School Change

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MSTU5510: Technology and School Change
Dr. Ellen Meier

Contents 1 Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press. 2 Popham, J. (2001). The truth about testing. Alexandria, VA. Association for Supervision and Curriculum Development. 3 Rogers, E. (2003). Diffusion of Innovations (5th ed). New York: Teachers College Press. 4 Sandholtz, J., Ringstaff, C., Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press. 5 Becker, H. (2000). Findings from the teaching learning and computing survey: Is Larry Cuban right? [1] 6 Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2(2), 171-176.

Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.

• Commentary on the direction of school reform movements and current barriers to change at multiple levels of the US school system
• Barriers to change: “innovation overload” (conflicting school initiatives – i.e. teaching to the test vs. project-based learning), growing demands on teachers, lack of leadership (or vision for technology)
• Advocates for collaboration or “professional learning communities”
• “1. Large-scale change cannot be achieved if teachers identify only with their classrooms, and are not similarly concerned with the success of other teachers and the whole school. 2. Large-scale change cannot be achieved if principals identify only with their own school, and are not similarly concerned with the success of other principals and schools in the district. 3. Large-scale change cannot be achieved if school districts identify only with their own district, and are not similarly concerned with the success of other districts. 4. Large-scale change cannot be achieved if individual states identify only with their own states, and are not similarly concerned with the success of other states and the country as a whole.”
• Advocates for “changing the teaching profession”
• “The new professionalism makes huge demands on teachers’ own learning – learning how to keep modifying and extending their teaching as research discovers more and more about children’s learning styles, multiple intelligences and ways of understanding; learning how to integrate new technologies into their classrooms; and learning how to interact effectively with adults “out there” to deepen their understandings of and get more support for the students they teach (p. 265).”

Popham, J. (2001). The truth about testing. Alexandria, VA. Association for Supervision and Curriculum Development.

• Commentary on the “misuse” of high-stakes tests, particularly as it relates to the design of the instrument (i.e. test items do not accurately reflect desired constructs)

Rogers, E. (2003). Diffusion of Innovations (5th ed). New York: Teachers College Press.

• Outlines adoption theory: “Individuals in a social system do not all adopt an innovation at the same time, Rather, they adopt in an over-time sequence, so that individuals can be classified into adopter categories on the basis of when they first begin using a new idea (p. 267).”
• Adoption categories and frequency of population: Innovators (2.5%), Early Adopters (13.5%), Early Majority (34%), Late Majority (34%), Laggards (16%)

Sandholtz, J., Ringstaff, C., Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

• Case-study of the Apple Classrooms of Tomorrow Project (ACOT)
• Highlights longitudinal change as computers enter the classroom.
• Findings include: change in teacher beliefs (attitudes toward computers – “sage on the stage versus guide on the side”), teacher practice (shift toward constructivist teaching practices – teacher as coach).

Becker, H. (2000). Findings from the teaching learning and computing survey: Is Larry Cuban right? [1]

• Technology does positively impact teaching, in that it supports a shift toward constructivist practice.

Scardamalia, M. (2001). Getting real about 21st century education. The Journal of Educational Change, 2(2), 171-176.

• This article talks about the impact of the information age on desirable student learning goals.
• Abstract: "This article tries to find the answer to the question that, will educational institutions, within their presents structures, be able to adapt sufficiently to meet the needs of the information age. In the information age students also need to acquire computer, Internet, and media skills, but these can be acquired incidentally in the course of work devoted to the three central goals. Students need to learn cooperation, but this is not an abstract virtue. It needs to be learned in relevant contexts, and the most relevant contexts would be the pursuit of understanding, knowledge creation, and epistemic agency. There is a place for direct instruction in the development of basic academic skills, but the practice that develops these skills to functional levels could, again, best be carried out in the context of pursuing knowledge building goals."