Create a tech-savvy school that delivers academic success! Written for school leaders, district officials, and technology directors, this user-friendly guide provides an actionable plan for developing and leading a 21st-century school, integrating new technology into teaching and learning, and realizing measurable performance improvement. Aligned to the newly updated NatiCreate a tech-savvy school that delivers academic success!Written for school leaders, district officials, and technology directors, this user-friendly guide provides an actionable plan for developing and leading a 21st-century school, integrating new technology into teaching and learning, and realizing measurable performance improvement. Aligned to the newly updated National Educational Technology Standards for Administrators (NETS.A), this resource includes:Descriptions of Web 2.0 tools and their applications for creative, innovative instruction Strategies for effective technology use within and across K-12 content areas Recommended activities and resources Personal stories from leaders of technologically advanced and nationally recognized schools...
|Title||:||Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement|
|Number of Pages||:||212 Pages|
|Status||:||Available For Download|
|Last checked||:||21 Minutes ago!|
Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement Reviews
If you want a book to help you get excited about the potential of Instructional Technology, this is it. What the books objective seems to be is to launch critical reflection about the merits of instructional technology, teach you the terminology, why schools should use technology, and an overview of how schools are using technology. By the end, you would be pretty persuaded as to why you should come over to the world of IT and Web 2.0My only two real fault with the book is that 1.) it almost needs to be an e-book, and 2.) I wish it had full case-studies. For my first fault, there are so many links to examples and ideas in the book, that it would be more instructional if you could click a button and both see the site as you read about it. With all the links in one chapter, it can be a little overwhelming, so clicking as you went might help make it all seem more manageable. To expand on my second, I am someone who gets ideas just hearing about a program; but, it helps more to hear about how someone used a piece of technology, discuss what worked and what didn't, and then reflect on what else you could do. Good for launching IT enthusiasm, not as strong for fully-developed (start to finish) planning ideas.
With technology having such a prominent role in people’s lives, its place in education it has been a topic of discussion by educators as well. The questions of how it should be used, and which would be best utilized by teachers and students have come to the forefront of the discussion. Lynne Schrum and Barbara B. Levin tackle these questions in the second edition of their book, “Leading 21st century Schools: Harnessing Technology for Engagement and Achievement.” They contend that this book will “help school leaders take risks, embrace change, and be leaders in digitally-rich 21st century schools (pg. 7).” Schrum is a former professor and coordinator of elementary education at George Mason University. She was also the past president of the International Society for Technology in Education, and a former editor of the Journal of Research on Technology in Education (JRTE). She currently resides as the Dean of the College of Education and Human Services at West Virginia University. Levin is currently employed at the University of North Carolina at Greensboro as the Director of the Teachers Academy, and a professor in the Department of Teacher Education and Higher Education. Together they have co-authored three books, including the first edition of this book. Part of the authors’ research for this second edition included going to eight school districts during eight months in the 2010-2011 school year and spending time with teachers and administrators who lead “exemplary” schools and districts. They observed the best practices in establishing schools that used technology to engage students in 21st century learning. In the first part of the book, Schrum and Levin lay out a plan for administrators and school leaders to use technology meaningfully in their districts. In order to create a more technology-rick environment, they encourage taking a systemic approach, and think about the many areas that will be impacted when you bring in technology. They stipulate that “much more has to be attended to when trying to integrate technology into a school or district, and many related factors have to be addressed (nearly) simultaneously (pg. 8).” They outline the major factors that affect the sustainability of a technologically enhanced school environment. Included in these are having a strong vision and leadership, technology planning and support, professional development, curriculum and instructional practices, school culture, funding plans, and partnerships (pg. 9-11). They detail how each of these factors impact the implementation and give resources to help leaders develop each. They reiterate that it is important that all stakeholders take part in making the vision a reality, and distributing the leadership amongst many school leaders is preferred so “the culture is developed and maintained by the entire staff (pg. 43).” School technology leaders must also be willing to be learners themselves and keep themselves updated on new technologies. They must also lead by example and use web tools if they want others to follow suit. Schrum and Levin suggest participating in, or starting your own Personal Learning Network (PLN), as well as using social media and blogs or wikis to stay up to date and keep others up to date on what is happening in your school as well.The second part of the book introduces web 2.0 tools that students can use to support their learning. These tools include blogs, Google apps, and social media. Particularly helpful is the section in chapter 7 that gives content-specific technology applications. For example, for English Language Arts, there are many storytelling tools and ones to help struggling readers. Through it all, they underscore the fact that technology should be used to support the goals of your vision; it is not an end it itself. Schrum and Levin state that, “without the teachers’ skilled pedagogical application of education technology, technology in and of itself cannot provide innovative school practice and educational change (pg. 147).”The structure of the book is very user-friendly, providing focused objectives for each chapter and key vocabulary terms to bring in the reader who is not familiar with technological terms that are important to 21st century learning skills. Additionally, they outline many considerations school leaders need to take into account when implementing technology, such as Acceptable Use Policies (AUPs) and digital citizenship. An online link provides resources and vignettes for additional support. Each chapter ends with activities that the reader can do alone or with their team to put into practice what was discussed in the chapter. This book can serve as a starting point for school leaders who wants to bring technology to their school. It allows them to get started right away in an organized manner, while tackling issues that need to be addressed.**This review is for the second edition of the book (2015).
I read this book for "School Technology Leadership" class in Spring 2013. It is a great resource for students, teachers, and other education professionals. The book introduces a variety of concepts and strategies for integrating technology in today's classrooms. The uses of technology and Web 2.0 tools are increasing and becoming more complex. Teachers can become overwhelmed with the number of choices out there. This book offers summaries of numerous tools, making it easier to choose the right one for different activities. Schrum and Levin focus on the importance of collaboration, communication, and taking leadership roles within schools. These, along with the strategies presented, encourage an easier and more efficient integration of technology for teachers/administration. Each chapter begins with an overview of the chapter as well as key words. At the end of each chapter, the authors include a list of related activities which reinforce the ideas as well as provide real-world examples. These activities are helpful, although certain links are no longer valid.
This text book is organized in a very useful way and seems to address all aspects of leadership in regards to educational technology. There are real world stories from educators and administrators that exemplify different components of NETS standards. It does a great job of emphasizing the importance of keeping up with technology and working to implement the newest and latest for the benefit of students. Many sites are provided and some of the sites are already closed or outdated, but it's worth trying them out because you might find exactly what you've been looking for. There are many subject specific links and that was a highlight of the book. The author provides leadership activities at the end of every chapter and I found a lot of them that will truly change the way I teach in the classroom.
Picked this up at the Summer 2010 NSDC and the digital literacy coaches are going to find it right up their alley. A fascinating read.
This is a pretty good resource for trainers and educators.