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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Appendix B
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Appendix B
Key Enablers for the Two Transformations
This Appendix provides the lists of key enablers (first level entries) and descriptors and comments (second level entries) that were developed in the breakout groups of the January 20, 2003, workshop. After elaborating their candidates for key enablers, participants reviewed the lists of all four groups and voted for their top two choices for key enablers. The numbers in parentheses provide the number of votes received by each key enabler.
FIRST TRANSFORMATION
Group 1
Demonstrable added value for teachers’ work practices—integration (11)
Lesson preparation, assessment, credentialing, personalization, class management
Must be ready to hand
Clearly defined goals, strategies, management (5)
Leadership capacity, integration of technology and curriculum, control, innovation management—need top-down/bottom-up interplay
At what level should leadership be?
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Quality of service (2)
Physical and intellectual accessibility, support, reliability
What is right level for locating support?
Clearly defined content/use, resource discovery
People are buying the hardware!
How can content be found?
“It’s the software, stupid!”
Group 2
Colleges/universities need to be aligned with new challenges (9)
Content courses with embedded new technologies
Integrated curriculum for preservice education that connects letters, art, and sciences
Close gap between education programs and real-world needs of teachers
Curriculum, pedagogy, and technical support must be organically linked (4)
The content/concept/pedagogy tied dynamically to technology in teacher’s mind
Encourage design/development process that closes gap between teacher/student and developer (2)
Work flow efficiency must be built into educational technology— design and acquisition (2)
Creation and adoption of common system for sharing, evaluating, and distributing teacher-created materials
Group 3
Build case (with business and educator involvement) for risk taking with public money (6)
Need evidence/examples/case studies
Assessments need to change (2)
Crack cycle of textbooks-to-curriculum-to-standardized tests
Tipping points (see business case, above):
Make education attractive to industry (1)
Educators need to believe in vision, i.e., embrace technology, content need, partnership with industry
Cost-benefit convincing story
Change mindset in education and business (1)
Need data, case studies
Need leadership—all levels
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Group 4
Research-based body of evidence on what works (6)
Prove that technology enhances achievement
Systems approach (5)
People and community and technology
Establishing education model
Leadership and professional development, plus preservice improvements (3)
Public acceptance of 21st century skills basis (3)
SECOND TRANSFORMATION
Group 1
Define goals and metrics (12)
Redesign and make effective a cycle between research, training, practice, and assessment
Create a functioning marketplace for translating research into goods and services (3)
Build public and policy awareness around need for the vision and roles (2)
Carry out LENS1 expeditions (8)
Develop set of “middleware” tools
Innovation portfolio2 (1)
Develop schools as learning organizations
Capitalize on learner innovation
Group 2
Promoting/clarifying “the vision”
Research funding for:
Potential of new technologies to better assess process and learning
Ongoing formative assessment of learning for students and teachers
Large-scale and long-term questions
Moving beyond paper-and-pencil assessment (1)
Create cognitive science/IT tech parks similar to those of university/ private-sector partnerships (6)
Teacher involvement
1
See discussions by Roy Pea in Chapter 3 and in Appendix A.
2
See discussion by Robert Tinker in Chapter 3.
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Graduate student involvement
University/company intellectual property sharing
Develop a metametrics of what works, build broad stakeholder consensus on metrics and hold accountable to those metrics (1)
Group 3
Targeted test beds: proof of concept to support first transformation (12)
Generate compelling examples (1)
Funding (1)
Use known success models from other communities of research
Build constituencies
Include reward structure like health/sciences (1)
Practical partnerships (1)
Group 4
Stable over time in contrast to relearning over time: hardware, software, content
Measure added value
Explore tax structure (1)
R&D on formative assessments (4)
Professional development and R&D on how students learn and assessments
Give incentives to learn
Long-term implementation research
Restructure school time to maximize learning
Greater understanding of how to innovate/institutional support of innovation; incentives for teachers to be innovative
Representative terms from entire chapter:
added value