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10 ways to change the minds of tech-reluctant staff

10 ways to change the minds of tech-reluctant staff
We often hear about tech-savvy educators and administrators who have an array of best practices and whose love for technology is evident. But as anyone who’s ever been part of a school or district knows, not all teachers and administrators are as comfortable or familiar with technology. In a recent “Question of the Week,” we asked our tech-savvy readers: “How do you get tech-reluctant teachers and administrators to use technology effectively?” Here are our readers’ top answers (edited for brevity). 1. Use technology for personal reasons first. “To get educational staff on board with tech, encourage and support them using tech for their non-work purposes. 2. “As a principal, I make time to offer and teach the [professional development] myself. “During the past 12 years, and through all of the technology changes we have encountered, I have found that the most effective way to get others to effectively use technology is by modeling.

http://www.eschoolnews.com/2011/11/18/10-ways-to-change-the-minds-of-tech-reluctant-staff/

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Jisc digital capability codesign challenge blog It’s been a hectic, interesting and sometimes information-overloaded couple of months on the Digital Capabilities frameworks project. Lou McGill and I have reviewed over 60 existing frameworks for describing the digital capabilities of staff, from professional frameworks which might only touch on digital practice, to frameworks from the IT industry, digital media, and business innovation. We’ve looked at a host of publications and web sites. And I’ve carried out interviews with dozens of people who are doing work in this area, whether they are based in professional bodies or in universities and colleges, or in industry and the professions outside of education. One of the surprising things to emerge from this process, as Sarah Davies has outlined, is the affection people feel for some of the work Jisc has already done in this area.

Using Photographs to Teach Social Justice: Affirming Our Commonalities and Differences Printer-friendly version Objectives: Activities will help students: explore ways in which people are alike and ways in which they are differentanalyze photographs that show people with different abilities and of different agesquestion stereotypes about ability and agerecognize that photographs are socially constructed representations of reality explain how a photograph’s construction can shape a viewer’s reaction to it Essential Questions: In what ways are people alike?

Researching instructional use and the technology acceptation of learning management systems by secondary school teachers Abstract The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and communicational use. The predictive model further includes: perceived usefulness, perceived ease of use, subjective norm, personal innovativeness in the domain of information technology, experience and internal ICT support at school level. Data were collected from 505 Flemish secondary school teachers.

17 Real-World Ways iPads Are Being Used In Schools Last year, iPads in education took the world by storm, finding their ways into initiatives at both the K-12 and university levels. Edudemic’s friends over at Education Dive have talked to some of the people responsible for those roll-outs and watched schools decided how to use tablets, whether they were Apple’s or not . In 2013, iPads are still going strong. New pilot programs are winning over former doubters—and in some cases existing programs are expanding. So how will iPads be used as their classroom roles evolve in 2013? Education Dive found these examples:

Technology-Using Professors Group News By Jeffrey R. Young The spread of a seemingly playful alternative to traditional diplomas, inspired by Boy Scout achievement patches and video-game power-ups, suggests that the standard certification system no longer works in today's fast-changing job market. Educational upstarts across the Web are adopting systems of "badges" to certify skills and abilities. If scouting focuses on outdoorsy skills like tying knots, these badges denote areas employers might look for, like mentorship or digital video editing. Many of the new digital badges are easy to attain—intentionally so—to keep students motivated, while others signal mastery of fine-grained skills that are not formally recognized in a traditional classroom.

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12 Reasons Why Teachers Resist Differentiated Instruction Every ship’s captain knows how to turn a ship around to rescue a “man overboard.” The “Williamson Turn” involves turning the helm hard to starboard until the heading of the ship reaches a 60 degree course change and then it’s thrown hard to port to complete a net 180 degree course change with the ship going back in it’s own wake. Compensation is made for each ship’s propulsion characteristics, the winds, and tides at that point on the sea.

Your First Steps in Creating Tech-Savvy Teachers - Chalk Talk Whether you’re an administrator looking to add more technology to your organization, or a teacher leading the tech charge in your school, helping other teachers get up to speed can be difficult. It’s even more difficult during the back to school season, with increased teacher stress levels and young teachers starting their first years of instruction. It is important to remember that technology is a tool, not a subject. The P21 framework (Partnership for 21st Century Learning) indicates “information, media, and technology skills” as only 1 of the 4 areas of 21st-century skills. Encouraging the use of technology by your teachers should be focused both on classroom instruction, and improving their daily workflow.

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Reimagining learning for a post-digital world (part 1) – Solutions not problems Over the last few years I have made the case for a substantive and meaningful debate about redefining pedagogy and reimagining teaching and learning firstly for a digital age and more recently for what many are calling the post-digital world. The logical impossibility of Status Quo: Six disconnects that demand a digital pedagogy (or at least a good debate about it) ‘I am going to blow the whole thing to kingdom come’: In praise of discontinuity within a digital pedagogy Shit or get off the pot: Why are we still talking about the seismic impacts technology will have on higher education? But why do we need to debate or design a new pedagogical approach for our modern institutions? There are now more university students and graduates than ever before.

The National Academy for Academic Leadership: Curriculum review A quality educational program must be consistent with its institution's mission, have clearly defined outcomes it intends to produce, use the best combination of learning experiences to help each learner achieve these results, include an assessment process that shows whether the results are being achieved, and use the findings of assessment to improve program effectiveness. An approach to continuous program improvement that asks the right questions can provide academic administrators, faculty members, and others with the information they need to develop an appropriate, effective, and efficient academic program. The focus here is on undergraduate programs, but identical principles apply to curricula at the graduate level as well. Listed below are a number of key questions to ask when reviewing curricula.

How to Get Hesitant Teachers to Use Technology In my consulting as well as administrative technology work, I am often asked the same questions by different schools and officials. One of the most common is: “How do you get teachers who are hesitant or resistant to use technology?” I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. And it’s interesting. Quite often, the teachers who are hesitant to adopt new technology are great — in fact, amazing — educators.

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