leadership
http://www.portical.org/matrix5.html
RAND report on technology and teacher professional development
http://www.ed.gov/Technology/Plan/RAND/Teacher.html
ITSE standards for teacher education
http://cnets.iste.org/teachstand.html
|
| Ensure that technology
is integrated into the curriculum |
| |
|
 |
Geraldine Carroll, Director
of the Office of Educational Technology for Detroit Public
Schools, notes:
"How is technology integrated into the core curriculum
in Detroit? We were in Division of Ed Services Curriculum,
moved to Data Services, and then, as of a year ago, we're
back with Curriculum. My background is in curriculum.
Before this, I was a former reading supervisor. We focus
not on technology in isolation, but as part of curriculum.
We run our sessions like this: Day 1 if you know absolutely
nothing about tech--think, how can this be used in my
discipline? By the third or fourth session, they have
a draft of how they can use the technology and how it's
tied to the core curriculum and to the exit skills."
|
|
|
| Provide plenty
of training opportunities
|
 |
Geraldine Carroll: "Last
year, 1999-2000, over 180 technology-based workshops were
offered to district staff. An additional 402 hours of
staff development was provided to schools who participated
in a buy-in program which customized content for specific
school needs. During the summer of 2000, we conducted
a series of eight technology seminars consisting of 30
hours each that were aligned with the ISTE recommendation
for standards of proficiency in the use of technology
as an instructional tool. Two mini-conferences (200-300
participants each) were held on Saturdays." |
|
|
|
| |
|
|
