Principal Connections Online | Edvantia (formerly AEL)
Program Description
Based on the success of two earlier professional development products for principals, the Principal Connections and Administrators Guide to Technology Leadership, Edvantia has developed this Web-based revision called Principal Connections Online. Designed for building-level administrators, this online professional development delves deeply into the topic of technology integration. The content reflects the latest understandings from technology integration literature as well as requirements from recent policy, especially No Child Left Behind.
Principal Connections Online is divided into six sections and incorporates video from real classrooms -- classrooms in schools that are exemplary in their technology use. Along with classroom videos, interviews with principals and teachers are included. These teachers and principals share lessons they have learned and strategies they have used successfully to help promote the appropriate use of technology for teaching and learning. The sections are:
- Why use technology? School leaders play a prominent role in promoting the effective integration of technology into instruction. Understanding how technology can impact teaching and learning is important to school leaders faced with productivity and accountability issues.
- Research in technology. This section helps you to better understand just what scientifically based research means and to use that understanding to better support planning, purchasing, instructional, and assessment decisions in your school.
- Strong leaders, exemplary users. Research has shown that teachers in all types of schools can become exemplary technology users. Key to this maturation is the building principal or leader of the professional learning community in which the teachers participate. This section will help principals better understand key criteria for creating and sustaining a learning community of exemplary technology users.
- Overcoming barriers to integration. Fortunately, whether barriers to technology integration are physical ones, such as lack of hardware and software, or intangible ones, such as attitudes and perceptions, many schools and districts have already faced them. Experiences from successful schools and districts are presented to help overcome these problems.
- A continuum of integration. Teachers follow similar stages of adoption as they first learn about technology and then begin to incorporate it into their teaching and learning. This section relates the findings from the seminal Apple Classrooms of Tomorrow studies and how teachers can be supported as they progress through stages identified in this body of research.
- Observing technology use. This section expands upon the knowledge presented in section five and includes a technology integration observation form that can be used in classrooms at any grade level. Videos of real classrooms and expert analyses are included for practicing the form.
Virginia Standard(s) Addressed
Instructional Leadership (ISLLC standard 3)
Professionalism (ISLLC standards 5 & 6)
Principal Connections Online addresses a portion of the National Educational Technology Standards for Administrators (NETS-A) developed by the International Society for Technology in Education (ISTE).
Program Goals and Objectives
By the end of this program participants will demonstrate the ability to:
- identify reasons for using technology in teaching and learning
- discuss ways technology can result in improvement in education outcomes
- explain technology literacy
- identify resources that provide support for the effective integration of technology into teaching and learning
- evaluate the level to which your school has made progress on indicators of technology integration
- determine action steps for improving areas of need as determined in your evaluation
- determine the intent for incorporating the findings from scientifically based research in teaching and learning
*identify principles of scientifically based research
*define scientifically based research
*determine the parameters of high-quality research - identify resources to help you and your staff become better consumers of strategies and materials supported by scientifically based research
- discuss the current state of education technology research
*Identify and incorporate resources for finding and understanding research that supports the appropriate integration of technology in teaching and learning - explain the impact a strong leader can have on teaching, learning, and school management
- identify shifts in teachers roles
- explain technology literacy
- describe the characteristics of exemplary computer-using teachers and how you can support these characteristics in your own school
- describe how teachers' philosophical orientation toward teaching can impact their technology use
*understand that a shift in philosophy takes time
*identify philosophical characteristics held by exemplary computer-using teachers - describe the importance of teaching experience on technology integration
- identify key tasks for which teachers can use technology to increase productivity
- describe first- and second-order barriers and the symbiotic nature of the notes they play in suppressing the success of your technology integration efforts
- describe the barriers to the following key elements of technology integration and list strategies to help overcome them:
*purpose
* training
*support
*time
*funding - recognize stages that teachers progress through while integrating technology into their classrooms
*describe stages identified by research
*identify action steps you can take to help teachers progress through the continuum - recognize characteristics of the ACOTT stages exhibited by colleagues and staff
*describe technology resources and their use in these stages
*describe the teacher's role and how it changes through the continuum
*explain the nature of the instruction throughout the continuum
*describe student activities and engagement levels in the stages - utilize a classroom observation tool designed to gather data on a teacher's level of technology integration
- describe effective technology integration as it relates to
*resources used
*the role of the teacher
*the nature of the instruction
*student engagement
*utilize a classroom observation tool to gather data on the level and types of technology integration for individual teachers - determine action steps to support teacher efforts for integrating technology
Program Format
What you'll find in Edvantia's online instruction
- Organizational structures that promote learning in an online environment. Online content from Edvantia capitalizes on the growing base of knowledge about what works in distance-based and distributed learning. The content is designed to be relevant to a community of learners who draw from their own experiences and work together online-and sometimes offline-to improve their practice.
- Content customized to fit specific individual state needs. While skills and knowledge transcend geographic boundaries, educators must respond to and follow the policies, standards, and practices within their own states. Edvantia works with state departments of education to accurately reflect state requirements and practice.
- Clearly defined learning outcomes evaluated through relevant activities. Individuals are not tracked through the content. Instead, the learning community works through the content at its own pace. Learning outcomes are clearly articulated at the beginning of each section and are aligned with the content and activities. Content required to successfully complete all activities is readily available.
- Practical activities that promote professional growth and understanding. Activities require reflecting on existing practice and usually result in the creation of artifacts and processes that may be applied directly in the participants' schools. These activities often require team members to combine what feels comfortable from their current practice with new skills and knowledge based on the latest research about what works. Some activities include media elements, such as video (streaming, CD, or DVD), to demonstrate practical application of new knowledge and skills.
- Media elements that support the content, strengthen understanding, and address diverse learning styles. Because the Internet enables the transfer of a variety of media types, Edvantia can select appropriate media to augment the learning experience. Alternative delivery methods for users with low-bandwidth connections facilitate learning while reducing frustration from technology.
- Enrichment material that provides timely information from the greater community of practice and important findings from leading researchers. The dynamic nature of information and the flexible setting of the Internet are a great match. Edvantia's online instruction links users to exemplary practices and noted content experts to supplement learning and connect participants with colleagues outside their geographic area.
Target Audience
The program is designed for building-level administrators, at primary, elementary, middle, and high schools. It would also be appropriate for school-based instructional technology specialists.
Self-Selection and/or Identification Through School Division
No/yes. This is an online course that is designed for cohort groups of building-level administrators, based on the principles of developing a professional learning community. It can, however, be used by a cohort of administrators within a school or district. Recommended group size is from 5 to 20. This course can also be offered face-to-face with online follow-up.
Duration of Program
The program contains 6 modules, each consisting of approximately one hour online and one hour offline per week, for a period of 6 weeks. One additional week is recommended prior to instruction for an online orientation. The program can be delivered face-to-face in two days. Customized hybrid settings can also be accommodated, such as one day face-to-face with 6 weeks follow-up online.
Outcomes Measured
- Participant reaction to training
- Participant cognitive gains (i.e., understanding of knowledge and skills presented)
- Participant use of concepts and skills
- Changes in participant attitudes and perceptions
Program Evaluation
- End-of-module evaluation for each of 6 modules
- Analysis of participant artifacts from activities
Contact Information
Dr. John D. Ross, Sr. R&D Specialist
Edvantia
P.O. Box 1348
Charleston, WV 25325
Phone: 800-624-9120, ext. 5844
Email: John.Ross@edvantia.org