Fostering a School Technology Vision in School Leaders

This study focused on understanding how and to what extent school leaders shift their vision of school technology leadership as a result of being exposed to theoretical, practical, and empirical data focused on school technology leadership. Prior to the intervention, educational leadership doctoral students were asked to write their vision statement for school technology leadership. After completing a three-credit hour graduate level course developed around the National Educational Technology Standards for Administrators (NETS-A) (ISTE, 2011), the students were asked to revise their vision statement. Pre- and post-treatment analyses were conducted to determine the depth of conceptual shifts as measured by the technology leadership standards. The researchers found that each student experienced shifts in their vision that more closely aligned to the NETS-A.

Material Type: Reading, Teaching/Learning Strategy

Author: Richardson, J., Flora, K., & Bathon, J.

Leadership Essentials: School Librarians and OER - How will you lead your school? Making the Leap.

The School Librarian Program at Granite State College is based on the foundational belief that school librarians are essential, integral and transformational leaders.  The program focuses on preparing school librarians as catalysts for school change and learning for the digital age.  In addition to developing the requisite skill sets and knowledge base needed to perform at top levels, there is a focus on the development of dispositions and attitudes such as initiative, creativity, self-direction, resilience, flexibility and intellectual curiosity which are crucial in assisting learning communities to engage in continuous improvement, innovation and reflective practice.  The program emphasizes the convergence of these dispositions,  skills, knowledge and understandings in order for candidates to achieve and succeed with a strategic plan for schools to ramp up and redesign school library media programs to provide the requisite, robust environment and intentional opportunities for meaningful student engagement with content, ideas, information and technology.This module is intended to be completed over the course of a 12-week semester and is designed to develop understanding about becoming a more effective school library leader within the evolving contexts of the digital age – especially related to the assessment of leadership dispositions and competencies needed to ramp up and redesign school library programs to provide the robust, flexible environments and intentional opportunities for meaningful student and teacher engagement with OER content, ideas, information and technology. The module addresses five areas of focus — preparation (2 weeks), planning (2 weeks), organizational strategy and change (3 weeks), transformational learning (3 weeks) and reflection/synthesis (2 week).

Material Type: Module

Author: Susan Ballard

Computer Programming: A MS Technology and Engineering Lesson

Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

Material Type: Lesson Plan

Author: Kelly Galbraith

Experiential Learning in Instructional Design and Technology

The purpose of this text is to provide students with an introduction to the field of Instructional Design and building upon skills that will help the novice designer become more effective in their professional career. This text will go beyond theory to discuss such topics as recommended skillsets and traits for designers, the importance of cultivating strong communication and leadership skills and how to incorporate emotional intelligence into your wheelhouse of professional skills. In addition, tips on the management of projects as well as the instructional design process will be discussed. In an effort to broaden the concept of the instructional design profession, you will find sections devoted to instructional design in various professional venues, (i.e., consulting, educational {higher education and K-12}). In the educational realm of instructional design, one current topic among designers is how to incorporate openly licensed material into instructional texts. We will provide a section on open educational resources and licensing to assist you in becoming knowledgeable on best practices and dealing with cutting edge initiatives in the educational world. Effective instructional designers should be able to speak comfortably in public in various venues whether it is a business meeting, training a small group of individuals, or, presenting at a large conference. For an instructional designer, it is important to hone these leadership skills and prepare yourself for the inevitable public speaking situation. This text will provide information on how to improve upon your public speaking skills.

Material Type: Textbook

Authors: Joshua Hill, Linda Jordan

#GoOpen District Launch Packet (2017)

In 2022, the #GoOpen movement transitioned from a federal initiative to launch the #GoOpen National Network, a national community of educators and leaders who use and support open educational resources and practices (OER/OEP) to equitably improve teaching and learning for all. This resource offers enduring value and guidance for districts choosing to transition to the use of openly licensed educational resources to improve student learning in their schools. Openly licensed educational resources (OER) enable districts to reallocate significant funds currently spent on inflexible, static learning materials to resources and activities that accelerate the transition to digital learning. These include implementing new professional learning programs for teachers, developing a robust technology infrastructure to support digital learning, and funding new leadership roles for educators who curate and create openly licensed educational materials.

Material Type: Assessment

Common Core Implementation Workbook

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). The workbook uses a proven performance management methodology known as “delivery” to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of your state's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation.

Material Type: Reading

Teamwork & Cooperative Problem Solving

Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.

Material Type: Activity/Lab, Lesson

Authors: Rachael Haverstick, Craig Kemmlein

Genetics in the Vineyards

In a 21st century globally-competitive society, agriculture is rapidly progressing and incorporating more innovative STEM practices (Science, Technology, Engineering and Mathematics). A number of agriculture advances incorporate genetics, which is an important unit in seventh-grade science. The lesson exposes students to a real-life application of genetics and technology to improve agriculture production and profit. The lesson specifically addresses bioengineering, biotechnology and selective breeding. Students use the technique of selective breeding in a class competition to make the best and most profitable grapes to sell to local industries. In doing so, they will learn about progressive agriculture science and technology, while covering the seventh-grade science genetics standards.

Material Type: Lesson Plan

Author: Illana Livstrom

safe.netizens@eu project's website

The project partnership involves five schools from Finland, Hungary, Italy, Slovenia and the coordinating school from Spain and we aim to prepare students for a society dominated by technology and equip them with competences and knowledge built on digital literacy and foreign language skills which can give them the opportunity to implement mobility both within European education and labour market. We want this project to teach our students to become European citizens actively involved in a digitalized society and we are convinced that by providing our students with better digital skills, they will have better job opportunities in the European market as well as a sense of responsibility in terms of technology use. We also aim to promote education for volunteering as a component of European active behaviour since students will learn how to better work in teams, develop leadership and problem-solving skills, and do volunteer work. This is not only essential for schoolwork but also for further involvement in the community. Therefore, throughout the project there will be practical volunteering activities performed by students, parents and teachers of all partner schools at local and international level. We also have a concern for disadvantaged students and underachievement, so as teachers we have a need to improve our teaching skills to develop innovative approaches and practices that contribute to the implementation of inclusive methodologies and also to a greater achievement of our students’ basic skills. We want to enhance our digital skills in order to motivate our students and address diversity with the use of innovative ICT tools. To achieve our aims all schools have agreed on the following objectives: - Develop and enhance digital literacy, skills and inclusion. - Make students aware of the need to make a safe use of new technologies and promote a responsible and respectful digital behaviour. - Increase the European civic competences and behaviour through volunteering. - Cooperate and exchange good practices and innovative methods to motivate and engage students with the help of ICT tools - Enhance language skills in first and second languages as well as intercultural competences to improve the student’s command in ICT and skills for work. - Promote digital training for students and teachers in the use of open educational resources (OER). The activities have been planned in a way that the project covers the nine elements of Digital Citizenship, namely Digital Access , Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness and Digital Security. Our project includes activities involving participating and working together on tasks at national level and others with students from the five schools of the partnership collaborating and working jointly during mobilities. They will mainly be implemented in the form of non-formal learning, using tools that are the most suitable for assessing the acquired knowledge and skills. As regards the beneficiaries of the project, the target groups will go through a transparent selection process to take part in the mobilities, but project activities will also involve teachers, students’ families, volunteer students, outside partners, foundations, local authorities and communities for a better impact and dissemination. We expect tangible and intangible results. Students will have an online portfolio where they collect all the materials created – at the end of the project, based on their work and a test, a digital driver’s licence will be awarded – it will later be used for other students as well and incorporated in the curriculum. Students will take part in debate sessions on topics related to project work during student exchanges. · Teachers will learn new ways to motivate students with mobile and ICT tools. They will create a manual of their teaching practice on digital citizenship and tools for different educational purposes in different subjects. The project will have an impact on the students’ future development as the skills acquired will contribute to the improvement of their academic achievements and entering the world of work. The European dimension will be reinforced as a result of the sustainable cooperation of the five partner schools. Mobilities, methodological changes, and the internationalization of the institutions will mark a turning point at school level after the European experience and will serve as the basis for future cooperation. The project will also help create long-lasting synergies with institutions and collaborating partners in the activities at local, regional and international level. We will seek opportunities for carrying on joint activities based on our project findings and will take part in a new eTwinning or another international project trying to involve as many new members as possible

Material Type: Case Study, Teaching/Learning Strategy

Authors: Agnes Jassó, Giuliana Cecarelli, Javier Cerrato Pachón, Juan Fernández de Vega, Mateja Smolar Tic, Terhi Rattila

Remote Learning: District Planning for Improvement

This resource is intended to help school and district leaders understand, reflect upon, and prioritize actions to improve student learning in remote settings. The guide: Is organized around five key school leadership focus areas, which enable critical best practices Highlights specific school-based “Power Moves,” examples and resources, Can be used in concert with the accompanying deeper Remote Learning Reflection Tool to help leaders assess current readiness and practice and then work with their teams and technical assistance partners to choose areas for highest-impact.

Material Type: Teaching/Learning Strategy

Author: The Learning Accelerator

Injustice at Home | The Japanese-American Experience of the World War II Era

As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era. This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII. In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

Material Type: Lesson, Unit of Study

Authors: KSPS Public Television, Leslie Heffernan, Morgen Larsen, Starla Fey

English Language Arts, Grade 11

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Material Type: Full Course

In the Mountains of New Mexico

At age twenty-seven, physicist Philip Morrison joined the Manhattan Project, the code name given to the U.S. government's covert effort at Los Alamos to develop the first nuclear weapon. The Manhattan Project was also the most expensive single program ever financed by public funds. In this video segment, Morrison describes the charismatic leadership of his mentor, J. Robert Oppenheimer, and the urgency of their mission to manufacture a weapon 'which if we didn't make first would lead to the loss of the war." In the interview Morrison conducted for War and Peace in the Nuclear Age: 'Dawn,' he describes the remote, inaccessible setting of the laboratory that operated in extreme secrecy. It was this physical isolation, he maintains, that allowed scientists extraordinary freedom to exchange ideas with fellow physicists. Morrison also reflects on his wartime fears. Germany had many of the greatest minds in physics and engineering, which created tremendous anxiety among Allied scientists that it would win the atomic race and the war, and Morrison recalls the elaborate schemes he devised to determine that country's atomic progress. At the time that he was helping assemble the world's first atomic bomb, Morrison believed that nuclear weapons 'could be made part of the construction of the peace.' A month after the war, he toured Hiroshima, and for several years thereafter he testified, became a public spokesman, and lobbied for international nuclear cooperation. After leaving Los Alamos, Morrison returned to academia. For the rest of his life he was a forceful voice against nuclear weapons.

Material Type: Diagram/Illustration, Primary Source

Introduction to Sociology 2e

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Material Type: Full Course