Technology and School Change
MSTU 4001.001
Fall 2015
September 2, 2015
After decades of educational reform, educators are still wrestling with fundamental questions related to how best to create dynamic learning environments for all of our children. As Charles Payne (2010) explains with the title of his book, So Much Reform, So Little Change, schools continue to battle many of the fundamental problems they have faced for over twenty-five years. Numerous reform efforts have had little impact on the underlying schooling issues facing educators, parents, and students.
Some have identified technology as the “disruptive” innovation that will finally move schools into the twenty-first century (See Christensen, Johnson & Horn, 2010). These reformers are hoping technology can introduce learning efficiencies into the educational system and provide the educational means to prepare our children for the future. It is not always clear however exactly how technology should be used in these scenarios. What, precisely, is the promise of technology for school change?
Technology and School Change will explore how technology is currently used in our schools, what visions for technology use may be appropriate, and under what conditions technology may be used more effectively as a catalyst for larger school reform efforts. In the process, we will examine some of the institutional forces shaping the integration of technology and some of the institutional change theories that can be used to influence these forces. What can technology contribute to school improvement and how can we facilitate those changes? What are some of the forces inhibiting integration and what are some of the forces shaping the way we integrate technology?
Course requirements include two short critiques of school change case studies and a final paper incorporating a case study approach to technology integration.
This is a 3-credit course and does not require a prerequisite.
Ellen B. Meier, Ed.D. ()
510 Thompson (office)
(212) 678-3829
Office Hours: Tuesdays & Thursdays, 3:00-5:00 and other times by appointment
Class: 5:10-6:10 Thursdays:
Texts:
1. Fullan, M. (2007). The new meaning of educational change.(4th ed.). New York: Teachers College Press.
2. Popham, J. (2001).The truth about testing. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Wenglinsky, H. (2005).Using technology wisely: The keys to success in schools. New York: Teachers College Press.
4. Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Recommended (but Not required) Texts:
Cuban, L. (2013). Inside the black box of classroom practice. Cambridge, MA: Harvard Education Press.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, Ontario: Pearson Canada, Inc.
Rogers, E. (2003).Diffusion of innovations (5th ed.). New York: The Free Press.
Websites are listed for each class session
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Orientation and Overview
Thursday, September 3, 2015
The last twenty-five years have seen an increasing emphasis on integrating technology in classrooms.Technology enthusiasts have made great promises for digital tools: technology will personalize education, bring equity to underserved urban and rural schools, and engage all children in learning. For the most part, these promises have failed to materialize. Why do you think we should use technology in schools? What could it contribute? What should it contribute? Whose vision is shaping the use of technology and why is this so? What are some of the popular critiques of technology integration?
Reading:
Pinker, S. January 30, 2015. Can students have too much tech? New York Times. p. A27. Retrieved from:
What do we know about Technology and Schools?
Thursday, September 10, 2015
Overarching Question: What change concepts are important to consider as we introduce technology into our schools? What are some of the key elements of educational reform? Why are these elements important? How might they apply to technology integration? What is important about understanding that change is a process and not an event?
Readings we will be discussing in class:
September 10:
Fullan, M. (2007). The new meaning of educational change. (4th ed.) New York: Teachers College Press. Chapters 1-3.
Scardamalia, M. & Bereiter, C. (2001). Getting real about 21st century education. The Journal of Educational Change, 2 (171-176)
Wenglinsky, H. (2005).Using technology wisely. New York: Teachers College Press.Introduction.
Curriculum and the New Common Core State Standards (CCSS)
Thursday, September 17, and Thursday, September 24, 2015
Overarching Question: Whose curriculum is it? Why do teachers teach what they teach? What are the standards and where did they come from? What was the intent? Why are the new common core standards important according to those that promote them? What questions have been raised about them? How do standards impact curriculum? How does technology relate to the curriculum and the structure of schools?
Readings we will be discussing in class:
September 17:
Wenglinsky, H. (2005).Using technology wisely. New York: Teachers College Press.Chapter 1.
Principles and Standards for School Mathematics
NCTM ExecutiveSummary.pdf
Common Core State Standards Initiative
Other National Standards
Technology Standards
September 24:
Wiggins G., and McTighe, J. (2005).Understanding by design. Alexandria, VA: Association for the Supervision and Curriculum Development. Chapters 1-3.
Optional:
Rogers, E. (2003).Diffusion of innovations (5th ed.). New York: The Free Press.Chapters 1 and 2, “Elements of Diffusion” and “A History of Diffusion Research” (Posted in E-Reserves)
“A Case for Standards”
Testing, Testing, Testing!
Thursday, October 1 and Thursday, October 8, 2015
Overarching Questions: How has the recent emphasis on high stakes testing impacted efforts to integrate technology? Testing has taken on enormous importance as states have begun using high and moderate stakes to link test scores with serious consequences for students, teachers, and administrators. Teachers and administrators report that they must focus on raising test scores before exploring new ideas. Where does technology integration fit into this new world of high stakes testing for educators? Does technology have a role to play in testing? If yes, what is that role?
Readings we will discuss in class:
October 1:
Popham, W.J. (2001).The truth about testing: An educator’s call to action. Alexandria VA.Association for Supervision and Curriculum Development.
October 8:
Darling-Hammond, L. (2014). Chapter 1. Beyond the bubble test: How performance assessment can support deeper learning. In L. Darling-Hammond (Ed.), Next generation assessment(pp. 1-15). San Francisco, CA: Jossey-Bass.
Wenglinsky, H. (2005).Using technology wisely. New York: Teachers College Press.Chapters 3-5.
Clarke-Midura, J. & Dede, C. (2010). Assessment, Technology, and Change. Journal of Research on Technology in Education 42(3), 309-329.
Overview: National Assessment of Educational Progress
Problem Solving in Technology-Rich Environments
Optional:
Wiggins, G. and McTighe, J. (2005).Understanding by Design. Alexandra, VA: Association for Supervision and Curriculum Development.Chapters 4-8.
Questions regarding the Case Study File1. Describe the school in your case study.2. What does the study say about the Teachers? The Principal? The school culture?3. Given the data you have received about the school, what do you still want to know?
Teachers and Professional Development
Thursday, October 15 and Thursday, October 22, 2015
Overarching Question: What is important about teachers' knowledge? What do teachers do? What role does teacher preparation play? What should teachers know? How are we preparing teachers to use technology? What are some of the barriers for teachers already in schools, and how should professional development address teacher needs?
Readings we will discuss in class:
October 15:
Fullan, M. (2007).The new meaning of educational change. New York: Teachers College Press. Chapter 7, “The Teacher” and Chapter 13, "The Professional Preparation of Teachers"
Guskey, T. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press. Chapter 1: “What is Professional Development”
Wenglinsky, H. (2005).Using technology wisely. New York: Teachers College Press.Chapter 2.
October 22:
Hew, K.F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.
Wiggins, G. and McTighe, J. (2005).Understanding by Design. Alexandra, VA: Association for Supervision and Curriculum Development.Chapters 10-11.
National Educational Technology Standards for Teachers
Administrators and Leadership
Thursday, October 29 and Thursday, November 5, 2015
Overarching Question: Does leadership make a difference? How do leadership issues relate to discussions of school change? Why are principals important? How does what they do affect teachers? What should educational reform leaders be doing to promote appropriate use of technology in our schools?
Readings we will discuss in class:
October 29:
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press. Chapter 8, "The Principal"
On ClassWeb:
Sergiovanni, T. (2001).The principalship: A reflective practice perspective. Chapters 3 and 6: “A New Theory for the Principalship” and “The Stages of Leadership: A Developmental View.
Fullan, M. (2001).Leading in a Culture of Change. Jossey-Bass: San Francisco.Chapter 1, “A Remarkable Convergence”
Optional on ClassWeb:
Rogers, E. (2003).Diffusion of innovations (5th ed.). New York: The Free Press. Chapter 6: “Attributes of Innovations and Their Rate of Adoption.”
November 5:
Harris, A, & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education. (22)31. 31-34.
Harris, A. & Spillane, J. (2008). Distributed Leadership through the Looking Glass.pdf
Optional on ClassWeb:
National Educational Technology Standards for Administrators
Organizational and Personal Change
Thursday, November 12and Thursday, November 19, 2015
Overarching Question: What are the key principles of change as they relate to technology? What do we know about how organizations change? What do we know about how individuals change? What is important about knowing this? How do some of these principles about change apply to the integration of technology in schools? Are the assumptions of those who introduce change out of step with the concerns of teachers? How can we bring these groups together?
Readings we will discuss in class:
November 12
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press. Chapters 5 - 6: Causes and Processes of Implementation, “Planning, Doing and Coping with Change.”
November 19
On ClassWeb:
Rogers, E. (2003).Diffusion of innovations (5th ed.). New York: The Free Press. Chapter 7: “Innovativeness and Adopter Category.”
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Thursday, November 26: Happy Thanksgiving!
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Toward a Theory of Technology Use in Schools
Thursday, December 3, and Thursday, December 10, 2015
Overarching Question: How do all these factors balance each other as school leaders introduce technology? Will schools change as we introduce technology? Can we influence how they change? What have we learned about understanding change efforts and technology?
Readings we will discuss in class:
December 3:
Hiebert, J. Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one?Educational Research, 31(5), 3-15.
On Class Web:
Resnick, L. (2010). Nested learning systems for the thinking curriculum Educational Researcher (39) 183-197.
December 10:
Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, Pedagogy and Technology. In Sawyer & Sawyer (Eds.). Cambridge Handbook of the Learning Sciences, Sawyer & Sawyer, Eds. Part 1, Chapter 7 (97-118).
Presentation of Case Studies
Thursday, December 17, 2015
A time to share your case studies with the class.
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Course Requirements:
Class Assignments: Readings, participation, group work (30 points)
Class Web Participation: At least one contribution per query (10 points)
Critique of two Case Studies: Two 3-4 page critiques of technology case studies (30 points)
Case Study: A short original case study (10-12 pages) exploring some aspect of technology integration in the schools. Paper graded on thesis, organization, case study methodology, and sources cited. (30 points)
Rubrics for the case studies (both the critiques and the original case study) will be provided.
General Expectations:
I expect regular attendance, with the readings completed before class. All absences should be excused. You will be working in groups and your team mates will expect you to be responsible for helping to create the group products for each class, so together, we can build our knowledge around these important concepts for education.
Disability Statement:
The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities (OASID) for information about registration. You can reach OASID by email at , stop by 163 Thorndike Hall or call 212-678-3689. Services are available only to students who have registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well. Please report any access related concerns about instructional material to OASID and to me as your instructor.
Incompletes:
The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade. If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.
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Religious Holidays
It is the policy of Teachers College to respect its members’ observance of their major religious holidays. Students should notify instructors at the beginning of the semester about their wishes to observe holidays on days when class sessions are scheduled. Where academic scheduling conflicts prove unavoidable, no student will be penalized for absence due to religious reasons, and alternative means will be sought for satisfying the academic requirements involved. If a suitable arrangement cannot be worked out between the student and the instructor, students and instructors should consult the appropriate department chair or director. If an additional appeal is needed, it may be taken to the Provost.
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Teachers College is committed to maintaining a safe environment for students. Because of this commitment and because of federal and state regulations, we must advise you that if you tell any of your instructors about sexual harassment or gender-based misconduct involving a member of the campus community, your instructor is required to report this information to the Title IX Coordinator, Janice Robinson. She will treat this information as private, but will need to follow up with you and possibly look into the matter. The Ombuds officer for Gender-Based Misconduct is a confidential resource available for students, staff and faculty. “Gender-based misconduct” includes sexual assault, stalking, sexual harassment, dating violence, domestic violence, sexual exploitation, and gender-based harassment. For more information, see
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