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About
this Issue
Leading
the Leaders
By Anita McAnear
To read letters to the editor, click Readers
Respond
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NOTE: Where indicated, files are in PDF format (view PDF instructions). Some files are in MS Word (view
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Rich Text instructions) formats.
The goal of school reform efforts as well as everyday
classroom practice
is to improve learning for students. ISTE, as an advocacy
organization,
believes that the appropriate use of technology is key to
achieving
this goal. How do we lead this effort and contribute to the
body of
knowledge that delves into just exactly how and under what
circumstances
technology contributes to realizing improved learning for all
students?
ISTE executives endeavor to support and grow Ed Tech leaders. Chris Stephenson
interviews Leslie Conery, ISTE deputy CEO, to "examine the need for educational
technology leadership and look at various ways ISTE fulfills this need".
Chris will continue this look at ISTE and leadership in future issues.
 Download
the full article (PDF, 168 KB)
One way ISTE supports leaders is by providing important resources. Kate Conley,
L&L editor, continues her three-part series on recommended readings
(articles, books, periodicals, and Web sites) with a focus on leadership. Check
back in May for the third article, which focuses on technology integration.
Download
the full article (PDF, 375 KB)
Educators who implement Ed Tech innovations and then share what they have learned
through articles contribute to the body of knowledge and help us find the best
ways to use technology to support learning. Educators' experiences with ubiquitous
computing give us a picture of the kind of learning that can happen when students
have 24/7 access to technology. Howard Levin provides a snapshot of the kind
of rich, deep, and seamless learning that can take place when high school students
have their own laptops.
Download
the full article (PDF, 467 KB)
Pamela Livingston then provides a similar snapshot of one middle schools experiences.
Download
the full article (PDF, 326 KB)
Support from the district level is often crucial to widespread adoption of
an educational intervention. Diane McGrath and Nancy Sands describe what happens
when a district launches wholeheartedly into project-based learning with technology.
Download
the full article (PDF, 248 KB)
The Association for Computing Machinery is providing some much-needed guidance
for computer science teachers and a K-12 computer science curriculum. Allen
Tucker discusses the new Model Curriculum for K-12 Computer Science and ACM's
plans for a new professional association for computer science teachers.
Download
the full article (PDF, 376 KB)
Diane Peterson and Cathi Nelson provide a picture of the ultimate goal: students
engaged in authentic learning where they are contributing to the advancement
of scientific knowledge about a specific species, in this case, short-horned
lizards. At the same time, students are learning advanced uses of technology
and deepening their knowledge of useful analysis and communication tools.
Download
the full article (PDF, 349 KB)
This month's profile of member Drew Laurence provides a picture of what a caring,
engaged teacher can do to help students with special needs by using technology
as a supporting tool.
Download
the full article (PDF, 286 KB)
Finally, this month's products & services section provides resources to
help you advance the field. Gail Lovely reviews sources of streaming video for
classroom use.
Download
the full article (PDF, 286 KB)
L&L senior editor J.V. Bolkan reviews the AlphaSmart Dana, an alternative
to a handheld computer.
Download
the full article (PDF, 259 KB)
What's New column lists the new hardware, software, and other resources for
use in your classroom, school, district, or agency. Download
the full article (PDF, 259 KB)
We invite you to share your experiences and insights into exactly how
and under
what circumstances technology improves student learning.
Readers
Respond
Finding Solutions
Concept mapping ("What a Concept!," February 2004,
pp. 12-16)
is an incredibly valuable instructional strategy. Technology
such as
Inspiration and PicoMap has made this method much more
powerful. The
students in Mr. Royer's classroom are tuned in to his
instructional
goals, focused on producing results of a higher level, and
enthused
about the use of concept maps.
Finding instructional tools and methods to support a genuine
classroom
need, as opposed to starting with the latest solution first,
legitimizes
the technology's usefulness. I think it's important for all of
us in
the educational technology field to keep this perspective in
mind as
we administer grants, conduct professional development, and
provide
support to educators. Our real aim is not to start yet another
new technology
initiative, but to find solutions to make our instructional
efforts
more engaging, and to help meet stricter demands placed on our
teachers
and students in ways that keep our classrooms energized.
Chris O'Neal
Virginia Educational Technology Alliance
University of Virginia, Charlottesville
Copyright © 2004, ISTE (International Society for
Technology in Education).
All rights reserved.
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