Introducing Technology Together

Resource 00a || Presentation

What is Technology Together?

• Technology Together is a holistic and flexible approach to ICT professional development for primary and secondary school teachers

• Technology Together has been developed for teachers, by teachers

• Technology Together is a process not a project• It isn’t a ‘quick fix’ or short-term solution but rather is

about ongoing learning and whole-school change.

Technology Together is founded on the idea that adoption and integration of technology by teachers (and students) is influenced by their attitudes, beliefs, values, motivation, confidence and learning strategies.

The logo and the motto

• Represents the collaborative and supportive underpinnings of the approach

• Symbolises teachers working together to build a stronger school culture for learning

There are eight foundational pillars underpinning Technology Together

The Foundational Pillars

1. Learning versus training

2. Competency versus capability

3. Attitudes values, beliefs, and strategies

4. The complexity of school culture

5. The whole-school approach

6. The role of leadership

7. Strategies versus initiatives

8. Teacher learning and culture change

The eight The eight foundational foundational

pillarspillars

1. Technology learning is different from technology training

Technology Together:•Is not a short term ‘fix’ but fosters lifelong learning•Acknowledges the ‘reality’ that ICT learning is ongoing and involves learning to problem solve and work in unfamiliar contexts•Doesn’t date like directive-style training•Views technology learning as a journey, not a destination

Technology Together is less about handing out fish than it is about helping teachers learn how to fish!

2. Technology competency is different from technology capability

• Competency – having specific skills within a controlled environment

• Capability – having an ability to function in unknown contexts with new problems and to adapt to change

• Competency is an ingredient of capability BUT• Capability is a much stronger concept

3. Adoption and integration of technology is influenced by teachers’ attitudes, beliefs, values, motivation, confidence and learning strategies.

Technology Together employs a metacognitive approachMetacognition simply means:

Thinking about thinkingor

Learning about learning.

It encourages teachers to think about themselves (and their students) as technology learners

4. Technology learning is complex and influenced by school culture

• There are a complexity of factors that influence ICT integration in schools.

• There are no single, linear, ‘one-size-fits-all’, fail safe approaches to assisting schools

• Reflective school communities that value, embrace and actively discuss ICT will embrace learning opportunities as they arise

5. A whole school approach maximizes student outcomes

• Technology Together views ICT integration as the responsibility of all teachers, not just specialist or motivated teachers

• ICT is a tool that enhances education while also transforming and revitalising it

• Technology Together provides a collegial framework of school staff supporting each others’ learning.

6. Leadership is important in establishing a supportive school

environment

• Teachers need to be encouraged, but not pressured, supported but not over-assisted, stimulated with ideas and adequately resourced without forming an impression that resources alone will lead to effective ICT integration.

• Leadership is not just the domain of school executive. Everyone on a school staff can play a leadership role in their own right!

7. How teachers learn is just as important as what teachers

learn

• Through Technology Together, teachers identify initiatives that are relevant to their local needs. Everyone is encouraged to challenge themselves with goals – big or small

• Participants are encouraged to develop strategies of exploratory learning, problem solving and appropriate help seeing within a context of collaborative and self-directed learning.

8. Technology Together enhances teacher professionalism and stimulates

change in school culture

Technology Together is not just about professional development in ICT. It encourages teachers to:

• Think deeply about the nature of teaching and learning• Engage in professional dialogue and collaborative practice• Link theory and practice• Reflect critically on their own teaching practice• Embrace elements of quality teaching and• Document their professional learning.

1. Learning versus training

2. Competency versus capability

3. Attitudes values, beliefs, and strategies

4. The complexity of school culture

5. The whole-school approach

6. The role of leadership

7. Strategies versus initiatives

8. Teacher learning and culture change

The eight The eight foundational foundational

pillarspillars

Metacognition simply means: Thinking about thinking or Learning about learning.

What is the metacognitive approach?

• When teachers are prompted to think about their values, beliefs and their past experiences they will often start to recognize factors that impact on their technology learning

• This can assist them to see how they can help themselves to change.

The metacognitive approach…• Helps teachers develop confidence with technology and a

willingness to try new integration ideas

• Promotes 'life-long' learning, by encouraging teachers to realize that technology learning has no end

• Helps teachers identify what influences their technology use, both positively and negatively

• Guides teachers to articulate their own learning goals, and to work toward a ‘preferred future’

• Supports teachers to be self-directed in identifying what they need to learn and how they go about the learning

• Assists teachers to realize the strengths and limitations of various learning strategies

• Involves mentoring and celebrates learning achievement.

Becoming a proficient technology using teacher is more about attitudes and learning strategies than it is about having some ‘magic’ personal

quality or set of skills.

Even for teachers who are relatively comfortable with

technology, the metacognitive approach can prompt them to

move outside their current comfort zone and try new things

with their students.

‘Spin-offs’ for Students

A metacognitive approach:•Encourage teachers to reflect on how young people utilise and learn from technology•Assists teachers to support their students to become strong, metacognitively aware learners.

The metacognitive approach can have a direct ‘spin-off’ for students and many teachers are motivated to employ

metacognitive strategies in their own teaching. .

Dimensions of the metacognitive approach

The metacognitive approach assumes that learning is influenced by three key components:

Affects Motivations Strategies

The metacognitive approach encourages reflection on affects, motivation and strategies in relation to the: •Past – what past experiences have influenced your values, attitudes, beliefs, motivation, confidence and learning strategies?•Present – how does your current context impact on your values, attitudes, beliefs, motivation, confidence and learning strategies? and •Future – what is your ‘preferred’ future? How do you go about actively creating this future?

Visualising the Metacognitive Approach

Affects (Feelings,

Attitudes, Beliefs and Assumptions)

Motivation

Strategies

Attribution

Problem Solving

Identifying Role Models

Goal Orientation

Exploratory learningand playfulness

Memory and Retention

Help Seeking

Learned HelplessnessAttitude to Time

Volition

Self-effic

acy

Anxiety

Support

Encouragement

& use by others

Perceived

UsefulnessPedagogical

Orientation

So what does Technology Together involve?

Initiatives(Products)

Strategies(Learning processes)

• Goal setting process• Driven by individual

teachers and the school

• All staff challenge themselves

• Consistent with metacognitive approach

• Flexible to meet the needs of the school

• Big focus on discussion, sharing and celebrating

Technology Together should involve 3-4 micro-cycles of learning

See Resource 00 | Technology Together at a Glance

Two metaphors for our learning in Technology Together

Climbing the technology learning ladder… one step

at a time.

Technology learning as a journey…

…an adventure, with ups and downs along the way.

Individual reflection or group discussion

What are some of the key things that have impacted on your approach to computers in the pastpast?

How do you currently feel about your use of computers – in the presentpresent?

What is your ‘preferred futurepreferred future’ in relation to your computer use?

Weekly activity

Pin up the Visual Model handout in a place where you most use computers

Read through the “Technology Together as Learning Journey” handout

Three key things from today…

What three points can you take from today’s discussion?

You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham.

Copyright 2013, ISTE ® (International Society for Technology in Education),

Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors.

The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council.

Other resources are available from the Technology Together website:

http://technologytogether.scu.edu.au

Clipart is drawn from Masterclips 500,000 ® IMSI