TECHNOS

March 13, 2010

Technos e-Zine

November 2005—Vol. 2, No. 10

Welcome to the technos.net e-newsletter, published by AIT’s Technos Press. You’ll find valuable information here about AIT products and services and other noteworthy news from the world of education. Please let us know what you think, or what you’d like to see here, by emailing us at: editor@ait.net. Thank you!

Featured Interview

Jason Ohler, Ph.D., President’s Professor of Educational Technology, University of Alaska

Jason Ohler is an Apple Distinguished Educator, professor of educational technology, and owner and president of JasonOhler.com. He has been a digital humanist, pioneer, and keynote speaker in the field of Digital Age living, learning, and leadership for two decades. Dr. Ohler created one of the first educational technology programs in the United States in response to desktop computing that was devoted to the creative empowerment of teachers and students. He is a columnist, composer, author of many books and articles, and founder of the Art: The 4th R initiative to have art recognized as the next literacy. You can read about it in 14 languages here: http://www.jasonohler.com/fourthr. Jason is author of Taming the Beast: Choice & Control in the Electronic Jungle and editor of Future Courses: A Compendium of Thought about Education, Technology, and The Future, both TECHNOS Press publications. Jason, who lives in Juneau, Alaska, and works around the world, is a storyteller, telling tales of the future that are grounded in the past. Some call him a futurist…he calls himself a “nowist.” Technos talked to Dr. Ohler via email recently and asked him to share his views on what he says are the two pedagogical frontiers for education: storytelling and new media.

T: What are you thinking about, working on these days?

J.O.: One of the most exciting frontiers in pedagogy, educational research, and professional development concerns the use of new media projects in content areas. What should teachers accept from students, and, having accepted it, how do they assess it? In concrete terms, if students want to turn in digital stories or Web pages or multimedia projects instead of conventional essays, what criteria should teachers use to encourage and critique them? I tell my graduate education students to imagine they are talking to parents on parent-teacher night, and mom and dad ask why their child created a Web page (or digital story or other multimedia project) instead of an essay. What would they say? And how would they explain to the parents how well their kid did with the assignment?

The default medium for student work for a long time has been writing, and when it comes to writing, most teachers would assess whether an essay “works” on fairly well-established criteria. We have had centuries to develop our sense of good writing and most of us can recognize this when we see it.

Not so with new media projects. In fact, many teachers are confused by them and are asking for help in understanding them. This is an entirely responsible thing to do. They shouldn’t accept or reject them just because they are new media projects; they should seek to understand how they work and what value they offer their students.

Read the entire interview.

Featured Article

From "Resistance is Everywhere" to "Resistance is Futile": Helpful Hints for Leading Change

By Rosabeth Moss Kanter, the Ernest L. Arbuckle Professor at Harvard Business School and bestselling author of Confidence: How Winning Streaks & Losing Streaks Begin & End (Crown, 2005).

In public education today, the imperative to “Change!” surrounds leaders. We hear it on the lips of candidates for schools boards, in the suggestions of activist parent groups, or on the editorial pages of local newspapers.

It’s easy for them to demand change, right? You’re the one who will have to lead it. And meanwhile, you know that resistance is everywhere. Inside school buildings, the reaction to outside pressure is often pretty defensive (especially on the part of some teachers who are more comfortable with traditional ways and whose union contract protects them from change).

Change is a loaded word that evokes strong emotions. Those emotions are often negative—but not always. It’s your job as a leader to minimize resistance and maximize commitment to change. In short, you have to move the system from “resistance is everywhere” to “resistance is futile.” The goal is to make any particular change journey seem so natural and exciting that people want to go on it.

Read the entire article.

This article can be found in the Education Leadership e-Newsletter, at http://hosting.bronto.com/4852-2962faf5/20051001/article01.htm. Go to www.reinventingeducation.org to access the Change Toolkit, based on the work of Rosabeth Moss Kanter.

What’s New at AIT?

Adventure of the American Mind Project Begins Field Testing this Fall

AIT is pleased to be working with the Center on Congress to develop new Web-based resources for social studies teachers. The project, Adventure of the American Mind (AAM), is part of a national effort to help teachers access and use the digital resources, especially primary documents, of the Library of Congress (LOC).

The overall goal of the Center on Congress AAM project is to develop resources and tools for social studies educators using LOC and Center on Congress digital materials related to Congress, U.S. government, citizenship, and representative democracy. The project will make available tools that will help teachers search the LOC’s Thomas site as well as the American Memory digital collection and incorporate the digital resources into the curriculum. Project components will be disseminated to educators nationwide through a Center on Congress/AAM Web site.

Center on Congress AAM project resources will be developed to provide educators with (1) new, tested, easily-accessible classroom resources, and (2) tools and training to increase their skills in incorporating technology into the curriculum.

Recent research has found that teachers want and need more “hands-on resources for teaching civics and government.” Respondents also have reported a need for resources that use primary documents. Social studies teachers request resources that engage students and give teachers and students experience with new technologies. The Technology Counts 2005 report states that schools across the nation are putting a high priority on investing time and resources to help teachers learn how to use technology for teaching. This project will address these needs and opportunities.

The AAM project is in the early stages of development, with a rollout of the Web site scheduled for Spring 2006. Field testing of the project materials and evaluation of the Web site will take place in late 2005 and early 2006.

Components being developed in the first year of the project include:

E-learning modules. The e-learning modules will be a central feature of the learning experience, providing teachers with a variety of lesson plans, background information, and other materials about Congress and representative democracy. The first modules will address “Public Criticisms of Congress” and the “Impact of Congress.”
Project Center. The Project Center will have two sections: Tools and Resources. The Tools section will give teachers tools to help students create portfolios, reports, and presentations, using LOC and Center on Congress digital resources. Simple and intuitive construction tools in the Web-based Project Center will allow teachers to help students assemble media files and documents, write text, and assemble timelines to create a “page” or multiple pages that can be added to “portfolios.”
The Resources section will include:
- “How-to” guides for teachers on developing various types of projects using primary resources, including information and instructions for incorporating a cross-curricular theme in projects (specifically, language arts and literacy).
- Detailed examples of several projects based on LOC and Center on Congress resources, providing step-by-step instructions for replicating the projects.
- A series of shorter lesson plans—one to two class periods in length—that utilize the LOC and Center on Congress resources.
- Database providing alignment of sample projects with state-by-state curriculum standards for social studies, language arts, and other subject areas as appropriate (updated on a regular basis as standards are revised).
- Ties to assessment methodologies.
- Student handouts and resource material.
- Teacher feedback component through which teachers can ask questions and submit original projects for publication, thus building a collection of sample projects for other teachers to use.
Field Testing/Teacher Training/Teacher Outreach. Year One of the project will also include field-testing of developed resources through a series of workshops for teachers and teachers-in-training. Field-testing sites will include upper elementary, middle school, and high schools. The effort will also involve national outreach to social studies teachers, curriculum leaders, faculty from teacher training programs, pre-service teachers, and professional organizations.

Plans for Phase Two/Year Two would be for additional product development and outreach. Phase Two may also include, but not be limited to:

Development and dissemination of resources for school librarians and media specialists that would help them provide assistance to classroom teachers and facilitate a team approach in schools among teaching and resource staff.
Development and dissemination of resources for use by public libraries to facilitate their service to the general public in the use of LOC/Thomas and Center on Congress resources.
Development of a series of train-the-trainer opportunities with the goal of establishing a network of social studies professionals in every state who can, in turn, provide training on the use of project resources to educators in their states.
Development of online courses utilizing resources, projects, and activities of Phase One. These courses may be offered for credit, and, if so, they would be facilitated by university faculty.

Watch this space for more information on the progress of the Adventure of American Mind project.

Tech Notes

AIT’s Joann Flick, with Gwen Gerber of eBioMEDIA, were presenters at the National Association of Media and Technology Centers 2005 Leadership Summit in Las Vegas, September 27–28. Their presentation, “Licensing Survivor: Stay in the Game! What You Should Know about Licensing Rights in a Digital Age,” can be accessed here. The content is targeted to new media buyers or veterans and points out the necessary tasks in selecting content and negotiating licenses to circulate media in a digital world.

Joann Flick is AIT’s Broadcast/Training Specialist. Email her at jflick@ait.net.

etc. (News You Need)

An article by Helen Gao, writer for the San Diego Union-Tribune, titled “Teachers Use High-Tech Devices to Capture Students’ Interest” (Oct. 16, 2005), highlights the use of technology in San Diego-area schools. Teachers and students aren’t just using word processors anymore — they access information on the Internet, video conference via the Web, email homework assignments, and post their digital films online to share with others. Read about it.
Teacher Magazine, published monthly by Education Week, provides an online “Blogboard” for teachers. It mines the best of the blogs featuring education. And if you don’t know what a blog is, you’re not teaching in the fast lane! We found a pretty good definition of educator blogs here: http://weblogs.about.com/od/educationblogs. This site provides links to some blogs by and for educators, including homeschoolers.
When you’re finished reading those articles, access this discussion forum area of edweek.org to share your views of whether technology is helping—or hindering—student learning: http://www.edweek.org/tb/2005/10/25/274.html. The topic: “Educational Technology: What’s Behind the Hype?”
The second week of November (13–19) is designated American Education Week (AEW). The theme for 2005 is “A Strong America Starts with Great Public Schools.” Visit the National Education Association’s Web site for more information, including links to an online tool kit, poster art and logos, and a list of Celebration Day topics.
The National Indian Education Association (NIEA), in conjunction with the Center for Indian Education at Arizona State University, has published a report, “No Child Left Behind in Indian Country,” reflecting comments from Native Americans regarding the impact of the No Child Left Behind Act of 2001 on Native students. “The purpose of the report is to provide insight on the impact the Act has had on American Indian, Alaska Native, and Native Hawaiian students and the educational institutes they attend.” It is clear from the testimony included in the report that changes in Native education brought about by NCLB have not included the Native voice. The focus on testing and accountability combined with insufficient funding has in the opinion of witnesses eliminated the ability of schools to focus on the broader public purposes of education.
The Harvard Family Research Project has gathered a list of resources for family involvement in education, called “Taking a Closer Look: A Guide to Online Resources on Family Involvement.” Access to the downloadable .pdf file or Web pages is free, but registration is required.
The College Board is offering a free SAT test this November and December to high school seniors displaced by Hurricane Katrina, as well as free PSAT/NMSQTs for sophomore and junior victims. Displaced students, as well as entire schools located in the flood zone, can take advantage of the free testing offer. (All students must obtain waiver cards through their schools.) Schools requesting SAT waiver cards should call 866-392-3017, or should contact their College Board regional office. Schools requesting PSAT/NMSQT waiver cards should call 609-771-7070 as soon as possible. For more information, including regional College Board phone numbers, visit this link: http://www.collegeboard.com/katrina/index.html

AIT Products & Services

November is Child Safety and Protection Month. AIT offers the following pertinent professional development products. Go to our online catalog for more information, including pricing and shipping info—or call AIT’s Customer Service Department at 1-800-457-4509 to order.

Caring for Children features experienced childcare professionals working with the whole child—satisfying his or her physical, social, emotional, and intellectual growth needs. Focus on observations and interviews within successful center-based and family home-care facilities to witness enthusiastic discussions about practical “ideas that work.” Look at how these ideas can be applied to children in a variety of age groups and environments. Twelve 30-minute programs for grades 9–12 or adults.
Child Development Charts—A set of 10 charts complements the Caring for Children videos ($12.95).
Caring for Infants and Toddlers takes viewers inside child-care homes and centers to observe child-care professionals interacting with infants and toddlers. This introductory training series will help child-care teachers, family day-care providers, and parents learn more about and develop skills for meeting the physical, intellectual, social, and emotional needs during some of a child’s most formative years. Five 30-minute programs for grades 9–12 and adults.
Dorothy Rich’s Families and Schools: Teaming for Success introduces current issues in educational change and analyzes how successful programs operate, what they should accomplish, and how business and community leaders are involved. Set includes one 60-minute program and a 24-page facilitator’s guide for adults—at a $100-off discount! (normally $195.00) An 80-page resource book, Boost Family Involvement: How to Make Your Program Succeed under the New Title I Guidelines, is also available for $16.00.
With Alfie Kohn’s Choosing Community: Classroom Strategies for Learning and Caring, discover how to create a caring classroom—the philosophy and strategies that can help children become generous, caring, and empathic. Based on Alfie Kohn’s two-day workshop, “Teaching Children to Care,” this video lecture series can form the basis for in-school staff development programs, continuing education workshops, or pre-service training. Four programs (teacher’s guide available, sold separately).
Conflict Resolution in the Schools—With schools and communities struggling to find ways to prevent violence and to make classrooms safer, this series offers an educational solution to the violence by embracing a broad approach to teaching and practicing conflict resolution techniques. Model programs are featured, so that viewers can see what different conflict resolution curriculums and programs look like in different settings. Classroom teachers and administrators offer their perspectives on the pitfalls posed by one program or another. This series offers no one panacea for stemming the tide of violence; instead, it portrays communities and schools working together to address this terrifying issue. Eight 30-minute programs and facilitator’s guide ($7.95).
Youth Crises: Planning the Response for Hostage Taking, Shootings and Suicides. School districts need a plan for the prevention, education, intervention, and follow-up of a variety of crisis situations. This is a complete video-based workshop that helps school administrators and concerned members of the school community begin the process of creating a crisis intervention and response plan. It is a practical and useful resource, providing the framework for writing and establishing your crisis intervention and follow-up plan. One 40-minute program; set includes Facilitator’s Guide and Implementation Guide.
Youth Crises II: Play it Safe, Plan for Crises. This program provides materials for introducing district personnel to the features of local plans and/or for providing them with guidelines for reviewing and evaluating these. It suggests models for fleshing out draft or incomplete plans; for training school staff as well as district personnel in their responsibilities during crises; and for adding guidelines for handling specific emergencies in addition to those in Youth Crises I. One 40-minute program and Facilitator’s Guide.
Save $50 when you purchase Youth Crises I and II as a package…now $249. Package includes both programs and Facilitator’s Guides, plus Implementation Guide. Reference Product Code: 405/442.
Respecting Diversity in the Classroom presents many actual classroom situations to demonstrate why multiculturalism is important and offers innovative ideas for exploring the richness of culture and ethnicity. Set includes one 60-minute program of 10 segments, plus a 56-page Facilitator’s Guide, for $195.

Order online or call AIT’s Customer Service Department: 1-800-457-4509.

Read previous issues of the TECHNOS e-Zine.

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